Corrigendum

We present contemporary, historical, and literary evidence of civic learning and action in senior citizens’ lives and suggest a framework for understanding seniors’ various levels of involvement in civic activities. A seven‐stage civic involvement continuum emerged from real interviews with living older adults and simulated interviews with fictional and historical older adults. The continuum began with the fulfillment of basic needs through volunteering and ended with becoming an advocate of a specific cause. Implications for adult education practice are suggested.     

A kinematic comparison between long-line and cross-court top spin forehand in competitive table tennis players

ABSTRACT

The aim of the present study was to compare the biomechanical characteristics of the table tennis top spin shot when played cross-court (CC) or long-line (LL) in competitive table tennis players. Seven national level players respectively completed 10 long-line and 10 cross-court top spin shots responding to a standard ball machine. A stereophotogrammetric system was used to track body segments while executing the motion. Significantly more flexed right knee and elbow angles were measured at the moment of maximum velocity of the racket (MMV) in LL. In addition, significantly greater angles between the feet and the table and between the shoulders and the table at the MMV, indicated more pronounced rotation angles of the lower upper and upper-body in LL compared to CC with respect to the table. A higher inclination of the racket at the MMV was found in LL. The elbow flexion and the racket inclination may be associated to the direction of the shot. The present findings show that kinematic differences exist between the LL and the CC topspin forehand in competitive table tennis players. Coaches should be aware of these differences to adopt the optimal teaching strategies and to reproduce proper joint angles during training.     

Psychological,Philosophical, and Educational Criticisms of Harry Frankfurt’s Concept of and Views about “Bullshit” in Human Discourse,Discussions, and Exchanges

Princeton University Press recently published the American moral philosopher Harry Frankfurt’s book On Bullshit, which quickly made the New York Times best seller list. Originally published in the journal Raritan in 1986, Frankfurt’s book has been heralded as an important theoretical development in the study of what he (and society) colloquially refer to as “bullshit.” Frankfurt formally defines BS as a situation where ones inclination and obligation to speak about a topic or concept far exceeds one’s knowledge of the topic, which most certainly has been a rising problem for a number of reasons over the past 20 years. However, Frankfurt’s book, which purports to be a moral victory of sorts, and despite its popularity, is not only severely flawed and outdated from an educational, cognitive, and philosophical perspective, but it is also highly oppressive in several different but very important ways. Because this book and its main arguments are being cited favorably in a number of different academic circles (including the science education community), this paper highlights the limitations and flaws of this book and develops a counter-argument and model of BS that has important implications for science, mathematics, philosophy, and educational theory and research.     

Quantification of training load during one-, two- and three-game week schedules in professional soccer players from the English Premier League: implications for carbohydrate periodisation

Muscle glycogen is the predominant energy source for soccer match play, though its importance for soccer training (where lower loads are observed) is not well known. In an attempt to better inform carbohydrate (CHO) guidelines, we quantified training load in English Premier League soccer players (n = 12) during a one-, two- and three-game week schedule (weekly training frequency was four, four and two, respectively). In a one-game week, training load was progressively reduced (P < 0.05) in 3 days prior to match day (total distance = 5223 ± 406, 3097 ± 149 and 2912 ± 192 m for day 1, 2 and 3, respectively). Whilst daily training load and periodisation was similar in the one- and two-game weeks, total accumulative distance (inclusive of both match and training load) was higher in a two-game week (32.5 ± 4.1 km) versus one-game week (25.9 ± 2 km). In contrast, daily training total distance was lower in the three-game week (2422 ± 251 m) versus the one- and two-game weeks, though accumulative weekly distance was highest in this week (35.5 ± 2.4 km) and more time (P < 0.05) was spent in speed zones >14.4 km · h^?1 (14%, 18% and 23% in the one-, two- and three-game weeks, respectively). Considering that high CHO availability improves physical match performance but high CHO availability attenuates molecular pathways regulating training adaptation (especially considering the low daily customary loads reported here, e.g., 3–5 km per day), we suggest daily CHO intake should be periodised according to weekly training and match schedules.     

Engaging with Higher Education Academic Support: a first year student teacher transition model

The need for a redefinition of first year experience in higher education is advocated with the aid of two models, which, although focused on a sample of Australian pre-service teaching students, is proposed as generalisable across the first year. Introduction to the mores of higher education is generally supported by teaching institutions during Orientation days and into the first few weeks of study on the assumption that students are then prepared for academic study. Institutions have invested significantly in providing a range of resources and services to support this process but their effectiveness relies on their timely and appropriate use by students. It is proposed that first year students' transition be identified as the FYST, a unique and important experience and the first of a series of transitions that occur throughout tertiary study. It is also argued that student engagement should be explicitly linked to critical points in the academic programme. Student teacher focus group feedback suggests that Timely, Individualised, and Prioritised Survival [TIPS] support may be key to aiding students' transition to higher education and valuable to student retention.     

A shower before bedtime may improve the sleep onset latency of youth soccer players

During the competitive season, soccer players are likely exposed to numerous factors that may disrupt the process of sleep. The current investigation looked to evaluate a practical sleep hygiene strategy (10-min showering at ～40°C before lights out), within a group of 11 youth soccer players in comparison to normal sleeping conditions (control). Each condition consisted of three days within a randomised crossover trial design. Sleep information was collected using a commercial wireless bedside sleep monitor. Measures of skin temperature were evaluated using iButton skin thermistors to establish both distal and proximal skin temperatures and distal to proximal gradient. The shower intervention elevated distal skin temperature by 1.1°C (95% CI: 0.1–2.1°C, p?=?.04) on average prior to lights out. The elevation in distal temperature was also present during the first 30-min following lights out (1.0°C, 95% CI: 0.4–1.6°C, p?<?.01). The distal to proximal gradient also showed a significant effect between the conditions within the first 30-min after lights out (0.7°C, 95% CI: 0.3–1.2°C, p?<?.01). On average the sleep latency of the youth soccer players was ?7-min lower (95% CI: ?13 to ?2?min, p?<?.01) and sleep efficiency +2% higher (95% CI: 1–3%; p?<?.01) in the shower condition. These findings demonstrate that a warm shower performed before lights out may offer a practical strategy to promote thermoregulatory changes that may advance sleep onset latency and improve sleep efficiency in athletes.     

Consistency in teachers’ judgments

Professional teachers at first stage of secondary school were asked to assess the relative weights of five dimensions that in Italy must be considered when the final grades of students are decided. The teachers were also asked to give an overall evaluation of two samples of typical (i.e., students who record similar performances on all the dimensions) vs. atypical students (i.e., students who exhibit poor performance on at least one dimension and good or excellent performances on the others). The results show that the teachers shared a weighting scheme for assessment of the importance of the five dimensions. However, their overall evaluations were consistent with this weighting scheme only with reference to typical students. When the teachers evaluated atypical students, their judgements were highly inconsistent. The paper briefly discusses the implications of these findings.     

Becoming Schoolgirls: The ambivalent project of subjectification

In this article, the authors examine the concept and practices of subjectification; that is, the processes through which we are subjected, and actively take up as our own the terms of our subjection. They use Judith Butler's theorising of subjection both as a starting point for working with their own memories of being subjected in school settings, and as the theoretical basis of their analysis of subjectification. Their method of working, which they refer to as collective biography, is derived from Haug et al. 's methods developed in Female Sexualization . Their memories focus on aspects of the achievement of the individual, appropriate(d) schoolgirl subject who simultaneously constitutes herself and is constituted through discourse. They analyse the illusion of autonomy through which modern subjects are made possible, and the inevitable ambivalence that is experienced as schoolgirls take themselves up appropriately within the possibilities made available to them. Through re-membering their own pasts, and the embodied and emotional detail through which we became (and go on becoming) subjects, they open up for inspection the contradictory ground of the humanist subject, and in particular the feminine humanist subject, as it is achieved in educational settings.