High School Success: A Learning Strategies Intervention to Reduce Drop-Out Rates

The Urban Review - The transition into high school is a critical time to act for students with a history of academic difficulty. In this study, researchers examined the impact of a learning...     

Effects of a feint on reactive agility performance

Abstract

This study compared reactive agility between higher-standard (n = 14) and lower-standard (n = 14) Australian footballers using a reactive agility test incorporating a life-size video image of another player changing direction, including and excluding a feint. Mean agility time in the feint trials was 34% (509 ± 243 ms; p < 0.001; effect size 3.06) longer than non-feint trials. In higher-standard players, agility time was shorter than for lower-standard players in both feint (114 ± 140 ms; p = 0.18; effect size 0.52; likely beneficial) and non-feint (32 ± 44 ms; p = 0.22; effect size 0.47; possibly beneficial) trials. Additionally, the inclusion of a feint resulted in movement time increasing over three times more in the lower-standard group (197 ± 91 ms; p = 0.001; effect size 1.07; almost certainly detrimental) than the higher-standard group (62 ± 86 ms; p = 0.23; effect size 0.66; likely detrimental). There were weak correlations between the feint and non-feint trials (r = ?0.13–0.14; p > 0.05), suggesting that reactive agility involving a feint is a unique skill. Also, higher-standard players are more agile than their lower-standard peers, whose movement speed deteriorates more as task complexity increases with the inclusion of a feint. These results support the need for specific training in multi-turn reactive agility tasks.     

Short report: Recovery of jump performance after a simulated cricket batting innings

The time-course of physical recovery was determined after a 2-h 20-min, simulated cricket batting innings. Several vertical jump measures were assessed before (baseline), immediately after, 24 h after and 48 h after simulated batting. Six, male, academy cricketers (20 ± 2 years) completed a previously developed simulated batting innings (BATEX) at an outdoor net facility. At each assessment point, participants completed countermovement-jumps, squat-jumps and 5-repeated reactive-jumps on a contact mat. Compared with baseline, countermovement flight time was similar immediately after, but decreased 24 h after batting (-3.0 ± 1.8%, p < 0.05, effect size [ES] ± 90% confidence interval [CI]: -1.38 ± 0.52). At 48 h post, countermovement-jump flight time was similar to baseline. A similar pattern occurred in the squat-jump and the decrease in squat-jump flight time 24 h after simulated batting approached significance (p = 0.053, ES ± CI -0.80 ± 0.51). The 5-repeated reactive-jump measures (flight time, contact time and reactive-strength-index) did not decrease after simulated batting (p > 0.05), but there were moderate effect sizes calculated (0.64-0.96). These findings support the continued use of countermovement flight time to assess recovery in cricket, since full recovery of jump performance occurred 48 h after a simulated, prolonged and high intensity-batting century.     

Self-efficacy,teacher concerns,and levels of implementation among teachers participating in drama-based instruction professional development

This mixed methods study seeks to explore the relationships between teacher concerns, self-efficacy, and level of comfort with the implementation of drama-based instruction (DBI) within a large-scale initiative to increase learning opportunities through the arts. This study was embedded in a year-long professional development program during which teachers either (a) attended three school-wide in-service trainings (‘non-cadre teachers’) or (b) participated in a small group (‘cadre teachers’) that received ongoing, focused support from a teaching artist throughout the year in addition to the school-wide training. Significant differences were present in cadre teachers’ comfort with the reform as compared to non-cadre teachers both at the beginning and end of the reform. Additionally, self-efficacy and comfort with DBI were significantly related at both the beginning and end of the year. Teachers who were more comfortable with DBI appeared to progress to higher order concerns regarding the reform. We discuss the significance of these findings in the context of design and implementation of professional developments that promote pedagogical conceptual change.     

The psychomotor vigilance test: a comparison of different test durations in elite athletes

The 10-min Psychomotor Vigilance Test (PVT-10) is regarded as the gold-standard for assessing vigilant attention following sleep loss; however, other studies have investigated whether shorter versions of the test elicit similar results to the PVT-10. The present study compared the PVT-10 with 3-min (PVT-3) and 5-min (PVT-5) versions of the test in elite female basketball players. Athletes performed all three tests in the morning and evening for seven consecutive days. Response speed (mean reciprocal reaction time; mean 1/RT), number of errors and number of lapses were determined for each test and time point. The PVT-3 elicited significantly faster response speeds than the other two tests (p < 0.01), while the PVT-5 and PVT-10 were not different. The PVT-10 resulted in more lapses than the PVT-5, followed by the PVT-3, with all tests being significantly different to each other (p < 0.01). In conclusion, while the PVT-5 and PVT-10 were generally similar for response speed, the PVT-3 did not produce results comparable with the PVT-10 for response speed, lapses or errors, and should therefore not be used interchangeably. Further research is required to determine whether the shorter tests are a suitable replacement for the PVT-10 in professional basketball players.     

“Beneath their cheerful bunny faces,his slippers had steel toe caps”: Traction Cities,Postmodernisms, and Coming of Age in Philip Reeve’s <Emphasis Type="Italic">Mortal Engines</Emphasis> and <Emphasis Type="Italic">Predator’s Gold</Emphasis>

This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced adventure with the bildungsroman.

Effects of instructional conditions and experience on student reflection: a video annotation study

This article reports on the findings of a study that investigated the effects of instructional conditions and prior experience on students’ self-reflection. The study was conducted with the use of a video annotation tool that was used by undergraduate performing arts students to reflect on their video-recorded performances. The study shows a consistent positive effect of previous experience with the video annotation tool for engagement with reflection. Graded instructional conditions with feedback had a positive effect on increasing higher order reflections particularly for students with prior experience with the video annotation tool for reflective purposes. The finding suggests that when including reflection in the curriculum, it is important to consider introducing it at a program or degree level rather than individual courses in order to provide an opportunity for students to gain experience with reflection and any particular tool that is used (e.g., a video annotation tool). Furthermore, reflective tasks should be scaffolded into the curriculum with ample opportunity for formative feedback and summative assessment in order to encourage higher order thinking and foster students’ metacognitive awareness and monitoring for increased goal-setting and acknowledgement of the motive or effect of their observed behavior.