Perceived environment in relation to objective and self-reported physical activity in Spanish youth. The UP&DOWN study

The aims of the present study were to assess the association of environmental perception with objective and self-reported physical activity (PA) and the relation between environmental perception and meeting PA recommendations on children and adolescents. A sample of 1520 youth (770 boys) aged 8–18 years (12.1 ± 2.5 years) from the UP&;DOWN study were included in the data analyses. Environmental perception was assessed with the short adapted version of the ALPHA environmental questionnaire. PA was objectively (accelerometers) and self-reported measured (PA Questionnaire for Children, Patient-centered Assessment and Counseling for Exercise Questionnaire and Finnish PA Index). Linear regression models were used to assess the association of environmental perception with PA. Bivariate logistic regression models were used to assess differences between environmental perception and meeting PA recommendations. Environmental perception was positively associated with both objective and self-reported PA. Some differences were found in the association of environmental perception and PA between sex- and age-specific groups. Youth who perceived a more favourable environment were more likely to meet PA recommendations (at least 60 min · day^?1 of moderate to vigorous PA (MVPA)). Results suggest that environmental perceptions of children and adolescents may play an important role in achieving higher levels of PA.     

Mental fatigue impairs soccer-specific decision-making skill

ABSTRACT

This study aimed to investigate the impact of mental fatigue on soccer-specific decision-making. Twelve well-trained male soccer players performed a soccer-specific decision-making task on two occasions, separated by at least 72 h. The decision-making task was preceded in a randomised order by 30 min of the Stroop task (mental fatigue) or 30 min of reading from magazines (control). Subjective ratings of mental fatigue were measured before and after treatment, and mental effort (referring to treatment) and motivation (referring to the decision-making task) were measured after treatment. Performance on the soccer-specific decision-making task was assessed using response accuracy and time. Visual search behaviour was also assessed throughout the decision-making task. Subjective ratings of mental fatigue and effort were almost certainly higher following the Stroop task compared to the magazines. Motivation for the upcoming decision-making task was possibly higher following the Stroop task. Decision-making accuracy was very likely lower and response time likely higher in the mental fatigue condition. Mental fatigue had unclear effects on most visual search behaviour variables. The results suggest that mental fatigue impairs accuracy and speed of soccer-specific decision-making. These impairments are not likely related to changes in visual search behaviour.     

Sports coach as transformative leader: arresting school disengagement through community sport-based initiatives

Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support schools in arresting school disengagement. By embracing an understanding that challenges the definitional core of sports coaching as simply improving the sporting performance of an individual or team, and, drawing theoretically on the work of Carlisle et al. and Shields, the role of ‘coach as transformative leader’ is articulated. Analysis of data collected by means of semi-structured interviews with a group of community-based sports coaches (n = 8) revealed three factors salient to our understanding of re-engaging young people with formal education through sport. These were the impact of the community sport programme; the relationship between schools and community sports groups; and the implementation of transformative leadership qualities by sport coaching practitioners. Importantly, this paper explicates the pivotal function that coaching practice which embraces transformative leadership principles can have on reorienting young people from disadvantaged backgrounds towards more optimistic futures and educational objectives.     

Effectiveness of Large-Scale,State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to determine PD effectiveness. Growth curve analyses showed little change in educator outcomes over an 18-month period, with no differences among conditions or evidence of moderation by educator or classroom characteristics. Explanations for lack of PD impacts and the importance of evaluating educational investments are discussed.     

Life satisfaction in children and youth: Empirical foundations and implications for school psychologists

A central component of positive psychology is subjective well‐being (SWB). One facet of SWB receiving increased research attention is children's perceived quality of life (PQOL). Existing research related to child and youth PQOL is reviewed, followed by a discussion of the implications of the research for school psychology practice. Research with children and adolescents reveals that PQOL has a wide ranging nomological network including personality, environmental, and activity variables. Furthermore, PQOL appears to mediate relationships between the environmental experiences of youth and problem behavior. Implications are discussed within the context of calls for greater attention by school psychologists to prevention, non‐traditional assessment, direct service, consultation with teachers and parents, diversity issues, and the science‐practice connection. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 81–93, 2004.     

An Inexpensive Gel Electrophoresis-Based Polymerase Chain Reaction Method for Quantifying mRNA Levels

In order to engage their students in a core methodology of the new genomics era, an ever-increasing number of faculty at primarily undergraduate institutions are gaining access to microarray technology. Their students are conducting successful microarray experiments designed to address a variety of interesting questions. A next step in these teaching and research laboratory projects is often validation of the microarray data for individual selected genes. In the research community, this usually involves the use of real-time polymerase chain reaction (PCR), a technology that requires instrumentation and reagents that are prohibitively expensive for most undergraduate institutions. The results of a survey of faculty teaching undergraduates in classroom and research settings indicate a clear need for an alternative approach. We sought to develop an inexpensive and student-friendly gel electrophoresis-based PCR method for quantifying messenger RNA (mRNA) levels using undergraduate researchers as models for students in teaching and research laboratories. We compared the results for three selected genes measured by microarray analysis, real-time PCR, and the gel electrophoresis-based method. The data support the use of the gel electrophoresis-based method as an inexpensive, convenient, yet reliable alternative for quantifying mRNA levels in undergraduate laboratories.     

Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children With Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis, little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading disability enrolled in Phonological and Strategy Training (PHAST) or Phonics for Reading (PFR). Conditions differed in sublexical training with PHAST stressing multilevel connections and PFR emphasizing simple grapheme-phoneme correspondences. Thirty-seven children with reading disability, 3rd to 6th grade, were randomly assigned 60 lessons of PHAST or PFR. Crossed random-effects models allowed us to identify specific intervention elements that differentially impacted word-reading performance at posttest, with children in PHAST better able to read words with variant vowel pronunciations. Results suggest that sublexical emphasis influences transfer gains to word reading.