The McCarthy scales and Kaufman's McCarthy short form correlations with the comprehensive test of basic skills

The purpose of the present investigation was to examine the predictive validity of Kaufman's short form version of the McCarthy Scales of Children's Abilities for samples of English-speaking and Spanish-speaking Mexican-American children. Comparisons of the observed correlations between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated GCI with academic achievement (as measured by the Comprehensive Tests of Basic Skills) showed that the conventional McCarthy and Kaufman's short form predicted achievement about equally well. Implication of this finding was discussed in light of supportive evidence for the validity of the Kaufman short form and in the context of screening of culturally diverse children.     

“Wealth Makes Many Friends”: Children Expect More Giving From Resource-Rich Than Resource-Poor Individuals

Young children show social preferences for resource-rich individuals, although few studies have explored the causes underlying such preferences. We evaluate the viability of one candidate cause: Children believe that resource wealth relates to behavior, such that they expect the resource rich to be more likely to materially benefit others (including themselves) than the resource poor. In Studies 1 and 2 (ages 4–10), American children from predominantly middle-income families (n = 94) and Indian children from lower income families (n = 30) predicted that the resource rich would be likelier to share with others than the resource poor. In Study 3, American children (n = 66) made similar predictions in an incentivized decision-making task. The possibility that children's expectations regarding giving contribute to prowealth preferences is discussed.     

Elizabeth Anderson interviewed by John White

The distinguished US philosopher Elizabeth Anderson, who teaches at the University of Michigan, answers questions put to her by John White about educational aspects of her work in moral and political philosophy. She begins by describing her indebtedness to Dewey in his views on developing students’ capacities for intelligent enquiry and as citizens in a democracy. She elaborates on this in her emphasis on children learning fraternally together with others of diverse class, racial and ethnic backgrounds. She also discusses the control of education, looking at the role of the state and other political authorities in education, the charter school movement and home schooling. Well‐known for her views on democratic equality (as distinct from equality of fortune) and on an adequacy criterion of fairness, she shows how these ideas apply to education for a democratic society. This takes her into critical discussions of equality of educational opportunity, education as a positional good, and the rich variety of educational aims fitting a democracy of equals. Anderson has also written about the errors of theistic religion as well as two award‐winning recent books on the imperative of social integration and on the authoritarian powers of employers. Developing these thoughts in an educational direction, she writes here about religious and moral education, problems with assimilationist and multicultural approaches to schooling, and preparation for work as an educational aim.     

Acute cardiovascular responses to interval exercise: A systematic review and meta-analysis

ABSTRACT

Interval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations.     

Exploring athletes’ perceptions of coach stress in elite sport environments

The present study aimed to extend research that has focused on the identification of stressors associated with coaching practice by systematically evaluating how such stressors effect athletes, and more broadly, the coach–athlete relationship. A total of 13 professional- and national-level athletes were interviewed to address the three study aims: how they detect when a coach is encountering stressors, how coach experiences of stress effects them as an athlete, and how effective the coach is when experiencing stress. Following content analysis, the data suggested athletes were able to detect when a coach was experiencing stress and this was typically via a variety of verbal and behavioural cues. Despite some positive effects of the coach experiencing stress, the majority were negative and varied across a range of personal influences on the athlete, and effects on the general coaching environment. It was also the broad view of the athletes that coaches were less effective when stressed, and this was reflected in performance expectations, perceptions of competence, and lack of awareness. The findings are discussed in relation to the existing theory and with reference to their implications for applied practice, future research, and development of the coach–athlete relationship.     

Longitudinal Stability of the Leadership Scale for Sports

This study was designed to examine the role of foot type, height, leg length, and range of motion (ROM) measurements on excursion distances while performing the Star Excursion Balance Test (SEBT), a test of dynamic postural control. Participants (n = 30) performed 3 trials of the SEBT in each of the 8 directions while balancing on the right and left legs. No statistically significant relations were found between foot type or ROM measurements and excursion distances with the SEBT. Significant correlations were revealed between height and excursion distance and leg length and excursion distance with leg length having the stronger correlation. Using raw excursion measures, males were found to have significantly greater excursion distances than females; however, after normalizing excursion distances to leg length, there were no significant differences related to gender. In conclusion, when using the SEBT for experimental or clinical purposes, participants' excursion distances should be normalized to leg length to allow for a more accurate comparison of performance among participants.     

Dispositions of elite-level Australian rugby coaches towards game sense: characteristics of their coaching habitus

Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the ‘coaching habitus’ of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual ‘coaching habitus’ by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching.