Prediction of maximal oxygen uptake in sedentary males from a perceptually regulated, sub-maximal graded exercise test

The purpose of this study was to assess the validity of predicting the maximal oxygen uptake (VO2(max)) of sedentary men from sub-maximal VO2 values obtained during a perceptually regulated exercise test. Thirteen healthy, sedentary males aged 29-52 years completed five graded exercise tests on a cycle ergometer. The first and fifth test involved a graded exercise test to determine VO2(max). The two maximal graded exercise tests were separated by three sub-maximal graded exercise tests, perceptually regulated at 3-min RPE intensities of 9, 11, 13, 15, and 17 on the Borg ratings of perceived exertion (RPE) scale, in that order. After confirmation that individual linear regression models provided the most appropriate fit to the data, the regression lines for the perceptual ranges 9-17, 9-15, and 11-17 were extrapolated to RPE 20 to predict VO2(max). There were no significant differences between VO2(max) values from the graded exercise tests (mean 43.9 ml x kg(-1) x min(-1), s = 6.3) and predicted VO2(max) values for the perceptual ranges 9-17 (40.7 ml x kg(-1) x min(-1), s = 2.2) and RPE 11-17 (42.5 ml x kg(-1) x min(-1), s = 2.3) across the three trials. The predicted VO2(max) from the perceptual range 9-15 was significantly lower (P < 0.05) (37.7 ml x kg(-1) x min(-1), s = 2.3). The intra-class correlation coefficients between actual and predicted VO2(max) for RPE 9-17 and RPE 11-17 across trials ranged from 0.80 to 0.87. Limits of agreement analysis on actual and predicted VO2 values (bias +/- 1.96 x S(diff)) were 3.4 ml x kg(-1) x min(-1) (+/- 10.7), 2.4 ml x kg(-1) x min(-1) (+/- 9.9), and 3.7 ml x kg(-1) x min(-1) (+/- 12.8) (trials 1, 2, and 3, respectively) of RPE range 9-17. Results suggest that a sub-maximal, perceptually guided graded exercise test provides acceptable estimates of VO2(max) in young to middle-aged sedentary males.     

Gender differences among sagittal plane knee kinematic and ground reaction force characteristics during a rapid sprint and cut maneuver

Women are more prone to anterior cruciate ligament (ACL) injury during cutting sports than men. The purpose of this study was to examine knee kinematic and ground reaction forces (GRF) differences between genders during cutting. Male and female athletes performed cutting trials while force platform and video data were recorded (180 Hz). Differences (p < . 05) were observed between groups for knee flexion at contact and GRF at maximum knee flexion. Women averaged 5.8 degrees less flexion at contact and 1.0 N. (kg x m x s(-1))(-1) greater GRF at maximum flexion. Knee range of motion and peak GRF variables were not significantly different, but women had greater values. Women exhibited technique characteristics believed to increase ACL injury risk, but men exhibiting similar characteristics were also observed and could also be at risk.     

The science and medicine of cricket: an overview and update

Abstract

Research into the science and medicine underlying cricket performance and injury has progressed since the First World Congress of Science and Medicine in Cricket in 1999. This review covers material on the physiological and psychological demands of the game and preparation for it, the biomechanics and motor control of cricket skills, the psychology of team dynamics, performance analysis and cricket injuries. Technological aspects of cricket equipment are also covered, where such research could influence injury risk or player performance. Fielding remains the least studied of the skills. Much more research needs to be done before we can gain a full understanding of the scientific aspects of the game. There is a need to address common definitions of injury, along with more research into injury mechanisms. Research on batting needs to bring together motor control and biomechanics more fully. The fitness demands of the game are still poorly understood, along with the mechanisms causing fatigue. Evaluation of the efficacy of intervention strategies needs to continue and to develop. The applications of research need to be communicated more to coaches and players — for example, in team dynamics — so that they can be applied, and tested further, in international matches.     

Parent Resource Centers: An Innovative Mechanism for Parental Involvement in School Choice Decisions

This qualitative investigation reports on the use of Parent Resource Centers (PRCs) as a mechanism for parental involvement in public school choice decisions. Interviews with parents and staff at seven PRCs in Florida revealed that PRCs employ multiple strategies to communicate choice information to parents: community-, school- and media-based outreach; outreach to hard-to-reach parents; and collaboration with other agencies. Personalized assistance and provision of choice materials are also highlighted as useful strategies. Results indicate that there is low level of awareness about school choice options among parents and thus clear and consistent communication of choice information is needed. While PRCs hold promise for increasing parental engagement in school choice, structural and systemic barriers to exercising choice decisions such as transportation and collaboration between schools and PRCs should be addressed. Methodologically, this study illustrates the power of triangulating data from parents and PRCs to illuminate our understanding of how parents make choice decisions.     

Using the Objective Borderline Method (OBM) to support Board of Examiners’ decisions in a medical programme

Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students’ course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the ‘right’ decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student’s progression through a programme, and with which to defend these decisions if that should be required.     

Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers’ self-reported practices about literacy development predict early literacy outcomes over and above child characteristics and maternal education? (b) Do these maternal practices mediate the relation between maternal education and these child outcomes? Confirming previous studies, exposure to texts and non-present talk predicted vocabulary, and teaching practices predicted child code-related skills. Contrary to previous studies, exposure to texts also predicted child code-related skills. We also found that maternal practices partially mediated the relation between maternal education and early literacy skills. Practice or Policy: Findings suggest the need to target children before prekindergarten with interventions that increase the studied maternal practices and to do so in family, day care, and health care settings with special emphasis on families with incomplete elementary education. The broad effect of exposure to texts on early literacy outcomes and the low social value on reading in Chilean culture suggest that teacher preparation programs need to include ways to engage children in literature as a frequent experience.     

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.     

Relation between reading problems and internalizing behavior in school for preadolescent children from economically disadvantaged families

This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children.