Survey results of the training, nutrition, and mental preparation of triathletes: practical implications of findings

Although triathlon is growing in popularity at a remarkable rate, it has not been extensively studied. The aims of this research were to identify preparation strategies used by triathletes and to categorize these strategies according to gender and consultation with triathlon coaches. Survey data collected from 401 triathletes (207 males, 194 females) revealed training, nutritional, and mental preparation habits. Most participants engaged in strength training, consumed food and/or fluids during and after training, set training and competition goals, and applied mental preparation strategies during training and the hour before racing. Water was the most commonly consumed fluid; positive self-talk was the most used mental strategy. Participants were more likely to consult with a triathlon coach than a nutrition or sport psychology professional. Athletes with more years of experience in triathlon and those competing in longer distances were more likely to consult a triathlon coach. Female triathletes were more likely than male triathletes to train with others, use mental preparation strategies, and report feeling anxious before competitions. More male triathletes reported using nutritional supplements during training than their female counterparts. These findings add to the limited research base on triathletes' training habits, and hopefully will help guide practitioners who work with this group. The results provide guidance for collaborative efforts among training, nutrition, and mental health professionals to best support triathletes.     

探究教学的认知理论

本文选用多学科教学实例来说明教师如何运用探究教学的十种策略促使学生解决各种问题。在这一过程中,学生既学习知识领域的具体理论,又学习各种推理技能,包括构建假设、验证假设、提出预测、选择验证理论的合适的案例、提出反例和假设案例、区别必要条件和充分条件、考虑不同的假设、熟悉规则或理论可能的形式、知道提问的策略等。在某种意义上,探究法为学生展示了一个造就科学家的模拟过程。这种教学模式对学生的学习有特别的激励作用。     

Understanding practitioners' characteristics and perspectives prior to the dissemination of an evidence-based intervention

OBJECTIVES: To describe the characteristics and repertoires of community practitioners serving families involved in child physical abuse that may inform training and treatment dissemination efforts. The aims are to: (a) describe the background characteristics of these clinicians; (b) document their most common intervention techniques; (c) examine clinicians' attitudes toward manualized treatment; and (d) understand the organizational climate of community agencies. METHOD: Practitioners from nine different agencies who have worked with cases in which there was child physical abuse (n=77) completed focus group discussions and three self-report questionnaires. Qualitative and quantitative analyses were conducted in tandem. RESULTS: Practitioners reported that they most often focused on family issues and employed family therapy techniques. Although treatment manuals were important, it was difficult to determine how practitioners used or would use these materials with families. An almost equal number of concerns and benefits were raised regarding using manuals in treatment. There was moderate agreement in how practitioners perceived their work environments. Age and attainment of a graduate degree were positively related to greater caring and job satisfaction, respectively, while length of time at a given agency was positively related to greater reports of emotional exhaustion on a measure of organizational climate. CONCLUSIONS: Given the promising benefits of evidence-based treatments for child abuse, it is important that researchers begin to form partnerships with community agencies that will lead to the dissemination and evaluation of effective treatment strategies.     

Hyperbolic discounting of delayed social interaction

The temporal discounting literature has demonstrated that the loss in value for delayed outcomes is most accurately modeled using a hyperbolic discounting equation. The hyperbolic-shaped function not only describes the shape of discounting for monetary outcomes, but also for other tangibles, such as alcohol, candy, CDs, erotica, cigarettes, cocaine, books, and DVDs. Furthermore, this hyperbolic shape has important theoretical implications. Despite the broad list of outcomes that are hyperbolically discounted, one class of outcomes has only recently received attention: social interactions. For the present study, we used standard binary-choice discounting procedures to explore the function that most accurately describes the change in value of delayed social interactions. The results from the present study suggest that, for 93 participants, the same equations (exponential, hyperbolic, and hyperboloid) used to describe the discounting of nonsocial commodities also describe the relation between delay and the value of social interaction. Similar to previous findings for nonsocial outcomes, the hyperbolic-shaped models provide a fit to the data superior to that of the exponential model.     

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.     

Personal inquiry learning trajectories in geography: technological support across contexts

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.