Reliability and validity of Yo-Yo tests in 9- to 16-year-old football players and matched non-sports active schoolboys

The purpose of this study was to examine the test–retest reliability and construct validity of three age-adapted Yo-Yo intermittent tests in football players aged 9–16 years (n?=?70) and in age-matched non-sports active boys (n?=?72). Within 7 days, each participant performed two repetitions of an age-related intensity-adapted Yo-Yo intermittent test, i.e. the Yo-Yo intermittent recovery level 1 children's test for 9- to 11-year-olds; the Yo-Yo intermittent endurance level 1 for 12- to 13-year-olds and the Yo-Yo intermittent endurance level 2 test for 14- to 16-year-olds. Peak heart rate (HR_peak) was determined for all tests. The distance covered in the tests was 57% (1098?±?680 vs. 700?±?272?m), 119% (2325?±?778 vs. 1062?±?285?m) and 238% (1743?±?460 vs. 515?±?113?m) higher (p?≤?.016), respectively for football-trained than for non-sports active boys aged 9–11, 12–13 and 14–16 years. The typical errors of measurement for Yo-Yo distance, expressed as a percentage of the coefficient of variation (confidence interval), were 11.1% (9.0–14.7%), 10.1% (8.1–13.7%) and 8.5% (6.7–11.7%) for football players aged 9–11, 12–13 and 14–16 years, respectively, with corresponding values of 9.3% (7.4–12.8%), 10.2% (8.1–14.0%) and 8.5% (6.8–11.3%) for non-sports active boys. Intraclass correlation coefficient values for test–retest were excellent in both groups (range: 0.844–0.981). Relative HR_peak did not differ significantly between the groups in test and retest. In conclusion, Yo-Yo intermittent test performances and HR_peak are reliable for 9- to 16-year-old footballers and non-sports active boys. Additionally, performances of the three Yo-Yo tests were seemingly better for football-trained than for non-sports active boys, providing evidence of construct validity.     

Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words

Twelve very poor readers in May of first grade, including four withdisabilities, were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by one of two methods: blending sounds to form words, or cumulative introduction of whole words. Both treatments included letter/sound correspondences and spelling words in the reading set. At the end of ten sessions, no differences were found between the treatment outcomes; however, delayed posttests one week later found differences favoring the blending treatment on reading and spelling instructional words, and on transfer to words composed of known letter sounds.     

Professionals’ views on the new policy for special educational needs in England: ideology versus implementation

In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence has been made available on how professionals perceive these changes. In this study, the views of 349 professionals were ascertained using a semi-structured online survey. The results revealed that although many professionals agreed in principle with some of the key changes introduced, several constraints were reported including tight timelines, budget cuts, and difficulties in the collaboration between education, health and care, suggesting a rather fragmented implementation of the new policy. No significant differences were found between groups of professionals for most items, however educational psychologists and special needs co-ordinators disagree on the extension of the provision age range, on how well the children’s needs are described in the education, health and care plans, and on the professional requirements of this process. The findings are discussed in light of their implications for meeting children’s needs and in comparison with other policy changes worldwide.