A cross-sectional examination of the physical fitness and selected health attributes of recreational all-terrain vehicle riders and off-road motorcyclists

Abstract

The aims of this study were: (1) to characterize selected fitness and health attributes of two types of habitual recreational off-road vehicle riders – off-road motorcyclists and all-terrain vehicle riders; (2) to explore differences among riders in terms of vehicle type, age, and gender; and (3) to compare the fitness and health of riders to population norms and clinical health standards. Canadian off-road riders (n = 141) of both sexes aged 16 years and over were recruited through local and national off-road riding organizations. Anthropometry, fitness, and health measures of off-road motorcycle and all-terrain vehicle riders were compared with population norms, health standards, and physical activity guidelines. Off-road motorcycle riders had above average aerobic fitness (79th percentile), while all-terrain vehicle riders were lower than average (40th percentile). All riders had a healthy blood lipid profile and a low incidence of the metabolic syndrome (12.9%) compared with members of the general population. Off-road motorcycle riders had healthier body composition and fitness than all-terrain vehicle riders; however, the body composition of off-road motorcycle riders was no healthier than that of the general population and all-terrain vehicle riders were worse than the general population. Off-road motorcycle riders had healthier anthropometry and fitness than all-terrain vehicle riders and thus fewer health risk factors for future disease, demonstrating that the physiological profiles of off-road riders are dependent on vehicle type.     

Evaluating Corrective Feedback Self‐Efficacy Changes Among Counselor Educators and Site Supervisors

Analysis of pretest–posttest scores on the Corrective Feedback Self‐Efficacy Instrument (Page & Hulse‐Killacky, 1999 ) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self‐efficacy in giving corrective feedback. Furthermore, the association between prior supervision training, supervision experience, and feedback self‐efficacy was measured. Practical and research implications are discussed.     

Developing Scientific Literacy in a Primary School

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.     

Anatomical societies find new ways to come together in a post-Covid world

The world has been turned upside down by a global health emergency caused by the Covid-19. Given the high contagiousness of the virus and the need to contain its spread, social distancing rules, self-isolation policies, and geographical lockdowns have been enforced globally. Over the pandemic emergency the majority of the planned in-person meetings and congresses of national and international anatomical societies have been postponed or canceled. It is unclear what the future holds, but times of crisis often present possibilities for re-thinking old ways to achieve a more critical approach. It has become increasingly clear that traditional in-person congress formats of scientific societies need to be reevaluated. Over the past year and a half, two types of congressional modalities have been trialed to address the challenge of the pandemic as far as scientific meetings are concerned: the fully virtual congress, in which case the conference program is live streamed to all of the attendees, and the hybrid congress, in which case some of the attendees physically participate at the congress's venue while others interact via a virtual platform. The current study set out to investigate the technical difficulties, social challenges, costs and sustainability, logistics and management issues linked to holding various types of congresses in the post-Covid world. Anatomical societies throughout the world are actively striving to reshape their response to the current global emergency and to uncover new types of conference modalities in the effort to keep scientific exchange alive and flourishing in the post-Covid era.     

Learning about literacy: Children’s versions of the Literacy Hour

This article reports on an enquiry into the responses of a class of Year 1 children, aged 5‐6 years, to the first eight months of the National Literacy Strategy (NLS). Children were given incomplete drawings to represent the four parts of the Literacy Hour. In completing the drawings the children made their own interpretations of the Literacy Hour. They could choose to write thought or speech bubbles, draw faces and expressions, make written or dictated comments about the teacher and the children portrayed. The methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. Each child documented a range of attitudes to and feelings about whole class teaching, group work and the plenary session. These insights, which were often challenging, put the emotional dimension of learning at the centre of their experiences of the NLS.     

On Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect: Commentary on Chen et al. (2021)

Educational Psychology Review - In their recent paper, Chen et al. (Educational Psychology Review, 2021) propose that rest periods between deliberate learning characterize the spacing effect and...     

Learning through technology in middle school classrooms: Students’ perceptions of their self-directed and collaborative learning with and without technology

Education and Information Technologies - In the present study, students’ perceptions of their self-directed and collaborative learning with and without technology were examined in...     

Examining gender similarity and mentor’s supervisory status in mentoring relationships

This study examined the influence of mentor’s status (supervisor vs. non‐supervisor) and gender similarity (homogeneous vs. diversified) of mentor–protégé dyads on protégé’s perception of mentoring functions and outcomes. We collected and analyzed data from 217 mentor–protégé dyads comprised of working professionals from a variety of industries. Results of MANCOVA indicated that supervisory mentors provided more career development functions than non‐supervisory mentors. Mentor–protégé gender similarity and mentor’s supervisory status interacted to influence psychosocial support, career development, and career satisfaction. Key findings are discussed in terms of implications for future research and career counseling in industry and education.     

Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.