The effects of an increased calorie breakfast consumed prior to simulated match-play in Academy soccer players

Dietary analysis of Academy soccer players highlights that total energy and carbohydrate intakes are less than optimal, especially, on match-days. As UK Academy matches predominantly kick-off at ～11:00?h, breakfast is likely the last pre-exercise meal and thus may provide an intervention opportunity on match-day. Accordingly, the physiological and performance effects of an increased calorie breakfast consumed ～135-min before soccer-specific exercise was investigated. English Premier League Academy soccer players (n?=?7) repeated a 90-min soccer match simulation on two occasions after consumption of habitual (B_hab; ～1100?kJ) or increased (B_inc; ～2100?kJ) energy breakfasts standardised for macronutrient contributions (～60% carbohydrates, ～15% proteins and ～25% fats). Countermovement jump height, sprint velocities (15-m and 30-m), 30-m repeated sprint maintenance, gut fullness, abdominal discomfort and soccer dribbling performances were measured. Blood samples were taken at rest, pre-exercise, half-time and every 15-min during exercise. Although dribbling precision (P?=?.522; 29.9?±?5.5?cm) and success (P?=?.505; 94?±?8%) were unchanged throughout all time-points, mean dribbling speed was faster (4.3?±?5.7%) in B_inc relative to B_hab (P?=?.023; 2.84 vs 2.75?m?s^?1). Greater feelings of gut fullness (67?±?17%, P?=?.001) were observed in B_inc without changes in abdominal discomfort (P?=?.595). All other physical performance measures and blood lactate and glucose concentrations were comparable between trials (all P?>?.05). Findings demonstrate that Academy soccer players were able to increase pre-match energy intake without experiencing abdominal discomfort; thus, likely contributing to the amelioration of energy deficits on match-days. Furthermore, whilst B_inc produced limited benefits to physical performance, increased dribbling speed was identified, which may be of benefit to match-play.     

Comparison of the peabody picture vocabulary test-revised and the McCarthy screening test

The relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlated t-tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. Discussion regarding the relationship found between the MST and the PPVT-R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT-R is presented.     

Cost efficacy of two social learning training procedures with withdrawn/isolate children

This investigation compared the cost effectiveness of two approaches—the social learning approach and the social learning approach with reinforcement—to increase the frequency of targeted social skills with socially withdrawn/isolate children. Twelve grade three subjects were selected whose mean score was higher than 2.00 on the social withdrawal subscale of the Walker Problem Behavior Identification Checklist. The frequency of four behaviours—asking questions, giving directions, praising and encouraging, and social other—were observed and compared to the frequency of behavior of an “average” peer. The results indicated that the social learning approach paired with reinforcement for teaching targeted social skills was more cost effective, thus more feasible for classroom application.     

Associations Between Perceived Material Deprivation,Parents’ Discipline Practices,and Children's Behavior Problems: An International Perspective

This study investigated the association between perceived material deprivation, children's behavior problems, and parents’ disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents’ psychological aggression. Parents’ disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.     

Development of dyslexic subgroups:

There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a “surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition. The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics. A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit Hypothesis.     

Calibration and Scoring of Tests With Multiple-Choice and Constructed-Response Item Types

This article discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using item response theory methodology. Two specific issues addressed are (a) whether MC and CR items can be calibrated together and (b) whether simultaneous calibration of the two item types leads to loss of information. Procedures are discussed and empirical results are provided using a set of tests in the areas of reading, language, mathematics, and science in three grades.     

Social Characteristics of Belgian Primary Teachers in the Twentieth Century

It is often claimed, both in the literature and by public opinion, that the status of teachers has declined sharply compared with the situation in the past. This article takes a more detailed look at the complex phenomenon of the ‘status’ of teachers. It does so on the basis of seven variables which ‘operatiohalise’ the process of social approval: the level of feminisation of the teaching corps, its social background, education, legal position and salary, the degree to which control has been obtained over the profession and its degree of social integration. Although a certain loss of prestige has undeniably occurred in comparison with other professions, it is evident that the status issue is not as clear cut as sometimes implied. In the first place, several contradictory trends were detected amongst the factors studied, indicating that the process of status acquisition and/or loss has not developed in a uniform manner. Moreover, statements concerning the relative status of this particular professional group always have to be related to other professions, regarding which the necessary basic data is not always present. It is evident, nonetheless, that the old (and not always very realistic) image of the ‘schoolmaster’ or ‘mistress’ with a ‘noble vocation’ to fulfil has faded nowadays, without the new ideal of the ‘education specialist’ yet establishing itself in the social context.