Family Feedback and Programmatic Decision-Making: Responsiveness of Early Childhood Administrators

Although early childhood programs are encouraged to facilitate meaningful home-school collaboration, use of family feedback to inform programmatic decisions may be underutilized in practice. In a birth-five childcare program in the Northeastern United States, families rated level of satisfaction with and shared open-ended comments on eight aspects of the program anticipated to be observed at arrival/dismissal (e.g., class environment, teacher–teacher interactions, teacher–child interactions, teacher–family interactions) in an anonymous end-of-year survey (70% response rate). Program administrators then participated in a 90-min focus group to discuss aggregated findings. Content analysis revealed noteworthy insights regarding initial reactions and proposed recommendations. The program director noted which proposed changes were implemented several months later. Results and implications are discussed, including the importance of birth-five professionals seeking anonymous feedback from families, allotting dedicated time to reflect on and address concerns, and notifying families of specifically how their input is being used to inform programmatic improvements.     

The physical characteristics of match-play in English schoolboy and academy rugby union

The aim was to compare the physical characteristics of under-18 academy and schoolboy rugby union competition by position (forwards and backs). Using a microsensor unit, match characteristics were recorded in 66 players. Locomotor characteristics were assessed by maximum sprint speed (MSS) and total, walking, jogging, striding and sprinting distances. The slow component (<2 m · s^?1) of PlayerLoad^TM (PL_slow), which is the accumulated accelerations from the three axes of movement, was analysed as a measure of low-speed activity (e.g., rucking). A linear mixed-model was assessed with magnitude-based inferences. Academy forwards and backs almost certainly and very likely covered greater total distance than school forwards and backs. Academy players from both positions were also very likely to cover greater jogging distances. Academy backs were very likely to accumulate greater PL_slow and the academy forwards a likely greater sprinting distance than school players in their respective positions. The MSS, total, walking and sprinting distances were greater in backs (likely-almost certainly), while forwards accumulated greater PL_slow (almost certainly) and jogging distance (very likely). The results suggest that academy-standard rugby better prepares players to progress to senior competition compared to schoolboy rugby.     

Co‐operation in the Countryside: small primary school clusters

This paper examines the role and significance of co‐operation (clustering) between small primary schools in rural areas across England and Wales. By increasing the range of resources available and enlarging staff and pupil peer groups, clustering can counter many of the challenges that confront curriculum delivery in small schools. However, effective inter‐school liaison can be impeded by fears surrounding the loss of individual school autonomy and logistical barriers caused by the nature of rural localities. Just as significantly, reductions in local authority support for cluster schemes combined with increased incentives to compete for pupils may be curtailing useful co‐operation. Findings from a sample of small‐school headteachers suggest, however, that despite recognition of these detrimental pressures, clustering is likely to remain central to a wider set of local coping strategies which are making a significant contribution to the viability of rural education provision.     

The utility of reading to read with boys with ADHD‐CT administered at two different intervals post methylphenidate ingestion

This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral‐reading fluency with boys with Attention Deficit‐Hyperactivity Disorder, Combined Type (ADHD‐CT). Participants included 6 male students (4 fourth grade and 2 fifth grade) who were diagnosed as having ADHD‐CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages more quickly, and most students read passages more quickly, had fewer reading errors, and had higher rates of correct words per minute (CWPM) during intervention administered 45 minutes to 1 hour after ingestion of methylphenidate versus 3 to 4 hours after ingestion. Implications for academic instruction for students with ADHD‐CT who take Ritalin are discussed. © 2000 John Wiley & Sons, Inc.     

Teacher attitudes and personality

The Minnesota Teacher Attitude Inventory (MTAI), the Edwards Personal Preferences Schedule (EPPS), and the Vocational Preferences Inventory (VPI) were administered to 183 undergraduate students enrolled in teacher education courses. The MTAI was compared with each of the two personality instruments by canonical analysis. The MTAI shared 20% of its variance with the EPPS and 17% with the VPI. It was concluded that teachers' attitudes are partially determined by measurable personality variables.     

Cricket fast bowling detection in a training setting using an inertial measurement unit and machine learning

Fast bowlers are at a high risk of overuse injuries. There are specific bowling frequency ranges known to have negative or protective effects on fast bowlers. Inertial measurement units (IMUs) can classify movements in sports, however, some commercial products can be too expensive for the amateur athlete. As a large number of the world's population has access to an IMU (e.g. smartphones), a system that works on a range of different IMUs may increase the accessibility of automated workload monitoring in sport. Seventeen elite fast bowlers in a training setting were used to train and/or validate five machine learning models by bowling and performing fielding drills. The accuracy of machine learning models trained using data from all three bowling phases (pre-delivery, delivery and post-delivery) were compared to those trained using only the delivery phase at a sampling rate of 250 Hz. Next, models were trained using data down-sampled to 125 Hz, 50 Hz, and 25 Hz to mimic results from lower specification sensors. Models trained using only the delivery phase showed similar accuracy (> 95%) to those trained using all three bowling phases. When delivery-phase data were down-sampled, the accuracy was maintained across all models and sampling frequencies (>96%).     

Is it defensible for women to play fewer sets than men in grand slam tennis?

Lacking in the philosophy of sport is discussion of the gendered numbers of sets played in Grand Slam tennis. We argue that the practice is indefensible. It can be upheld only through false beliefs about women or repressive femininity ideals. It treats male tennis players unfairly in forcing them to play more sets because of their sex. Its ideological consequences are pernicious, since it reinforces the respective identifications of the female and male with physical limitation and heroism. Both sexes have compelling reason to reject the practice.     

Individual differences in the interleukin-6 response to maximal and submaximal exercise tasks

The inflammatory responsive cytokine interleukin-6 (IL-6) helps regulate immune responses to exercise. Evidence suggests that increases in IL-6 are related to exercise duration and intensity. However, the moderating effect of sex and underlying mediators have received limited attention. We compared plasma IL-6 responses to two cycling tasks with a resting control in young male (n = 12) and female (n = 12) recreationally active adults. Both 45 min tasks comprised an incremental test, either maximal or submaximal, followed by steady-state exercise at 55% peak power output. Interleukin-6 was elevated above baseline immediately after the maximal but not the submaximal task. Compared with the control condition, IL-6 was increased at 30 and 60 min after both exercise tasks. The IL-6 response was greater in women than men at 60 min after maximal exercise. Cortisol increased in both tasks compared with the control condition, the increase being greater after maximal than submaximal exercise. No associations were found between IL-6 responses and cortisol, heart rate, fitness or body mass index. The results show that 45 min of moderate-intensity exercise can increase IL-6 and suggest that the inclusion of maximal effort may accelerate this response. The finding that women showed a greater IL-6 response to maximal exercise may reflect a gender dimorphism in the immune response to stress.