Somatotype and size of elite female basketball players

The aim of this study was to compare the somatotype and size of elite female basketball players in terms of playing position and team performance. Anthropometry and somatotype data were collected on 168 players from 14 countries before the Women's World Basketball Championship, Australia, 1994. There were 64 guards (mean +/- s: age 25.4 +/- 3.3 years, height 1.72 +/- 0.06 m, mass 66.1 +/- 6.2 kg, somatotype = 2.9-3.9-2.6), 57 forwards (age 25.2 +/- 3.8 years, height 1.81 +/- 0.06 m, mass 73.3 +/- 5.9 kg, somatotype = 2.8-3.5-3.2) and 47 centres (age 24.1 +/- 3.1 years, height 1.90 +/- 0.06 m, mass 82.6 +/- 8.2 kg, somatotype = 3.2-3.1-3.4). Mean somatotypes by position were significantly different (F = 7.73, P < 0.01). Guards had greater mesomorphy than centres and less ectomorphy than forwards and centres. When discriminant function analysis was applied to endomorphy, mesomorphy, ectomorphy, age, height and mass, only height, mass and ectomorphy entered (Wilks' lambda = 0.351, F = 31.40, P < 0.000), 70% of the variance was accounted for, and 72% of players were correctly classified. In the four top versus four bottom teams, guards were taller and more ectomorphic, forwards were taller, with lower mesomorphy and higher ectomorphy, and centres did not differ. Thus there are some differences in somatotypes by position and team placing, but the combination of height, mass and ectomorphy provide the best differentiation by position.     

Equipment set-up among Olympic sprint and slalom kayak paddlers

The anthropometry and equipment set-up for sprint (31 male; 11 female) and slalom (12 male; 12 female) kayak paddlers who competed at the 2000 Olympic Games in Sydney were measured in the 15 day period before competition. This paper provides normative data for equipment set-up in these sports, as well as information about differences in rigging and paddle dimensions between sprint and slalom kayak paddlers. These differences were consistent for both male and female athletes, with sprint paddlers seated higher and using longer paddles with longer, though narrower, blades (p < 0.0001). Among male sprint paddlers, only minor differences in equipment set-up were found between competitors ranked in the top 10 places compared to the rest of the field. Considering all male paddlers initially, then sprint paddlers alone, significant (p < 0.01) regression equations were developed for the prediction of foot bar distance (r2 = 0.482 and 0.589 respectively) and hand grip distance (r2 = 0.400 and 0.541 respectively). The process of fine tuning equipment set-up often requires hours of practice with subjective feedback from the athlete. The normative data presented in this paper should assist coaches with this process as their athletes evolve toward their individual optimum set-up.     

French and soviet experiments in computer literacy: parallels and contrasts

The authors presented an earlier version of this paper at the AECT Annual Convention, Dallas, TX, February 4, 1989. J. Nicholls Eastmond is at Utah State University, Logan, UT 84322-2830 and Stephen T. Kerr, University of Washington, Seattle, Washington.     

Opportunity costs associated with the provision of student services: a case study of web-based lecture technology

Universities aim to provide services that are not only beneficial to students but also efficient relative to possible alternative services. Using opportunity cost, this study considers staff and student perceptions of the usefulness and valuation of web-based lecture technology (WBLT). It reveals that a quarter of students did not use WBLT while many staff members thought WBLT had a negative impact on their face-to-face teaching. Further, over a third of students sampled said they would not be affected if WBLT were not made available and many staff members felt constrained by WBLT technology. Some staff members spent a lot of time preparing WBLT while others eschewed the technology altogether. Nevertheless, a relatively small number of students place enormous value on WBLT, as do some staff, even if only simple audio of lectures are provided. The academic policy implications of this study suggest that university provision of WBLT could take into account the opportunity cost of WBLT use as a valuation-basis, possibly recovering costs through extra fees. This would allow for improved decision-making by university administrators and facilitate a move towards a useful measurement basis of WBLT. A wider academic policy implication is to consider whether all universities should produce and deliver WBLT at all and to what extent it should encourage staff to develop enhanced WBLT. Provision of sophisticated WBLT or any other service for students bears an opportunity cost in terms of less preparation by staff for face-to-face lessons or other effective teaching or research.     

Teacher Twitter Chats: Gender Differences in Participants' Contributions

Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants' tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces.