Any reward will do: Effects of a reverse-reward contingency on size preference with pet dogs (<Emphasis Type="Italic">Canis lupus familiaris</Emphasis>)

The reverse-reward contingency (RRC) task involves presenting subjects with a choice between one plate containing a large amount of food and a second plate containing a small amount of food. Subjects are then required to select the smaller of the two options in order to receive the larger-magnitude reward. The RRC task is a commonly used paradigm for assessing complex cognition, such as inhibitory control, in subjects. To date, the RRC task has not been tested with pet dogs as subjects, and it may provide insights to their ability to perceive quantities of differing magnitudes. Nine dogs were tested in an RRC task involving three conditions. In Condition 1, plates of food were presented, and the dogs were allowed to consume their choice. In Condition 2, plates with different-sized symbols resembling the quantities of food in Condition 1 were presented, and dogs received food quantities of the same size as their choice (e.g., a larger-magnitude reward for selecting the plate with the larger shape). In Condition 3, the same plates were presented, but dogs received a reverse-sized quantity of food, relative to their choice (e.g., a smaller-magnitude reward for selecting the plate with the larger shape). A novel addition here to the traditional RRC task was the inclusion of a third, empty (control) plate that was present throughout all conditions, and no programmed consequences were provided when that plate was selected. Our results were consistent with the previous RRC literature: All dogs developed and maintained a preference for the larger stimulus option across conditions. The use of symbolic representations did not ameliorate performance on the RRC task. Applied implications are discussed.     

An integrated curriculum approach to increasing habitual physical activity in deprived South Asian children

Integrating physical activity (PA) within a school curriculum is a promising approach for increasing PA in children. To date, no research has examined its effectiveness in increasing the low levels of PA witnessed in deprived South Asian (SA) children. The study aims to ascertain whether an integrated school-based curriculum and pedometer intervention could increase PA in children from deprived SA backgrounds. Following ethical approval and informed consent, 134 deprived SA children (63 boys, 71 girls, control (n?=?40, mean age?=?11.12 years, SD?=?0.32 years) and intervention (n?=?94, mean age?=?9.48 years, SD?=?0.62 years)) from a primary school in England, UK, completed a 6-week integrated PA intervention based on virtually walking from their school (middle of the country) to the coast and back (March–July 2013). Habitual PA was determined at baseline and post 6 weeks intervention for both groups, and determined weekly during the intervention in the experimental group. The results indicated that average daily steps were significantly higher at post 6 weeks compared to baseline for the intervention group (intervention mean change?=?8694 steps/day, SD?=?7428 steps/day vs. control mean change?=??1121 steps/day, SD?=?5592 steps/day, 95% CI of difference, 6726–7428 steps/day, P?=?.001, d?=?1.76). In addition, significant decreases in BF% and waist circumference were observed in the intervention group post 6 weeks (mean change for BF%?=??4.5%, mean change for WC?=??1.7?cm, P?=?.001). School-based integrated curriculum and pedometer interventions provide a feasible and effective mechanism for increasing habitual PA in primary school children from deprived SA backgrounds.     

Educational historiographical meta‐analysis: rethinking methodology in the 1990s

Relations among literary discourse constructed during oral storybook reading, current theories of reader response to literature, and research in classroom storybook reading are explored in this paper. Pursuing a Bakhtinian analysis of five readings of one picture storybook, the meaning‐making strategies used by kindergarten students and their teacher to appropriate literary discourse and, thereby, to define the situation in these storybook events is discussed. The paper is framed by a symbolic interactionist approach to the social negatiation of meaning, especially as meaning is negotiated in context through language.     

Perceptions of Helpfulness of Teachers in Didactic Courses

Thirty‐five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.     

Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students

This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability.     

The European dilemma: evaluating the implications of UEFA Europa League participation on English Premier League clubs

For clubs qualifying for the UEFA Europa League, participation generates a series of tensions. UEFA has provided financial rewards for those clubs, but with qualification comes additional pressures on playing squads which are often less able to deal with the performative demands of an extra competition, as they generally possess fewer financial resources compared with teams gaining Champions League qualification. This paper evaluates these conflicting tensions. The study takes a detailed quantitative analysis of the costs and benefits for four Premier League clubs that have repeatedly participated in the Europa League over eight seasons. It demonstrates a positive financial benefit of participation, but this is only significant if the club progresses to the later competition stages and has a robust playing squad. This research fills a gap in a lack of analysis based on reliable empirical data as to the impact of participation in this competition on clubs.     

The effect of badminton-specific exercise on badminton short-serve performance in competition and practice climates

This study examined the effects of changes in physiological and psychological arousal on badminton short-serve performance in competitive and practice climates. Twenty competitive badminton players (10 males and 10 females) volunteered to participate in the study following ethics approval. After familiarisation, badminton short-serve performance was measured at rest, mid-way through and at the end of a badminton-specific exercise protocol in two conditions; competition vs. practice. Ratings of cognitive and somatic anxiety were assessed at three time points prior to badminton short-serve performance using the Mental Readiness Form 3. Heart rate and rating of perceived exertion (RPE) were assessed during the exercise protocol. Results indicated that better short-serve performance was evident in practice compared to competition (P?=?.034). RPE values were significantly higher in the competition condition compared to practice (P?=?.007). Cognitive anxiety intensity was significantly lower post-exercise in the practice condition compared to competition (P?=?.001). Cognitive anxiety direction showed greater debilitation post-exercise in the competition condition compared to practice (P?=?.01). Somatic anxiety intensity increased from pre-, to mid- to post-exercise (P?=?.001) irrespective of condition. This study suggests that badminton serve performance is negatively affected when physiological arousal, via badminton-specific exercise, and cognitive anxiety, via perceived competition, are high.