Red shirt colour is associated with long-term team success in English football

Abstract

The colour of sportswear has been shown to influence the outcome of bouts for several different combat sports. The generality of these effects, and whether they extend to collaborative forms of contests (team sports), is uncertain. Since 1947, English football teams wearing red shirts have been champions more often than expected on the basis of the proportion of clubs playing in red. To investigate whether this indicates an enhancement of long-term performance in red-wearing teams, we analysed the relative league positions of teams wearing different hues. Across all league divisions, red teams had the best home record, with significant differences in both percentage of maximum points achieved and mean position in the home league table. The effects were not due simply to a difference between teams playing in a colour and those playing in a predominantly white uniform, as the latter performed better than teams in yellow hues. No significant differences were found for performance in matches away from home, when teams commonly do not wear their “home” colours. A matched-pairs analysis of red and non-red wearing teams in eight English cities shows significantly better performance of red teams over a 55-year period. These effects on long-term success have consequences for colour selection in team sports, confirm that wearing red enhances performance in a variety of competitive contexts, and provide further impetus for studies of the mechanisms underlying these effects.     

Reality Television Programming and Diverging Gratifications: The Influence of Content on Gratifications Obtained

The study explores how competition-based reality shows with different thematic content influence gratifications obtained by viewers. Participants completed surveys regarding their reasons for watching reality programs in general and their reasons for watching specific reality shows (The Apprentice, The Bachelor/Bachelorette, and Survivor). Results identified a new gratification dimension not previously observed in other gratifications research (personal utility), and that correlations exist between the specific content of reality-based programs and the gratifications obtained by the viewers.     

An Experimental Study of the Internal Consistency of Judgments Made in Bookmark Standard Setting

Validating performance standards is challenging and complex. Because of the difficulties associated with collecting evidence related to external criteria, validity arguments rely heavily on evidence related to internal criteria—especially evidence that expert judgments are internally consistent. Given its importance, it is somewhat surprising that evidence of this kind has rarely been published in the context of the widely used bookmark standard‐setting procedure. In this article we examined the effect of ordered item booklet difficulty on content experts’ bookmark judgments. If panelists make internally consistent judgments, their resultant cut scores should be unaffected by the difficulty of their respective booklets. This internal consistency was not observed: the results suggest that substantial systematic differences in the resultant cut scores can arise when the difficulty of the ordered item booklets varies. These findings raise questions about the ability of content experts to make the judgments required by the bookmark procedure.     

History,identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives

This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal curriculum in order to support their developing identification with the history of their own political/religious communities. This process is most apparent among boys, at predominantly Protestant schools, and in schools located in areas of conflict. These findings suggest that to address history's role in ongoing community conflict, educators may need to challenge more directly the beliefs and assumptions held by students of varied backgrounds, as well as to provide a clearer alternative to the partisan histories encountered elsewhere.     

Females exposed to 24 h of sleep deprivation do not experience greater physiological strain,but do perceive heat illness symptoms more severely,during exercise-heat stress

There is limited and inconclusive evidence surrounding the physiological and perceptual responses to heat stress while sleep deprived, especially for females. This study aimed to quantify the effect of 24 h sleep deprivation on physiological strain and perceptual markers of heat-related illness in females. Nine females completed two 30-min heat stress tests (HST) separated by 48 h in 39°C, 41% relative humidity at a metabolic heat production of 10 W · kg^?1. The non-sleep deprived HST was followed by the sleep deprivation (SDHST) trial for all participants during the follicular phase of the menstrual cycle. Physiological and perceptual measures were recorded at 5 min intervals during the HSTs. On the cessation of the HSTs, heat illness symptom index (HISI) was completed. HISI scores increased after sleep deprivation by 28 ± 16 versus 20 ± 16 (P = 0.01). Peak (39.40 ± 0.35°C vs. 39.35 ± 0.33°C) and change in rectal temperature (1.91 ± 0.21 vs. 1.93 ± 0.34°C), and whole body sweat rate (1.08 ± 0.31 vs. 1.15 ± 0.36 L · h^?1) did not differ (P > 0.05) between tests. No difference was observed in peak, nor rise in: heart rate, mean skin temperature, perceived exertion or thermal sensation during the HSTs. Twenty-four hours sleep deprivation increased perceptual symptoms associated with heat-related illness; however, no thermoregulatory alterations were observed.     

iPads in higher education—Hype and hope

This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer‐reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, ProQuest Academic Research Library and Google Scholar, and conducted a content analysis of the full‐text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting.