Running performance in the heat is improved by similar magnitude with pre-exercise cold-water immersion and mid-exercise facial water spray

This investigation compared the effects of external pre-cooling and mid-exercise cooling methods on running time trial performance and associated physiological responses. Nine trained male runners completed familiarisation and three randomised 5 km running time trials on a non-motorised treadmill in the heat (33°C). The trials included pre-cooling by cold-water immersion (CWI), mid-exercise cooling by intermittent facial water spray (SPRAY), and a control of no cooling (CON). Temperature, cardiorespiratory, muscular activation, and perceptual responses were measured as well as blood concentrations of lactate and prolactin. Performance time was significantly faster with CWI (24.5 ± 2.8 min; P = 0.01) and SPRAY (24.6 ± 3.3 min; P = 0.01) compared to CON (25.2 ± 3.2 min). Both cooling strategies significantly (P < 0.05) reduced forehead temperatures and thermal sensation, and increased muscle activation. Only pre-cooling significantly lowered rectal temperature both pre-exercise (by 0.5 ± 0.3°C; P < 0.01) and throughout exercise, and reduced sweat rate (P < 0.05). Both cooling strategies improved performance by a similar magnitude, and are ergogenic for athletes. The observed physiological changes suggest some involvement of central and psychophysiological mechanisms of performance improvement.     

Educational Outcomes,Modern and Postmodern Interpretations: Response to Smyth and Dow

Drawing on research in Canada as well as studies in Australia and elsewhere, this paper challenges the arguments of Smyth and Dow (British Journal of Sociology in Education, 19(3), pp. 291-303) that outcomes-based education necessarily embodies a form of technical rationality which routinizes, proletarianizes and deskills teachers and their work. This paper criticizes Smyth and Dow for applying a universalistic and monolithic labour process theory to outcomes issues, for paying little or no attention to published evidence and argument on outcomes, and for being insensitive to the variable geometries of the outcomes phenomenon across different contexts. This paper, by contrast, identifies how investigating outcomes in a context of socialist policy-making, where equity goals are explicit and high discretion is granted to teachers, can contribute to clearer understanding of the variable postmodern geometries and educational possibilities of outcomes technology. These possibilities include fostering stronger collegiality among teachers, and democratic inclusion of pupils and parents in the teaching and learning process.     

Interactive Instruction to Prevent Attention Problems in Class

This article reports the development and implementation of a strategy designed to bring persistent attention problems in class (off-task behaviour) under the control of teachers and students. The strategy enables the teacher to recognise the demotivating meaning that a task situation can have for a student. By pinpointing this situation in short dialogues with the student, the teacher encourages the student to make his or her own task proposal with the intention of turning the task into a feasible challenge. The strategy was designed from a cognitive-motivational interpretation of attention problems, and it is given shape in four programs for elementary schools. The theoretical frame of reference, the characteristics of the strategy, and the implementation of the programs are set out. Furthermore, an evaluation study is reported. The results indicate that teachers using the strategy can deal more effectively with students who have task behaviour problems. The students' on-task behaviour in this study increased in units of time from 60–70%. This revised version was published online in July 2006 with corrections to the Cover Date.     

Leveraging Survey Results in Support of a Library Renovation: A Case Study

Abstract

The Health Sciences Library (HSL) at Stony Brook University along with the School of Medicine were motivated to make improvements in seating and hours based on survey results from an LCME self-study. Preparation for the site visit from the Liaison Committee for Medical Education helped to garner resources and support for this initiative. To meet the evolving needs of the HSL patrons, librarians completed an overdue collection assessment project which allowed for 142 new seats, including newly designed spaces and furnishings. Ongoing assessment of the redesigned space will be conducted to evaluate success and areas for continued improvement.     

Utility of a novel perceptual-motor control test for identification of sport-related concussion beyond current clinical assessments

ABSTRACT

Clinically feasible metrics, that can inform the concussion recovery decision making process by evaluating a unique domain beyond current testing domains (e.g., balance, neurocognition, symptoms, vestibular/ocular function) are still in need. The purpose of this study was to compare perceptual-motor control in adolescent athletes ≤21 days of sport-related concussion and healthy controls and evaluate the association of perceptual-motor control to the outcomes of commonly-used sport-related concussion clinical assessments. Athletes (age: 12-18 years) with sport-related concussion (n = 48) and healthy controls (n = 24) completed the Perception-Action Coupling Task (PACT), whose outcomes are mean reaction, movement, initiation, response time, and accuracy. ImPACT outcomes are verbal/visual memory scores, motor processing speed, and reaction time. Vestibular-Ocular Motor Screen (VOMS) outcomes are symptoms from: smooth pursuit, horizontal/vertical saccades, near-point of convergence, horizontal/vestibular ocular-reflex, and visual motion sensitivity. CONCUSSED demonstrated ~5% deficit in overall perceptual-motor accuracy during PACT compared to CONTROLS (p = 0.03). PACT accuracy negatively correlated with smooth pursuits(r = -0.29), and horizontal (r = -0.35)/vertical (r = -0.30) saccades. The C5.0 decision tree determined PACT accuracy was the most relevant predictor of sport-related concussion when no visual motion sensitivity symptoms were reported and Visual Memory was >66. Perceptual-motor control tests may complement current sport-related concussion assessments when neurocognition and vestibular/ocular motor system are not grossly impaired.     

Teaching communication in general science degrees: highly valued but missing the mark

Abstract

Effective communication of science is a ubiquitous learning outcome for most science degrees, and a national threshold learning outcome for science in Australia. Evidence suggests that employers and academics are dissatisfied with the communication skills of many science graduates. Our study examines communication tasks used in summative assessment in bachelor of science (BSc) degrees. We compiled public information for all units of study from the BSc programmes at five research-intensive Australian universities. Our analysis suggests that science academics place high value on developing the ability of students to communicate, with 66% of all science units (n?=?1225) using one or more communication tasks as assessment (mean weighting 44%). However, opportunities for students to communicate in a variety of contexts are lacking. We found that communication tasks from eight majors (n?=?683) across the five universities addressed a very narrow range of contexts; an audience of scientists (including students) in the same discipline (97%), in the mode of traditional writing (79%) and for the purpose of interpreting and presenting results (66%). As such, assessment practice does not match the variety of contexts required by the Australian threshold learning outcomes or guiding statements in other countries. We identify opportunities and offer practical recommendations to help correct this mismatch.     

Developing a hypothetical multi‐dimensional learning progression for the nature of matter

We describe efforts toward the development of a hypothetical learning progression (HLP) for the growth of grade 7–14 students' models of the structure, behavior and properties of matter, as it relates to nanoscale science and engineering (NSE). This multi‐dimensional HLP, based on empirical research and standards documents, describes how students need to incorporate and connect ideas within and across their models of atomic structure, the electrical forces that govern interactions at the nano‐, molecular, and atomic scales, and information in the Periodic Table to explain a broad range of phenomena. We developed a progression from empirical data that characterizes how students currently develop their knowledge as part of the development and refinement of the HLP. We find that most students are currently at low levels in the progression, and do not perceive the connections across strands in the progression that are important for conceptual understanding. We suggest potential instructional strategies that may help students build organized and integrated knowledge structures to consolidate their understanding, ready them for new ideas in science, and help them construct understanding of emerging disciplines such as NSE, as well as traditional science disciplines. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:687–715, 2010     

Sustainable leadership in small rural schools: Selected Australian vignettes

According to Hargreaves and Fink (The seven principles of sustainable leadership, 2003; Sustainable leadership, 2006), sustainable leadership matters, spreads and lasts, and is fundamental to enduring and widespread school improvement. This observation is especially germane to the context of leading small primary schools in rural locations, where challenges encountered by principals in engaging with the complexities of continuous improvement are often accentuated. This article looks at the applicability of certain aspects of sustainable leadership to the circumstances surrounding small rural schools. First, reasons are given for devoting attention to the specific context of leadership in small rural primary schools, especially in Australia. The article then examines the distinctive challenges encountered by principals of small rural schools that appear to compound the difficulties of pursuing sustainable leadership. The next section draws from a Queensland study (Clarke and Stevens, Small schools leadership study. Leading and teaching in small schools: confronting contextual complexity in work practices, 2004) that has generated vignettes depicting the complexity of novice teaching principals’ work in rural environments. Taking cognizance of Hargreaves and Fink’s analysis of sustainable leadership, selections from these vignettes are used to sharpen understandings of ways in which sustainable leadership plays out in this context and the factors that either promote or impede its development.     

Ice hockey skating sprints: run to glide mechanics of high calibre male and female athletes

ABSTRACT

The skating acceleration to maximal speed transition (sprint) is an essential skill that involves substantial lower body strength and effective propulsion technique. Coaches and athletes strive to understand this optimal combination to improve performance and reduce injury risk. Hence, the purpose of this study was to compare body centre of mass and lower body kinematic profiles from static start to maximal speed of high calibre male and female ice hockey players on the ice surface. Overall, male and female skaters showed similar centre of mass trajectories, though magnitudes differed. The key performance difference was the male’s greater peak forward skating speed (8.96 ± 0.44 m/s vs the females’ 8.02 ± 0.36 m/s, p < 0.001), which was strongly correlated to peak leg strength (R ² = 0.81). Males generated greater forward acceleration during the initial accelerative steps, but thereafter, both sexes had similar stride-by-stride accelerations up to maximal speed. In terms of technique, males demonstrated greater hip abduction (p = 0.006) and knee flexion (p = 0.026) from ice contact to push off throughout the trials. For coaches and athletes, these findings underscore the importance of leg strength and widely planted running steps during the initial skating technique to achieve maximal skating speed over a 30 m distance.