Effects of sodium phosphate and caffeine loading on repeated-sprint ability

The effects of sodium phosphate and caffeine supplementation were assessed on repeated-sprint ability. Using a randomised, double-blind, Latin-square design, 12 female, team-sport players participated in four trials: (1) sodium phosphate and caffeine, (2) sodium phosphate and placebo (for caffeine), (3) caffeine and placebo (for sodium phosphate) and (4) placebo (for sodium phosphate and caffeine), with ~21 days separating each trial. After each trial, participants performed a simulated team-game circuit (4 × 15 min quarters) with 6 × 20-m repeated-sprints performed once before (Set 1), at half-time (Set 2), and after end (Set 3). Total sprint times were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 1: P = 0.003; Set 2: d = ?0.51; Set 3: P < 0.001; overall: P = 0.020), caffeine (Set 3: P = 0.004; overall: P = 0.033) and sodium phosphate (Set 3: d = ?0.67). Furthermore, total sprint times were faster after sodium phosphate supplementation compared with placebo (Set 1: d = ?0.52; Set 3: d = ?0.58). Best sprint results were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 3: P = 0.007, d = ?0.90) and caffeine (Set 3: P = 0.024, d = ?0.73). Best sprint times were also faster after sodium phosphate supplementation compared with placebo (d = ?0.54 to ?0.61 for all sets). Sodium phosphate and combined sodium phosphate and caffeine loading improved repeated-sprint ability.     

Self-controlled amount of practice benefits learning of a motor skill

Self-control over factors involving task-related information (e.g, feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information.     

The Place of the Philosophy of Science in the Curriculum of the Physics Student

Science &; Education -     

Community characteristics associated with child abuse in Iowa

PROBLEM: Various demographic and community characteristics are associated with child abuse rates in national and urban samples, but similar analyses have not been done within rural areas. This study analyzes the relationships between reported and substantiated rates of child abuse and county demographic, health care resource and social services factors in a predominantly rural state in the US. METHODS: County-level data from Iowa between 1984-1993 were analyzed for associations between county characteristics and rates of child abuse using univariate correlations and multivariate stagewise regression analysis. Population-adjusted rates of reported and substantiated child abuse were correlated with rates of children in poverty, single-parent families, marriage and divorce, unemployment, high-school dropouts, median family income, elder abuse, birth and death rates, numbers of physicians and other healthcare providers, hospital, social workers, and number of caseworkers in the Department of Human Services. RESULTS: Rates of single-parent families, divorce and elder abuse were significantly associated with reported and substantiated child abuse in multivariate analysis, while economic and most health care factors were not. Reporting and substantiation rates differed across districts after adjustment for multiple factors including caseworker workload. CONCLUSIONS: In this rural state, family structure is more significantly associated with child abuse report and substantiation rates than are socioeconomic factors. The level of health care resources in a county does not appear to affect these rates.     

The academically ‘at risk’ student: a pilot intervention programme and its observed effects on learning outcome

Previous research has indicated that there is a strong relationship between the approaches to studying adopted by individual students and their qualitative perceptions of the context in which learning takes place. This study identified students who were considered to be academically at risk and involved them in an intervention programme whose aim was to produce a qualitative change in perceptions of certain key elements of the learning context.The intervention programme consisted of five forty-five minute sessions in which the focus was on three elements of the learning context, namely, the teacher/student relationship, perceptions of textbooks and notes, and the nature and role of tests and examinations.Subsequent interviews indicated that most of the participating students had experienced a qualitative improvement in their perceptions of these contextual elements and that they perceived an attendant improvement in the quality of their learning. Quantitative analysis of the relative class positions before and after the intervention suggests that these changes were accompanied by improved performance. The implications of these findings for teaching practice in higher education are discussed.