Pre-season physiological characteristics of English first and second division soccer players.

This investigation was undertaken in an effort to establish physiological characteristics of soccer players and to relate them to positional roles. A total of 135 footballers (age 24.4 +/- 4.6 years) were assessed for body mass, % body fat, haemoglobin, maximal oxygen uptake (VO2 max), leg power, anaerobic capacity and speed prior to an English league season. The sample included 13 goalkeepers, 22 full-backs, 24 centre-backs, 35 midfield players and 41 forwards. The goalkeepers were significantly heavier (86.1 +/- 5.5 kg; P < 0.01) than all groups except the centre-backs, had significantly higher estimated body fat percentages than centre-backs, forwards, midfield players (P < 0.01) or full-backs (P < 0.05), significantly lower estimated VO2 max values (56.4 +/- 3.9 ml kg-1 min-1; P < 0.01) and were slowest over 60 m (12.71 +/- 0.42 s). The midfield players had the highest predicted VO2 max values (61.4 +/- 3.4 ml kg-1 min-1), this being significantly greater (P < 0.05) than for the centre-backs. The forwards were the fastest group over 60 m (12.19 +/- 0.30 s), being significantly quicker than goalkeepers or centre-backs (P < 0.01) and full-backs (P < 0.05). Anaerobic power, as well as knee extensor torques (corrected for body mass) and extensor-flexor ratios, were similar between groups. No difference in estimated body fat percentage was observed between any of the outfield players, and haemoglobin concentrations were similar among players of all positions.(ABSTRACT TRUNCATED AT 250 WORDS)     

The reliability of distance run tests for children in grades K-4.

The purpose of this study was to determine test-retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/alk tests for children in Grades K-4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) completed the test-retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 less than R less than .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 less than R less than .83), but is not reliable for children in Grades K and 1 (.34 less than R less than .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 less than R less than .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 less than P less than .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.     

Postexercise energy expenditure following upper body exercise

This study was designed to examine the magnitude and duration of excess postexercise oxygen consumption (EPOC) following upper body exercise, using lower body exercise for comparison. On separate days and in a counterbalanced order, eight subjects (four male and four female) performed a 20-min exercise at 60% of mode-specific peak oxygen uptake (VO2) using an arm crank and cycle ergometer. Prior to each exercise, baseline VO2 and heart rate (HR) were measured during the final 15 min of a 45-min seated rest. VO2 and HR were measured continuously during the postexercise period until baseline VO2 was reestablished. No significant difference between the two experimental conditions was found for magnitude of EPOC (t [7] = 0.69, p greater than .05). Mean (+/- SD) values were 9.2 +/- 3.3 and 10.4 +/- 5.8 kcal for the arm crank and cycle ergometer exercises, respectively. Duration of EPOC was relatively short and not significantly different (t [7] = 0.24, p greater than .05) between the upper body (22.9 +/- 13.7 min) and lower body (24.2 +/- 19.4 min) exercises. Within the framework of the chosen exercise conditions, these results suggest EPOC may be related primarily to the relative metabolic rate of the active musculature, as opposed to the absolute exercise VO2 or quantity of active muscle mass associated with these two types of exercise.     

Peer Observation of Teaching & Staff Development

Peer Observation of Teaching (POT) is a little used way of stimulating reflection on and improvement of teaching. It is an unusual form of staff development [SD] that emphasises continuous processes and peer feedback rather than course attendance. This paper describes the principles and practice of POT, including potential benefits and drawbacks and discusses the conditions necessary for it to flourish in departments and institutions. It argues that POT overcomes the problem of staff ownership'of SD by connecting with peer culture but may be promoted, implemented and supported by SD functions linked to personnel departments. Thus SD functions may play a more substantial role in their organisations'development than hitherto.     

Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.     

Performance Assessment: Moonstruck or the Real Thing?

What are the advantages of performance assessment? What are the risks of employing only performance assessments in large-scale testing programs?