Caffeine and performance in clay target shooting

Abstract

Controversy surrounds the influence that caffeine has on accuracy and cognitive performance in precision activities such as shooting and archery. The aim of this study was to assess the effects of two doses of caffeine on shooting performance, reaction time, and target tracking times in the sport of clay target shooting. A randomized, double-blind, placebo-controlled design was undertaken by seven elite male shooters from the double-trap discipline. Three intervention trials (2 mg caffeine · kg^?1 body mass (BM); 4 mg caffeine · kg^?1 BM; placebo) were undertaken, in which shooters completed four rounds per trial of 50 targets per round. Performance accuracy (score) and digital video footage (for determination of reaction time and target tracking times) were gathered during competition. Data were analysed using repeated-measures analysis of variance. No differences in shooting accuracy, reaction time or target tracking times among the three intervention trials or across the four rounds within each intervention were observed (P > 0.05). The results indicate that ingestion of ≤4 mg caffeine · kg^?1 BM does not provide performance benefits to elite performers of clay target shooting in the double-trap discipline.     

Changes in acute biochemical markers of inflammatory and structural stress in rugby union

Rugby union is a sport governed by the impacts of high force and high frequency. Analysis of physiological markers following a game can provide an understanding of the physiological response of an individual and the time course changes in response to recovery.

Urine and saliva were collected from 11 elite amateur rugby players 24 h before, immediately after, and at 17, 25, 38, 62 and 86 h post-game. Myoglobin, salivary immunoglobulin A and cortisol were analysed by ELISA, whereas neopterin and total neopterin were analysed by high-performance liquid chromatography.

There was a significant post-game increase of all four markers. The increases were cortisol 4-fold, myoglobin 2.85-fold, neopterin 1.75-fold and total neopterin 2.3-fold when corrected with specific gravity. All significant changes occurred post-game only, with markers returning to and remaining at baseline within 17 h.

The intensity of the game caused significant changes in key physiological markers of stress. They provide an understanding of the stress experienced during a single game of rugby and the time course changes associated with player recovery. Neopterin provides a new marker of detecting an acute inflammatory response in physical exercise, while specific gravity should be considered for urine volume correction post-exercise.     

Values in geographic education: the challenge of attending to learners’ perspectives

Geography as a school subject is highly infused with values and controversial issues. Much attention has been paid to the role of the (geography) teacher in dealing with values education, but the continued lack of pupil‐focused empirical work hampers conceptual, practical and policy development. Drawing on evidence from pupil‐focused research, it is argued that greater attention must be paid to three issues: (i) pupils may interpret classroom experiences in relation to unannounced or hidden values and controversies; (ii) pupils may position or locate themselves in relation to controversial issues in a variety of ways; and (iii) as a result, pupils’ engagement with values in the geography classroom may be highly individualised and complex, reflecting (i) and (ii) in combination. The challenge is to attend to learners’ perspectives, and these three issues are presented as possible starting points for future research agendas.     

Understanding the use of Educational Technology Among Faculty, Staff, and Students at a Medical University

A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current state of technology use, perceptions of technology, and training needs, surveys and focus groups were conducted. Based on the qualitative and quantitative data obtained, a conceptual model illustrating levels of technology use and factors that influence use was developed.     

Understanding the past—illuminating the future

This is the report of a project funded by the British Educational Communications and Technology Research Agency (Becta) to identify the key—but forgotten—information and communication technology research projects in the UK between 1980 and 1999 and to review the contribution that these projects can make in informing the current Becta research agenda and making future research more efficient.