Predictive value of ventilatory inflection points determined under field conditions

The aim of this study was to evaluate the predictive potential provided by two ventilatory inflection points (VIP₁ and VIP₂) examined in field without using gas analysis systems and uncomfortable facemasks. A calibrated respiratory inductance plethysmograph (RIP) and a computerised routine were utilised, respectively, to derive ventilation and to detect VIP₁ and VIP₂ during a standardised field ramp test on a 400 m running track on 81 participants. In addition, average running speed of a competitive 1000 m run (S_1k) was observed as criterion. The predictive value of running speed at VIP₁ (S_VIP1) and the speed range between VIP₁ and VIP₂ in relation to VIP₂ (VIP_SPAN) was analysed via regression analysis. VIP_SPAN rather than running speed at VIP₂ (S_VIP2) was operationalised as a predictor to consider the covariance between S_VIP1 and S_VIP2. S_VIP1 and VIP_SPAN, respectively, provided 58.9% and 22.9% of explained variance in regard to S_1k. Considering covariance, the timing of two ventilatory inflection points provides predictive value in regard to a competitive 1000 m run. This is the first study to apply computerised detection of ventilatory inflection points in a field setting independent on measurements of the respiratory gas exchange and without using any facemasks.     

A comparison of well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction

The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted.     

Effect of gender on trunk and pelvis control during lateral movements with perturbed landing

In lateral reactive movements, core stability may influence knee and hip joint kinematics and kinetics. Insufficient core stabilisation is discussed as a major risk factor for anterior cruciate ligament (ACL) injuries. Due to the higher probability of ACL injuries in women, this study concentrates on how gender influences trunk, pelvis and leg kinematics during lateral reactive jumps (LRJs). Perturbations were investigated in 12 men and 12 women performing LRJs under three different landing conditions: a movable landing platform was programmed to slide, resist or counteract upon landing. Potential group effects on three-dimensional trunk, pelvic, hip and knee kinematics were analysed for initial contact (IC) and the time of peak pelvic medial tilt (PPT). Regardless of landing conditions, the joint excursions in the entire lower limb joints were gender-specific. Women exhibited higher trunk left axial rotation at PPT (women: 4.0 ± 7.5°, men: ?3.1 ± 8.2°; p = 0.011) and higher hip external rotation at both IC and PPT (p < 0.01). But women demonstrated higher knee abduction compared to men. Men demonstrated more medial pelvic tilt at IC and especially PPT (men: –5.8 ± 4.9°, women: 0.3 ± 6.3°; p = 0.015). Strategies for maintaining trunk, pelvis and lower limb alignment during lateral reactive movements were gender-specific; the trunk and hip rotations displayed by the women were associated with the higher knee abduction amplitudes and therefore might reflect a movement strategy which is associated with higher injury risk. However, training interventions are needed to fully understand how gender-specific core stability strategies are related to performance and knee injury.     

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

The relative impact of school‐wide positive behavior support on teachers’ perceptions of student behavior across schools,teachers, and students

School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.     

Diversity as a natural occurrence: an enrichment strategy of peer learning

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.     

Mathematics in Physics Education: Scanning Historical Evolution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics

Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).