American Association for Health,Physical Education,and Recreation

ABSTRACT

Purpose: The purpose of this study was to identify whether post-resistance exercise (REx) blood flow restriction (BFR) can elicit a similar acute training stimulus to that offered by either heavy REx or traditional low-load BFR REx. Method: Ten men completed trials with 30% one-repetition maximum (1RM) for 5 sets of 15 repetitions without BFR (30%), with BFR during exercise (30% RD), and with postexercise BFR (30% RP) and at 75% 1RM for 3 sets of 10 repetitions. Lactate and cortisol were measured before and up to 60 min after exercise. Thigh circumference, ratings of perceived exertion (RPE), and pain were measured before and after exercise. Surface electromyography was measured during exercise. Results: All conditions had a large effect (effect size [ES] > 0.8) on lactate, with the largest effects observed with the 75% condition; no differences were observed between the 30% conditions. All conditions had a moderate effect (ES > 0.25 ≤ 0.4) on increasing thigh circumference. This effect was maintained (ES = 0.35) with the application of BFR after REx (30% RP). Change in RPE, from the first to last set, was significantly greater with 30% RD compared with other conditions (all p < .05). Electromyography amplitude was higher and percentage change was greater for the 75% condition compared with the other conditions (both p < .05). Conclusions: The application of BFR immediately post-REx altered several of the responses associated with REx that is aimed at inducing muscular hypertrophy. Additionally, these changes occurred with less pain and perceived exertion suggesting that this form of REx may offer an alternative, tolerable method of REx.     

Pairing and gender effects on children’s computer-based learning

This paper reports an experimental study in which one hundred and twenty 11 and 12 year olds worked on a computer based problem solving task couched in an adventure game format. Previous results with this type of task (Blaye, Light, Joiner, & Sheldon, 1991) indicated marked facilitative effects of working in pairs, both on children’s paired performance and on their subsequent individual performance. In this study all children were pre-and post-tested individually. For the intervening practice session subjects were assigned at random to work alone or in single- or mixed-gender pairs. Pairs showed a significant advantage over individuals, but this advantage was not carried over to individual post-test. Gender differences were also attenuated relative to previous results. The findings are interpreted in terms of detailed characteristics of the experimental design (in particular the presence of other children even in the ‘individual’ condition) and reduction of gender stereotyping in the software.     

Rethinking diversity in learning science: The logic of everyday sense‐making

There are many ways to understand the gap in science learning and achievement separating low‐income, ethnic minority and linguistic minority children from more economically privileged students. In this article we offer our perspective. First, we discuss in broad strokes how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. We consider two dominant perspectives on this question, one which views the relationship as fundamentally discontinuous and the other which views it as fundamentally continuous. We locate our own work within the latter tradition and propose a framework for understanding the everyday sense‐making practices of students from diverse communities as an intellectual resource in science learning and teaching. Two case studies follow in which we elaborate this point of view through analysis of Haitian American and Latino students' talk and activity as they work to understand metamorphosis and experimentation, respectively. We conclude with a discussion of the implications of this new conceptualization for research on science learning and teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 529–552, 2001     

Practicing What We Preach in Teacher Education: A Critical Whiteness Studies Analysis of Experiential Education

In this article I problematize the reasons for and methods through which I incorporated an opportunity for experiential learning, via a Community Inquiry Project, into my own teaching. I take the stance of a teacher-researcher to closely analyze the specific documents and tasks used to introduce pre-service teachers to the project. I draw on sociocultural approaches to teacher development and literature on experiential education in teacher education to provide a background for the project and the self-study and offer critical whiteness studies as an appropriate lens through which to analyze the various elements of the project. Findings from this study suggest that the project limited the pre-service teachers’ characterizations of community, understandings of sociocultural approaches to learning, relationships to the community, and perceptions of the role of community in teaching. I draw on these findings to suggest that teacher educators share their reflective practices with their students and learn about the diverse experiences of the pre-service teachers themselves to better prepare them to inquire into and draw on knowledge of communities as they work with diverse populations of students.     

Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency

The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556[Crossref], [Web of Science ®] , [Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.     

A Guide for Parent Workshops: Parents as Teachers

Conclusion Parents want to help their young-ster learn and grow and, if offered the means to acquire the necessary knowledge and skills, will assume this responsibility. It is hoped that through the suggestions, source lists, and examples provided here, educators will be stimulated to explore the development of parent workshop programs. This article is based on a series of workshops the author designed and initiated for parents at the Whitney Young Jr. Day Care Center on Staten Island, New York, in the spring of 1977. Edith Barnes is Assistant Professor of Behavioral Sciences at the College of Staten Island, City University of New York, 715 Ocean Terrace, Staten Island, New York 10301. She is a member of the New York City Higher Education Task Force for the International Year of the Child and Chairperson of the Staten Island IYC Committee. She is also a member of the HEW Advisory Committee of Staten Island Children's Community Mental Health Center, member of the Center Policy Committee of Staten Island Head Start, and Founder and Past President of the Staten Island Nursery Directors' Organization (SIND).