Validity of Activity Trackers in Estimating Energy Expenditure During High-Intensity Functional Training

ABSTRACT

Purpose: The purpose of this study was to evaluate the agreement of five commercially available accelerometers in estimating energy expenditure while performing an acute bout of high-intensity functional training (HIFT). Methods: Participants (n = 47; average age: 28.5 ± 11.6 years) consisted of recreationally active, healthy adults. Each participant completed a session of HIFT: a 15-minute workout consisting of 12 repetitions each of air-squats, sit-ups, push-ups, lunges, pull-ups, steps-ups, and high-knees; performed circuit-style by completing as many rounds as possible. During this session, each participant wore the Cosmed K4b2 portable metabolic analyzer (PMA) and five different accelerometers (ActiGraph GT3X, Nike Fuelband, Fitbit One, Fitbit Charge HR, and Jawbone UP Move). Results: Four of the five activity trackers reported lower (p < .05) total EE values compared to the PMA during the acute bout of HIFT. The waist-mounted device (ActiGraph, 182.55 ± 37.93 kcal) was not significantly different from, and most closely estimated caloric expenditure compared to the PMA (144.99 ± 37.13 kcal) (p = .056). A repeated-measures ANOVA showed that all activity trackers were significantly different from the reference measure (PMA) (p < .05). Systematic relative agreement between the activity trackers was calculated, exhibiting a significant ICC = 0.426 (F [46,230] = 5.446 [p < .05]). Conclusion: The wrist- and hip-mounted activity trackers did not accurately assess energy expenditure during HIFT exercise. With the exception of the ActiGraph GT3X, the remaining four activity trackers showed inaccurate estimates of the amount of kilocalories expended during the HIFT exercise bout compared to the PMA.     

The Role of Struggle in Pre-Service Elementary Teachers’ Experiences as Students and Approaches to Facilitating Science Learning

Science education researchers are concerned with preparing pre-service elementary teachers (PSETs) to teach in ways that support students to learn science in a meaningful way. Preparing elementary teachers to teach science is complicated given that they tend to be generalists and may not have the same experience with science as secondary teachers. During an elementary science methods course, we explored PSETs?? perspectives on the teaching and learning of science via a case study that included four PSETs. Using Frykholm??s (Journal of Curriculum and Supervision 19:125?C149, 2004) framework of ??educative?? and ??debilitating?? discomfort, we examined PSETs?? approaches to their own science learning and their approaches to science teaching. A theme apparent in PSETs?? perspectives was struggle. We described ways in which struggle was either educative or debilitating for PSETs, both in terms of their own learning and the ways in which they approached teaching. Some PSETs who struggled in their own learning developed learning experiences to engage their students in reform-based science teaching, while some PSETs developed learning experiences that prevented their students from experiencing any sort of struggle in their learning process. The ways in which these students dealt with their own learning struggles mirrored the ways in which they dealt with their struggles to become teachers of reform-based science instruction. Helping PSETs to deal with their feelings of discomfort with science content or ideas about the nature of science learning and teaching promoted by reform documents may be a key issue in developing their willingness to become facilitators of meaningful science learning.     

THE DIFFERENCES IN SCORES AND SELF-EFFICACY BY STUDENT GENDER IN MATHEMATICS AND SCIENCE

Typically, mathematics and science are seen as linked together, where both subjects involve numbers, critical thinking, and problem solving. Our study aims to develop a better understanding of the connections between student’s achievement scores in mathematics and science, student gender, and self-efficacy. We used the Trends in International Mathematics and Science Study 2007 eighth grade data to answer our research questions and were able to demonstrate that when controlling for self-efficacy, there is a statistically significant difference in the achievement scores between males and females by subject, where females score higher Algebra, but males score higher in the other mathematics subjects. Likewise, we were also able to demonstrate that there is a statistically significant difference in the achievement scores in Earth Science, Physics, and Biology, between males and females where males score higher in science subjects. In both mathematics and science examinations, we controlled for self-efficacy where in mathematics females hold lower self-efficacy then males and in science there is no difference between females and males in terms of self-efficacy. We conjecture that mathematics and science classrooms that consider self-efficacy may impact student’s achievement scores by subject, which can ultimately impact career choices in mathematics- and science-based fields.     

Graphophonological processes in dyslexic readers of French: A longitudinal study of the explicitness effect of tasks

Given the well-acknowledged phonological deficit found in dyslexic children, this study was aimed at investigating graphophonological processes in dyslexic readers of French over a 1-year period. Among the different types of phonological processing can be distinguished those related to phonological awareness based on knowledge of the oral language and graphophonological processes based on correspondences between the oral and the written language. In this study, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in the degree of cognitive constraint associated with the task (CC- vs CC+). Twenty 11 year-old dyslexic students were compared with younger normal-readers of the same reading level (RA, n=26) and to normal-readers of the same age (CA, n=24). Two variables were considered in the analyses: accuracy and response latency. Results show that dyslexic readers do process written items at the graphophonological level. Also, results indicate main effects of task (CC- vs CC+), time (T1 vs T2), and group (DYS vs RA vs CA). In general, dyslexic participants' performances are comparable to those of RA and differ from those of CA.     

Narcissism and adjustment in preadolescence

Narcissism-a strong need to be admired for a grandiose self-is a problematic personality trait for children as well as adults. This study of 236 preadolescents (M age = 11.3 years; 129 girls, 107 boys) evaluated 2 intrapersonal (cognitive) pathways by which narcissism might contribute to maladjustment. The first was that narcissism combines with salient self-serving gender stereotypes to encourage aggressive and selfish behavior. The second was that narcissism places children who perceive that they are failing to realize their grandiose self at risk for aggression and depression. Although concurrent-correlational, the data support the pathways, illuminate the content and dynamics of narcissistic children's minds, and suggest directions for future investigation.     

Student feedback to improved retention: using a mixed-methods approach to extend specific feedback to a generalisable concept

ABSTRACT

Across the Higher Education (HE) sector student feedback is used to feed into university processes and guide decision making. In this study, data gathered allowed the authors to investigate a hitherto neglected, but important, cohort of successful students – those who succeeded when all the odds were stacked against them. The identified group of students had relatively low predictive probabilities of passing their module, and yet despite all the odds passed. These identified students were interviewed by phone which yielded a much richer data set than is often available from student surveys. The advice they considered to be important to future students included specific guidance to get ahead, to plan and to contact their own academic tutor. Based on this advice an opportunity for future students to have a flexible early start on a specific module was created. A 4% increase in the number of registered students who subsequently started the module was maintained through to module completion.     

Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students

Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students...     

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Educational Psychology Review - Emotions can both facilitate and hinder learning. Emotional design features such as colors and shapes can be embedded in multimedia learning environments to...