Are the new starting block facilities beneficial for backstroke start performance?

We aimed to analyse the handgrip positioning and the wedge effects on the backstroke start performance and technique. Ten swimmers completed randomly eight 15 m backstroke starts (four with hands on highest horizontal and four on vertical handgrip) performed with and without wedge. One surface and one underwater camera recorded kinematic data. Standardised mean difference (SMD) and 95% confidence intervals (CI) were used. Handgrip positioning did not affect kinematics with and without wedge use. Handgrips horizontally positioned and feet over wedge displayed greater knee angular velocity than without it (SMD = ?0.82; 95% CI: ?1.56, ?0.08). Hands vertically positioned and feet over wedge presented greater take-off angle (SMD = ?0.81; 95% CI: ?1.55, ?0.07), centre of mass (CM) vertical positioning at first water contact (SMD = ?0.97; 95% CI: ?1.87, ?0.07) and CM vertical velocity at CM immersion (SMD = 1.03; 95% CI: 0.08, 1.98) when comparing without wedge use. Swimmers extended the hip previous to the knee and ankle joints, except for the variant with hands vertically positioned without wedge (SMD = 0.75; 95% CI: ?0.03, 1.53). Swimmers should preserve biomechanical advantages achieved during flight with variant with hands vertically positioned and wedge throughout entry and underwater phase.     

Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach

Development of creativity is influenced by multiple factors, including the environment, developmental changes, and measurement tools. In this study, we investigated the relationship between creativity development and implementation of the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) curriculum model. Using the Test of Creative Thinking–Drawing Production (TCT-DP), 1986 culturally diverse, low-income students, K through 6, in four elementary schools in the U.S. were assessed for three consecutive years. The creativity of all children increased from grades K to 6, but children in classrooms of low implementers demonstrated a dip and some “pauses.” Differences in scores of children in middle/high and low implementers' classrooms were significant. The implication is that creativity development is supported through active learning, student choice, access to varied materials, exploration, self-evaluation, problem finding, and problem solving. Additional analyses need to be conducted to uncover cultural and linguistic influences in these four schools.     

Investigating the impact of teacher education strategies on preservice teachers' TPACK

The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.     

The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students

The issue of Indigenous engagement, participation and success in the sciences is a concern both in Australia and in Canada. The authors of this paper have taught Indigenous students in tertiary enabling programs, undergraduate science and science education. Their experiences bridging Indigenous and Western cultures in science and science education through Both-Ways (BW) or Two-Eyed Seeing (TES) pedagogical and methodological approaches form the data for this paper. Their teaching experience with tertiary level Indigenous students using BW/TES pedagogies serves as case studies for the epistemic insight (knowledge about knowledge) they have gained. Each of the case studies considers the role of the Nature of Science (NOS) and potential conflicts through engagement with the two knowledge paradigms. Rather than being in conflict, the two worldviews are seen as complementary, a situation leading to epistemic insight.     

Studying for Exams Just Got More Relaxing—Animal-Assisted Activities at the University of Connecticut Library

In recent years, academic libraries have expanded their traditional focus on intellectual and scholarly pursuits, with many libraries now initiating programs that support student growth, development, and wellness. Although providing animal-assisted activities to college students is a fairly new concept, the social and therapeutic benefits of pet ownership or simply interacting with a companion animal are well documented. The University of Connecticut's Homer Babbidge Library on the Storrs campus chose to support the physical and emotional well-being of students during the stress-filled week of finals by providing therapy dogs. Student interaction and feedback were overwhelmingly positive.     

Does moderate-intensity continuous training result in greater total energy expenditure compared to high-intensity interval training?

Recently in the Journal of Sports Sciences, Schaun et al. published a study on the comparison of energy expenditure between high-intensity interval training and moderate continuous training performed in water. With this Letter to the Editor, we would like to comment on the methodological aspects that should be considered to analyze the results presented, as well as the conclusions.

Abbreviations: CONT, moderate-intensity continuous training; EPOC, excess post-exercise oxygen consumption; HIIT, high-intensity interval training; VO2max, maximal oxygen consumption.