The relationship between cardiac autonomic function and maximal oxygen uptake response to high-intensity intermittent-exercise training

Abstract

Major individual differences in the maximal oxygen uptake response to aerobic training have been documented. Vagal influence on the heart has been shown to contribute to changes in aerobic fitness. Whether vagal influence on the heart also predicts maximal oxygen uptake response to interval-sprinting training, however, is undetermined. Thus, the relationship between baseline vagal activity and the maximal oxygen uptake response to interval-sprinting training was examined. Exercisers (n?=?16) exercised three times a week for 12 weeks, whereas controls did no exercise (n?=?16). Interval-sprinting consisted of 20 min of intermittent sprinting on a cycle ergometer (8 s sprint, 12 s recovery). Maximal oxygen uptake was assessed using open-circuit spirometry. Vagal influence was assessed through frequency analysis of heart rate variability. Participants were aged 22 ± 4.5 years and had a body mass of 72.7 ± 18.9 kg, a body mass index of 26.9 ± 3.9 kg · m^?2, and a maximal oxygen uptake of 28 ± 7.4 ml · kg^?1 · min^?1. Overall increase in maximal oxygen uptake after the training programme, despite being anaerobic in nature, was 19 ± 1.2%. Change in maximal oxygen uptake was correlated with initial baseline heart rate variability high-frequency power in normalised units (r?=?0.58; P < 0.05). Thus, cardiac vagal modulation of heart rate was associated with the aerobic training response after 12 weeks of high-intensity intermittent-exercise. The mechanisms underlying the relationship between the aerobic training response and resting heart rate variability need to be established before practical implications can be identified.     

Before ‘us’ and ‘now’: developing a sense of historical consciousness and identity at the museum

ABSTRACT

Young children seem to begin to develop a sense of historical consciousness and associated belonging to a wider collective identity prior to the commencement of formal schooling. Historical consciousness is a capacity to differentiate and also make connections between the past, present and future that contributes to a growing understanding of one’s own life and identity in the context of a historical past. The responses of 24 young children aged from 3 to 7 years visiting a small social history museum were analysed through photo-elicitation and parent reports. It would seem that the museum experience assisted in the development of foundational concepts of historical consciousness. Growth of a sense of historical identity was evident for some children, related to a sense of belonging to the ‘we’ of contemporary times in contrast to the ‘they’ of the past. The role of language to support young children’s understanding and thinking is highlighted by this research.     

Peer training in expert searching: the observation effect.

OBJECTIVES: The purpose of this study is to determine if searchers' observing each others' search processes is an effective training method and if sharing through observation can strengthen search skills. METHOD: A shared email account was established among all public services librarians conducting literature searches at the Ehrman Medical Library. Three questionnaires were sent to the public services librarians soliciting input on the shared-search process. The results were analyzed for this study. RESULTS: The shared-search process has helped searchers become more effective in searching. Colleagues' viewing of the search results is a major factor influencing the searchers' performance. CONCLUSIONS: Easy to implement, the peer-training model is an effective way to train searchers as well as help keep skills up to date.     

Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.     

Assessment for learning in the accountability era: Empirical evidence from Scotland

In many European languages, the words ‘assessment’ and ‘evaluation’ are synonymous, but in English the two terms are used differently. Educational ‘assessment’ is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational ‘evaluation’ is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning ‘assessment for learning’ and ‘assessment for accountability’ for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as ‘intelligent accountability’ and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved.