“I Like English Better”: Latino Dual Language Students’ Investment in Spanish,English, and Bilingualism

This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language programs are going to be maximally successful, then they must foster an environment that encourages students’ attitudes and investments toward both of their languages, taking particular care to protect and promote the minority language.     

Small-group problem-based learning as a complex adaptive system

Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.     

Novice online educator conceptual frameworks: a mental model exploration of mindful learning design

This research study explores the relationship between the socio-cognitive concept of mindfulness and university educators’ learning design conceptualisations. The multi-method research strategy utilises a concept-mapping exercise to reveal learning designer mental models for comparison with Langer Mindfulness Scale scores and critical event interviews to further illuminate the conceptualisations and factors that impact educators’ thinking when designing online units. Research participants were asked to create a concept map of their learning design and to be mindful of concepts incorporated into a Graduate Certificate of Tertiary Education. The analysis highlights some congruence between educators’ mindfulness dimensions and their learning design conceptual frameworks. The mindfulness scores appear to indicate a propensity to be more mindful in designing curriculum, as indicated by participant concept maps, yet not necessarily towards the adaptive use of technology or learner/activity-based pedagogies. The authors suggest metacognitive strategies to encourage learning design reconceptualisation.     

The Examination of a Pullout STEM Program for Urban Upper Elementary Students

The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students’ attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed.     

Visual Attention to and Understanding of Graphic Program Advisories: An Eye-Tracking Study

Despite the use of television program advisories for more than 15 years, viewer understanding of these advisories remains problematic. This article summarizes 2 studies demonstrating the effectiveness of alternate graphic advisories in attracting viewer attention and more effectively communicating their intended meaning. Results indicated that younger viewers were more likely to correctly interpret the meaning of graphic advisories relative to the current text advisories. Eye-tracking data revealed that viewers also allocated greater attention to graphic advisories. Although participants interpreted graphic advisories as more restrictive than text advisories, viewers failed to demonstrate so-called “forbidden fruit” effects.     

Kinematic and kinetic differences between left-and right-handed professional baseball pitchers

While 10% of the general population is left-handed, 27% of professional baseball pitchers are left-handed. Biomechanical differences between left- and right-handed college pitchers have been previously reported, but these differences have yet to be examined at the professional level. Therefore, the purpose of this study was to compare pitching biomechanics between left- and right-handed professional pitchers. It was hypothesised that there would be significant kinematic and kinetic differences between these two groups. Pitching biomechanics were collected on 96 left-handed pitchers and a group of 96 right-handed pitchers matched for age, height, mass and ball velocity. Student t-tests were used to identify kinematic and kinetic differences (p < 0.05). Of the 31 variables tested, only four were found to be significantly different between the groups. Landing position of the stride foot, trunk separation at foot contact, maximum shoulder external rotation and trunk forward tilt at ball release were all significantly greater in right-handed pitchers. The magnitude of the statistical differences found were small and not consistent with differences in the two previous, smaller studies. Thus, the differences found may be of minimal practical significance and mechanics can be taught the same to all pitchers, regardless of throwing hand.     

Kinematic comparison of baseball batting off of a tee among various competition levels

Determining and understanding baseball batting mechanics at various competition levels may help players and coaches identify key kinematics crucial to being a successful hitter. The purpose of this study was to compare batting kinematics across competition levels. Kinematic and temporal data were analysed for 170 male batters (youth n = 33; high school n = 69; college n = 22; professional n = 46) using 3D motion capture (480 Hz). The results showed differences in angular positions between competition levels during the five phases of the swing, with the greatest differences seen between the youth and professional batters. At the instant of ball contact, professional batters held the bat farther away from their body, with greater back shoulder abduction (35°) and less back elbow flexion (78°) compared to youth (27° and 89°, respectively). These differences were associated with greater back elbow extension velocity for professionals (1539°/s) compared to youth (1174°/s). Additionally, higher level batters had higher bat angular and linear velocities compared to the youth batters. As batters progress through their career, they should focus on their back arm by keeping their elbow up and their arm extended in front of them.     

A systematic review and meta-analysis of implicit theory research in sport,physical activity,and physical education

The purpose of this systematic review and meta-analysis was to gather, catalogue, assess, and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate, and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity.     

Gender differences in the perceived impact that athlete leaders have on team member emotional states

ABSTRACT

Emotional contagion has been recognized as a variable influencing individual behaviour and team functioning. In particular, leaders within the team have been suggested to have a significant impact on their teammates through the expression of their emotions. As a result, the aim of this study was to provide greater insight into how different athlete leaders impact the emotional state of their team members, and whether gender differences existed in these relationships. Participants were 295 university student-athletes (200 male and 95 female) recruited from four universities in the UK. Data were collected in a two-step process. First, a voting/rating procedure was conducted within team to identify dominant task, motivational, social and external leaders. Then, participants completed the emotional contagion subscale of the Measure of Empathetic Tendency to rate the impact different athlete leaders had upon their emotional state. A MANOVA was conducted to explore gender differences in reported emotional susceptibility by leadership role. Subsequent ANOVAs highlighted significant differences between leadership role scores for female participants only. The results suggest that female athletes are more susceptible to emotional influence than male athletes. Furthermore, female athletes experienced a greater variation in the perceived emotional influence of different leadership roles in the team.     

The impact of load on lower body performance variables during the hang power clean

This study examined the impact of load on lower body performance variables during the hang power clean. Fourteen men performed the hang power clean at loads of 30%, 45%, 65%, and 80% 1RM. Peak force, velocity, power, force at peak power, velocity at peak power, and rate of force development were compared at each load. The greatest peak force occurred at 80% 1RM. Peak force at 30% 1RM was statistically lower than peak force at 45% (p = 0.022), 65% (p = 0.010), and 80% 1RM (p = 0.018). Force at peak power at 65% and 80% 1RM was statistically greater than force at peak power at 30% (p < 0.01) and 45% 1RM (p < 0.01). The greatest rate of force development occurred at 30% 1RM, but was not statistically different from the rate of force development at 45%, 65%, and 80% 1RM. The rate of force development at 65% 1RM was statistically greater than the rate of force development at 80% 1RM (p = 0.035). No other statistical differences existed in any variable existed. Changes in load affected the peak force, force at peak power, and rate of force development, but not the peak velocity, power, or velocity at peak power.