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Larsen GE George JD Alexander JL Fellingham GW Aldana SG Parcell AC 《Research quarterly for exercise and sport》2002,73(1):66-72
The purpose of this study was to develop a submaximal, 1.5-mile endurance test for college-aged students using walking, jogging, or running exercise. College students (N = 101: 52 men, 47 women), ages 18-26years, successfully completed the 1.5-mile test twice, and a maximal graded exercise test. Participants were instructed to achieve a "somewhat hard" exercise intensity (rating of perceived exertion = 13) and maintain a steady pace throughout each 1.5-mile test. Multiple linear regression generated the following prediction equation: VO2 max = 65.404 + 7.707 x gender (1 = male; 0 =female) - 0.159 x body mass (kg) - 0.843 x elapsed exercise time (min; walking, jogging orrunning). This equation shows acceptable validity (R = .86, SEE = 3.37 ml x kg(-1) min(-1)) similar to the accuracy of comparable field tests, and reliability (ICC = .93) is also comparable to similar models. The statistical shrinkage is minimal (R(press) = 0.85, SEE(press) = 3.51 ml x kg(-) x min(-1)); hence, it should provide comparable results when applied to other similar samples. A regression model (R =.90, and SEE = 2.87 ml x kg(-1) min(-1)) including exercise heart rate was also developed: VO2 max = 100.162 +/- 7.301 x gender(1 = male; 0 =female) - 0.164 x body mass (kg) - 1.273 x elapsed exercise time -0.156 x exercise heart rate, for those who have access to electronic heart rate monitors. This submaximal 1.5-mile test accurately predicts maximal oxygen uptake (VO2max) without measuring heart rate and is similar to the 1.5-mile run in that it allowsfor mass testing and requires only a flat, measured distance and a stopwatch. Further, it can accommodate a wide range of fitness levels (from walkers to runners). 相似文献
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Chris Linder Jessica C. Harris Evette L. Allen Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194
In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation. 相似文献
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Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings. 相似文献