Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.     

The Limits of Aesthetic Separatism: literary education and Michael Oakeshott's philosophy of art

Abstract

The belief that literature can teach us something about life is intuitively plausible but there is a view of literary education that would preclude a teacher from making a direct link between imaginative literature and life. A comprehensive epistemological position that supports this view is to be found in the work of Michael Oakeshott. In challenging this theory of literary education and the philosophy of knowledge that informs it, the article discloses in Oakeshott's work evidence of a more nuanced and defensible view of the role of literature in education.

     

The Functional Equivalence Between Movement Imagery,Observation, and Execution Influences Imagery Ability

Abstract

Based on literature identifying movement imagery, observation, and execution to elicit similar areas of neural activity, research has demonstrated that movement imagery and observation successfully prime movement execution. To investigate whether movement and observation could prime ease of imaging from an external visual-imagery perspective, an internal visual-imagery perspective, and kinesthetic modality, 36 participants (M age = 20.58; SD = 3.11; 18 women and 18 men) completed an adapted version of the Movement Imagery Questionnaire-Revised under four modes of delivery (movement prime, external observation prime, internal observation prime, and image-only). The results revealed that ease of imaging was significantly greater during the movement and observation prime conditions compared to the image-only condition (p < .05). Specifically when priming external visual imagery and internal visual imagery, observation facilitated ease of imaging only when the perspective was congruent with the imagery perspective. The results support the use of movement and observation to facilitate ease of imaging, but highlight the importance of considering the visual perspective when using observation.     

Effect of Information Load and Time on Observational Learning

We examined whether altering the amount of and moment when visual information is presented affected observational learning for participants practicing a bowling skill. On Day 1, four groups practiced a cricket bowling action. Three groups viewed a full-body point-light model, the model's bowling arm, or between-limb coordination of the model's left and right wrists only. Following retention tests on Day 2, all participants practiced after viewing a full-body display. Retention was again tested on Day 3. Bowling accuracy improved in all four practice groups. Kinematics of the bowling arm became more like the model for the full-body and intralimb groups only. All groups improved on measures of interlimb coordination. Visual search data indicated that participants mainly focused their gaze on the model's bowling arm. These data lead to the suggestion that viewing “end-effector” information (i.e., information pertaining to the bowling arm) is an important perceptual constraint early in observational learning. Implicit manipulations designed to increase attention to other sources of information did not facilitate the learning process.     

Longitudinal monitoring of power output and heart rate profiles in elite cyclists

Abstract

Power output and heart rate were monitored for 11 months in one female ([Vdot]O_2max: 71.5 mL · kg^?1 · min^?1) and ten male ([Vdot]O_2max: 66.5 ± 7.1 mL · kg^?1 · min^?1) cyclists using SRM power-meters to quantify power output and heart rate distributions in an attempt to assess exercise intensity and to relate training variables to performance. In total, 1802 data sets were divided into workout categories according to training goals, and power output and heart rate intensity zones were calculated. The ratio of mean power output to respiratory compensation point power output was calculated as an intensity factor for each training session and for each interval during the training sessions. Variability of power output was calculated as a coefficient of variation. There was no difference in the distribution of power output and heart rate for the total season (P = 0.15). Significant differences were observed during high-intensity workouts (P < 0.001). Performance improvements across the season were related to low-cadence strength workouts (P < 0.05). The intensity factor for intervals was related to performance (P < 0.01). The variability in power output was inversely associated with performance (P < 0.01). Better performance by cyclists was characterized by lower variability in power output and higher exercise intensities during intervals.     

Effects of Transcendental Meditation on Rotary Pursuit Skill

Two groups of male subjects received a total of 7½-min practice on the pursuit rotor, with a day's rest following the first 5 min. The transcendental meditation (TM) group consisted of 15 volunteers who meditated twice daily and who had been practicing the technique for an average of 28 months. The other group consisted of 15 nonmeditators. The results did not support the expectations that the meditators would demonstrate superior learning and performance and less reactive inhibition than the nonmeditators. Indeed, it was found that in terms of performance, and of learning to a lesser degree, the meditators were significantly poorer. While there was some limited support for the expectation that meditators would exhibit less intra-individual variability, the trends for inter-individual differences indicated that the individual meditators became much less alike than did the nonmeditators when practice was resumed on the second day. It was concluded that certain benefits attributed to the practice of TM (such as greater within-subject consistency, less anxiety, increased alertness and awareness) are not apparent when a novel perceptual-motor skill is being learned. Instead, it appears that the effects of TM are detrimental to such performance.     

Determinants of Cardiorespiratory Endurance in College Women

Abstract

The relationship between cardiorespiratory (CR) endurance performance and various physiological and anthropometric measures was determined in 33 college women. Bivariate and multiple regression analysis was used to determine the extent to which the independent variables, individually and collectively, accounted for the variance in the 2-km run. Independent variables included maximal [Vdot]O₂, [Vdot]_E, R, and HR; submaximal HR; response to a standard workload of steps during a l-min steptest; percent body fat predicted from skinfolds; body circumferences; height; and weight. [Vdot]O₂ max in ml/kg of body weight accounted for the greatest amount of variance in run time (39%). The steptest added 5.9%, the other physiological measures collectively added 9.7%, while the anthropometric measures collectively added only 2.1% to the explained variance for a total of 56.7%. Although anthropometric factors play a role in CR endurance performance, their influence is small in this population when physiological factors are accounted for.     

Food attitudes in female athletes: Association with menstrualcycle length

Abstract

The aim of this study was to examine the relationship between indicators of risk of disordered eating, body image and varied menstrual cycle lengths. Altogether, 151 female athletes were invited from 16 sports and 70 female non-athletic controls were recruited from a university lecture class. The participants completed several surveys, including demographics, menstrual cycle history, physical activity, Eating Disorder Inventory (EDI) and the Three Factor Eating Questionnaire (TFEQ). Selected EDI subscales were summed to reflect eating disorder risk and body image. Menstrual cyclicity was based on self-reported cycle length for the last 6 months (normal cycles = 26–32 days, irregular cycles = <26 or >32 days). Athletes overall had more irregular cycles (29.1%) than the non-athletes (15.7%) (P < 0.05). There were significant differences in scores for eating disorder risk, body dissatisfaction, drive for thinness, cognitive restraint (TFEQ) and disinhibition (TFEQ), only when athletes were divided based on menstrual cyclicity (i.e. irregularly cycling athletes had higher scores than athletes with normal menstrual cycle lengths). No differences in these scores were found between non-athletes with normal or irregular menstrual cycle lengths. In conclusion, irregularly short or long menstrual cycle length is associated with subtle indications of higher risk of disordered eating in female athletes.