Is it defensible for women to play fewer sets than men in grand slam tennis?

Lacking in the philosophy of sport is discussion of the gendered numbers of sets played in Grand Slam tennis. We argue that the practice is indefensible. It can be upheld only through false beliefs about women or repressive femininity ideals. It treats male tennis players unfairly in forcing them to play more sets because of their sex. Its ideological consequences are pernicious, since it reinforces the respective identifications of the female and male with physical limitation and heroism. Both sexes have compelling reason to reject the practice.     

Identifying talented track and field athletes: The impact of relative age effect on selection to the Spanish National Athletics Federation training camps

This study examined the impact of relative age effect (RAE) on selection to the Spanish National Athletics Federation (RFEA) training camps (TC) between 2006 and 2013. Overall, 1,334 selected athletes at U15 years (cadet) and U17 years (juvenile) were compared against 27,711 licensed but unselected athletes for the same age groups. The results highlighted the influential role of the RAE on selection to national level track and field training camp opportunities. Interestingly, this effect was mediated by age and gender, where effects were stronger for both males and younger athletes (U15), with no evidence of RAE for older (U17) female athletes. These results support the “maturation-selection” hypothesis as a mechanism for RAE. Particularly given the long-term goals of RFEA (e.g., production of successful senior elite athletes), these results highlight the need to consider the impact of current selection processes on effective provision of opportunities to those athletes with most potential to succeed in the long term. A number of possible context-relevant solutions are discussed, including education and awareness raising, using holistic selection criteria and correction adjustments techniques.     

Toward an Ethnic Studies Critique for Teacher Education

In an effort to humanize students of color in teacher education research, this study shifts away from the question, “How can we add students of color?” and instead asks, “How might teacher education programs be transformed to make space for students of color?” To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured—institutionally and ideologically—to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics.     

基于贝叶斯网络的网络舆情案例匹配模型

[目的]通过研究当下网络环境的具体情境,利用概率分析的方式判断具体舆情所属的案例类型,从而为网络舆情危机响应决策提供依据。[方法]使用贝叶斯网络模型作为分析方法,构建网络舆情案例匹配的指标体系和案例匹配模型。[结果]通过48个网络舆情危机中的随机43个事件作为训练数据,构建贝叶斯网络模型,使用剩余5个网络舆情危机事件作为测试组,经检验测试样本案例匹配结果与事实相符。[结论]本文通过构建网络舆情案例匹配的相关指标体系和贝叶斯网络模型,为对网络舆情进行分型,从而为舆情危机响应提供了决策依据。     

Tool time: Gender and students' use of tools,control, and authority

In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000     

Challenges of talent development in alpine ski racing: a narrative review

Alpine ski racing is one of the most popular sports in many countries; nevertheless, selection disadvantages and severe injuries result in high dropout rates. In this review we summarize existing knowledge about the specific challenges associated with selection bias and injuries, and their effects on talent development in ski racing.

The relative age effect (RAE) appears in all age categories of national Austrian and international alpine ski racing. Relatively younger athletes seem to only have a chance for selection if they are early maturing. Talent selection processes should consider both the biological maturity status as well as the relative age; additionally, a competition system based on a rotating cut-off date might contribute to a reduction of RAE. Youth and adolescent ski racers report lower injury rates compared to World Cup athletes. The knee was the most affected body part in relation to traumatic injuries. The most frequently reported overuse injuries were knee pain (youth) and low back pain (adolescent level). Athlete-related modifiable risk factors were core strength, neuromuscular control, leg extension strength and limb asymmetries. Based on these findings, prevention measures should be expanded to contribute to long-term injury prevention. In future research more multi-disciplinary, longitudinal studies should be performed.     

Teaching students how to publish communication research

Courses: This semester-long assignment can be featured in undergraduate or graduate communication courses that include a major writing assignment such as research methods, capstone classes, senior thesis sections, or advanced courses on topics such as interpersonal, intercultural, and interracial communication. This assignment is suitable for face-to-face, online, and blended courses.

Objectives: By completing this assignment, students should be able to (a) outline and draft a full research paper or comprehensive literature review on a course-related topic, (b) tailor their papers to meet the requirements of an editor’s call for papers, (c) peer review and provide constructive feedback on classmates’ scholarly papers, and (d) revise and resubmit their original research papers to a mock journal.     

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation,identity, and achievement: A short-term longitudinal study

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.