Children with epilepsy: the role of the educational psychologist

Childhood epilepsy is the most common paediatric neurological disorder. It is a condition with a well-documented association with cognitive, behavioural and emotional difficulties. Children with epilepsy are at increased risk of global and specific cognitive impairments. They are also at increased risk for symptoms associated with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), depression and anxiety. The cognitive, behavioural and emotional difficulties associated with childhood epilepsy are often overshadowed by the need to treat epileptic seizures. Psychologists working in schools can provide valuable insight into the cognitive, behavioural and emotional issues faced by children with epilepsy through appropriate assessment and the recommendation of interventions which will lessen the impact of such difficulties. Educational psychologists can also help the children’s families cope with a condition with challenging psychosocial implications and provide a valuable link between school staff and supporting health professionals.     

Voices of teachers with dyslexia in Finnish and English further and higher educational settings

This paper sheds light onto a poorly presented group of professionals – teachers with dyslexia in Finnish and English further and higher educational settings. The purpose of this qualitative study was, firstly, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and secondly, to find out what these professionals feel about being a dyslexic teacher. The data were gathered through the narrative interviews of six teachers and was analysed using thematic narrative analysis. Teachers’ narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them. The data also indicated that these teachers appreciate their educator’s role, acknowledging the importance of empathy and understanding towards their students. Teachers with dyslexia can be successful and useful in training fellow practitioners to be more aware of students’ difficulties with dyslexia, hence having the potential to broaden capacity for inclusion and social equality in educational establishments.     

Conference reports

First World Congress of Science and Football, Liverpool, 13–17 April 1987

Conference on Sport, Leisure and Ergonomics, Burton Manor College, Burton, Wirral, Cheshire 26–27 November 1987     

Physiological responses to laboratory-based soccer-specific intermittent and continuous exercise

The aim of this study was to devise a laboratory-based protocol for a motorized treadmill that was representative of work rates observed during soccer match-play. Selected physiological responses to this soccer-specific intermittent exercise protocol were then compared with steady-rate exercise performed at the same average speed. Seven male university soccer players (mean - s : age 24 - 2 years, height 1.78 - 0.1 m, mass 72.2 - 5.0 kg, VO 2max 57.8 - 4 ml·kg -1 ·min -1 ) completed a 45-min soccer-specific intermittent exercise protocol on a motorized treadmill. They also completed a continuous steady-rate exercise session for an identical period at the same average speed. The physiological responses to the laboratory-based soccer-specific protocol were similar to values previously observed for soccer match-play (oxygen consumption approximately 68% of maximum, heart rate 168 - 10 beats·min -1 ). No significant differences were observed in oxygen consumption, heart rate, rectal temperature or sweat production rate between the two conditions. Average minute ventilation was greater ( P ? 0.05) in intermittent exercise (81.3 - 0.2l·min -1 ) than steady-rate exercise (72.4 - 11.4l·min -1 ). The rating of perceived exertion for the session as a whole was 15 - 2 during soccer-specific intermittent exercise and 12 - 1 for continuous exercise ( P ? 0.05). The physiological strain associated with the laboratory-based soccer-specific intermittent protocol was similar to that associated with 45 min of soccer match-play, based on the variables measured, indicating the relevance of the simulation as a model of match-play work rates. Soccer-specific intermittent exercise did not increase the demands placed on the aerobic energy systems compared to continuous exercise performed at the same average speed, although the results indicate that anaerobic energy provision is more important during intermittent than during continuous exercise at the same average speed.     

Science and Gaelic football: A review

This review focuses on Gaelic football and scientific reports of the characteristics of its players and the demands of the game. Anthropometric characteristics vary according to positional role, but top players display high muscularity and good all-round fitness at the peak of the competitive season. Match analysis indicates that exercise intensity is roughly equivalent to that for professional soccer. Average heart rates are approximately 160 beats· min-1 during competitive matches, and average oxygen consumption is about 72% of maximum. Metabolic fatigue in active muscles is unlikely. Conventional biomechanical and electromyographic techniques are useful in gaining insight into individual games skills. Inadequate attention has been given to injury prevention and to psychological aspects of the game. Although possessing unique characteristics, Gaelic football has many similarities with other football codes, especially Australian Rules football where the ball is played by both hands and feet and where tackling is permitted.     

Quantification of the physiological loading of one week of “pre-season” and one week of “in-season” training in professional soccer players

Abstract

The aim of this study was to quantify the physiological loads of programmed “pre-season” and “in-season” training in professional soccer players. Data for players during each period were included for analysis (pre-season, n = 12; in-season, n = 10). We monitored physiological loading of training by measuring heart rate and rating of perceived exertion (RPE). Training loads were calculated by multiplying RPE score by the duration of training sessions. Each session was sub-categorized as physical, technical/tactical, physical and technical/tactical training. Average physiological loads in pre-season (heart rate 124 ± 7 beats · min^?1; training load 4343 ± 329 Borg scale · min) were higher compared with in-season (heart rate 112 ± 7 beats · min^?1; training load 1703 ± 173 Borg scale · min) (P < 0.05) and there was a greater proportion of time spent in 80–100% maximum heart rate zones (18 ± 2 vs. 5 ± 2%; P < 0.05). Such differences appear attributable to the higher intensities in technical/tactical sessions during pre-season (pre-season: heart rate 137 ± 8 beats · min^?1; training load 321 ± 23 Borg scale · min; in-season: heart rate 114 ± 9 beats · min^?1; training load 174 ± 27 Borg scale · min; P < 0.05). These findings demonstrate that pre-season training is more intense than in-season training. Such data indicate that these adjustments in load are a direct attempt to deliver training to promote specific training adaptations.     

“I Like That He Always Shows Who He Is”: The perceptions and experiences of siblings with a brother with autism spectrum disorder

Semi‐structured interviews were used to explore the perceptions and experiences of eight typically developing siblings in middle childhood who had a brother with autism spectrum disorder (ASD). The interviews were analysed using interpretative phenomenological analysis (IPA). The analysis yielded five main themes: (i) siblings’ perceptions of the impact of their brother’s condition on their lives, (ii) siblings’ perceptions of the attitudes of others, (iii) siblings’ tolerance and acceptance towards their brothers, (iv) positive attitudes and experiences, and (v) siblings’ views on support for themselves and their brothers. These exploratory findings can be used to inform future larger scale studies and quantitative research. Initial implications for practice focus on issues related to enhancing the development of support services for siblings of children with ASD.     

Benefits of collaborative action research for the beginning teacher

Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behaviour problems, dealing with parents, and so on. Many beginning teachers take professional development seminars in an attempt to deal with these and other issues. Professional development seminars, however, may not address the specific issues faced by beginning teachers but rather focus on approaches that are more global. In this paper, we argue that the best approach to professional development is through a collaborative action research model. By extending the partnerships established between student teachers, mentor teachers and university supervisors during student teaching into the beginning teachers' career, many of the everyday problems can be confronted within a supportive network. Several recommendations are offered for beginning and maintaining productive CAR relationships.