Girls' and boys' perceptions of physical education teachers' feedback: effects on performance and psychological responses

In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (DeltaR(2) = 0.088), effort (DeltaR(2) = 0.119), enjoyment (DeltaR(2) = 0.085), and their PE performance (DeltaR(2) = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity.     

Path integration in cockroach larvae,Blattella germanica (L.) (insect: Dictyoptera): Direction and distance estimation

The question of how an insect finds its way between foraging areas and its shelter has been investigated in cockroaches,Blattella germanica. Our aim was to demonstrate that they integrate the characteristics of their outward trip to estimate direction and distance, which enable them to return to their shelter, relying on path integration mechanisms using kinesthetic cues. The return path pattern was characterized by a nearly linear oriented-to-the-goal trajectory, an arrest, and a systematic search at a much slower speed. The arrest position indicated that the insect’s home vector was back to zero and that it was the estimated shelter position. If the shelter failed to be at the arrest position, cockroaches started a nonrandom systematic search directed mainly around the arrest. They looped back and forth around the arrest position and increased the size of their loops with time. The pattern of this search seems to be an ubiquitous trait in insects.     

On the road to science education for sustainability?

In this paper I discuss three issues relevant to the ideas introduced by Colucci-Gray, Perazzone, Dodman and Camino (2012) in their three-part paper on epistemological reflections and educational practice for science education for sustainability: (1) social studies of science for science education, (2) education for sustainability or sustainable development, and (3) curriculum studies and action-research. For the first issue, I address the need for science education efforts dedicated to an epistemological renewal to take seriously into consideration the contributions of the social studies of science. This perspective may be fruitful for an education for sustainability that also requires one to consider the political dimension of environmental issues and their intrinsic power relationships. It also encourages the abandonment of dichotomies that hamper democratic participation: experts/lay people, science/society, scientific knowledge/values, etc. For the second issue, my commentary focuses on the challenges that education for sustainability or sustainable development pose to science education with a shift from subject matter contents to socio-educative aims and socio-political actions. These challenges lead to the third issue with an invitation to apprehend science education for sustainability within the frameworks of curriculum theory and design-based research.     

Effects of a verbal and visual feedback system on running technique,perceived exertion and running economy in female novice runners

The purpose of this study was to determine the effects of a verbal and visual feedback system on running technique, ratings of perceived exertion (RPE), and running economy. Twenty‐two female novice runners were randomly assigned to experimental (n = 11) and control (n = 11) groups. The experimental subjects received verbal and visual feedback concerning their running technique prior to and during each training run. Training involved 15 20‐min treadmill running sessions over a 5‐week period. The control group adhered to the same training routine but did not receive feedback concerning their running technique. High‐speed (100 Hz) photography was used to collect biomechanical data. A submaximal oxygen consumption test and Borg's RPE scale were used to collect data concerning running economy and perceived exertion, respectively. Statistical analysis using ANCOVA revealed that the proposed feedback system had a significant (P < 0.01) effect on the experimental group's running technique by affecting the following desired changes relative to the control group: greater relative stride lengths, shorter support time, greater ankle dorsiflexion during support and greater knee flexion during support and non‐support. There were no significant differences between the groups in submaximal VO₂ or RPE. The results of this study suggest that verbal and visual feedback are effective means of eliciting modifications in running style in female novice runners. The link between modifications in running style and improvements in running economy and perceived exertion remains unclear.     

Psychosocial correlates of cardiorespiratory fitness and muscle strength in overweight and obese post-menopausal women: A MONET study

Abstract

The purpose of this study was to examine the psychosocial correlates of cardiorespiratory fitness ([Vdot]O_2peak) and muscle strength in overweight and obese sedentary post-menopausal women. The study population consisted of 137 non-diabetic, sedentary overweight and obese post-menopausal women (mean age 57.7 years, s = 4.8; body mass index 32.4 kg · m^?2, s = 4.6). At baseline we measured: (1) body composition using dual-energy X-ray absorptiometry; (2) visceral fat using computed tomography; (3) insulin sensitivity using the hyperinsulinaemic-euglycaemic clamp; (4) cardiorespiratory fitness; (5) muscle strength using the leg press exercise; and (6) psychosocial profile (quality of life, perceived stress, self-esteem, body-esteem, and perceived risk for developing chronic diseases) using validated questionnaires. Both [Vdot]O_2peak and muscle strength were significantly correlated with quality of life (r = 0.29, P < 0.01 and r = 0.30, P < 0.01, respectively), and quality of life subscales for: physical functioning (r = 0.28, P < 0.01 and r = 0.22, P < 0.05, respectively), pain (r = 0.18, P < 0.05 and r = 0.23, P < 0.05, respectively), role functioning (r = 0.20, P < 0.05 and r = 0.24, P < 0.05, respectively), and perceived risks (r = ?0.24, P < 0.01 and r = ?0.30, P < 0.01, respectively). In addition, [Vdot]O_2peak was significantly associated with positive health perceptions, greater body esteem, and less time watching television/video. Stepwise regression analysis showed that quality of life for health perceptions and for role functioning were independent predictors of [Vdot]O_2peak and muscle strength, respectively. In conclusion, higher [Vdot]O_2peak and muscle strength are associated with a favourable psychosocial profile, and the psychosocial correlates of [Vdot]O_2peak were different from those of muscle strength. Furthermore, psychosocial factors could be predictors of [Vdot]O_2peak and muscle strength in our cohort of overweight and obese sedentary post-menopausal women.     

When Scientific Knowledge,Daily Life Experience,Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue

Socio-scientific issues in class have been proposed in an effort to democratise science in society. A micro-ethnographic approach has been used to explore how students elaborate arguments on a socio-scientific controversy in the context of small group discussions. Several processes of group argumentation have been identified. Students’ arguments were elaborated from scientific data, common ideas and epistemological and strategic considerations. Students’ social interactions influenced the patterns of argumentation elaborated within the group discussions. Implications of this study for the teaching of socio-scientific issues in class are discussed.