Salivary hormones and anxiety in winners and losers of an international judo competition

The purpose of this study was to investigate the responses of salivary hormones and salivary secretory immunoglobulin A (SIgA) and anxiety in winners and losers during an international judo competition. Twenty-three trained, male, national-level judo athletes provided three saliva samples during a competition day: morning, in anticipation of competition after an overnight fast, mid-competition, and post-competition within 15 min post-fight for determination of salivary cortisol, salivary testosterone, salivary testosterone/cortisol ratio, SIgA absolute concentrations, SIgA secretion rate and saliva flow rate. The competitive state anxiety inventory questionnaire was completed by the athletes (n = 12) after the first saliva collection for determination of somatic anxiety, cognitive anxiety and self-confidence. Winners were considered 1-3 ranking place (n = 12) and losers (n = 11) below third place in each weight category. Winners presented higher anticipatory salivary cortisol concentrations (p = 0.03) and a lower mid-competition salivary testosterone/cortisol ratio (p = 0.003) compared with losers with no differences for salivary testosterone. Winners tended to have higher SIgA secretion rates (p = 0.07) and higher saliva flow rates (p = 0.009) at mid-competition. Higher levels of cognitive anxiety (p = 0.02) were observed in the winners, without differences according to the outcome in somatic anxiety and self-confidence. The results suggest that winners experienced higher levels of physiological arousal and better psychological preparedness in the morning, and as the competition progressed, the winners were able to control their stress response better.     

Biomechanical analyses of synchronised swimming standard and contra-standard sculling

Synchronised swimming involves a variety of sculling movements essential for body support and propulsion but its study is scarce. We aimed to biomechanically compare standard and contra-standard sculling techniques, and to observe the relationship between measures. Six synchronised swimmers performed two, 30 s maximal intensity, fully tethered standard and contra-standard sculling motions. Kinetic and kinematic data were obtained using a load-cell and underwater cameras, respectively. Force decreased along both techniques’ bouts, but no differences in-between techniques were noted for any kinetic variables. Standard sculling presented a higher cycle rate and a lower elbow mean angle than the contra-standard sculling (2.4 ± 0.3 vs. 2.0 ± 0.2 cycles/s and 134.1 ± 5.8 and 141.5 ± 4.7°, p < 0.05). In the standard sculling, by removing and maintaining the variation between participants (r _w and r, respectively), the absolute mean force was directly related with cycle rate (r _w  = 0.60) and wrist angular velocity during flexion (r = 0.82), while in the contra-standard condition the force was inversely associated with wrist mean angle (r = ?0.95) and directly with hand speed (r _w  = 0.76), and elbow angular velocity (r _w  ≈ 0.60). Therefore, technique learning and training require different attention by coaches and swimmers.     

Effects of unsteady conditions on propulsion generated by the hand’s motion in swimming: a systematic review

The understanding of swimming propulsion is a key factor in the improvement of performance in this sport. Propulsive forces have been quantified under steady conditions since the 1970s, but actual swimming involves unsteady conditions. Thus, the purpose of the present article was to review the effects of unsteady conditions on swimming propulsion based on studies that have compared steady and unsteady conditions while exploring their methods, their limitations and their results, as well as encouraging new studies based on the findings of this systematic review. A multiple database search was performed, and only those studies that met all eligibility criteria were included. Six studies that compared steady and unsteady conditions using physical experiments or numerical simulations were selected. The selected studies verified the effects of one or more factors that characterise a condition as unsteady on the propulsive forces. Consequently, much research is necessary to understand the effect of each individual variable that characterises a condition as unsteady on swimming propulsion, as well as the effects of these variables as a whole on swimming propulsion.     

Knowledge transfer activities in social sciences and humanities: Explaining the interactions of research groups with non-academic agents

The aim of this research is to achieve a better understanding of the processes underlying knowledge transfer (KT) in social sciences and humanities (SSH). The paper addresses: first, the extent of SSH research groups’ engagement in KT and the formal KT activities used to interact with non-academic communities; and second, how the characteristics of research groups may influence engagement in various types of KT. The empirical analysis is at research group level using data derived from a questionnaire of SSH research groups belonging to the Spanish Council for Scientific Research (CSIC). We find that KT activities are based on relational rather than commercial activities. The most frequent relational activities in which SSH research groups engage are consultancy and contract research. We find also that the characteristics of research groups (e.g. size and multidisciplinarity) and individuals (e.g. academic status and star scientist) are associated with involvement in KT activities and that a deliberate focus on the societal impacts and relevance of the research conducted is strongly related to active engagement of research groups in all the modes of KT considered in this study. From a managerial perspective, our findings suggest that measures promoting a focus on the societal impact of research could enhance research groups’ engagement in KT activities.     

Greek primary school children’s representations of the urban environment as seen through their drawings

In the present study, we explore aspects of Greek primary school children’s representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9–12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it to be. Drawings were analysed using pre-defined categories of urban sustainability and were statistically analysed using SPSS. Results revealed a serious gap in knowledge regarding energy and aspects of local development tied to sustainability in the current and future state of the children’s towns. Although the most popular characteristics in the children’s drawings were associated with the environment, the majority of children illustrated issues related to society. Evidence indicated an age-related progression of representations related to sustainability in the urban environment, at least concerning the topics of natural environment, infrastructure and the realization of problems caused by air pollution and municipal waste generation.     

Students’ perspectives on the processes of supervision and assessment of undergraduate dissertations / Perspectiva del alumnado de los procesos de tutorización y evaluación de los trabajos de fin de grado

Abstract

The introduction of the European Higher Education Area means that undergraduate dissertations (UD) are now compulsory, which represents an important change for the Spanish university system due to the important consequences this will have on academic functioning. This study provides key information on the processes of supervising and assessing UDs, from the perspective of students, as well as consequent proposals to improve them. The results obtained indicate that initiatives need to be put in place, at least in the participating institutions where the study has been developed, focused on the improvement of the time periods, means and resources needed to develop the UD, the introduction of more adequate criteria than those currently used for assessment, better training for the tutors involved, more appropriate and precise prior information for students in relation to the UD, and more preparation for students to enable them to carry out the UD.