A comparison of reading aloud,silent reading and follower reading. Which is best for comprehension? / Una comparación de lectura en voz alta,lectura en silencio y lectura de seguimiento. ¿Cuál es mejor para la comprensión?

When reading in the classroom, teachers may use different methods. We examined the impact of different reading conditions on comprehension. Reading aloud involved reading the text aloud for an audience. Silent reading required the students to read the text silently. Follower reading involved listening to another student read the text aloud while having the text available for individual reading. Thirty-six fifth- and sixth-grade students read texts under the three conditions and then took comprehension tests. The students performed equally well under reading aloud and silent reading. Follower reading resulted in worse comprehension. The data suggest that the follower readers focused on their individual reading, making an effort not to listen to the student reading out loud, which consumed cognitive resources. Since reading aloud in the classroom involves not only one loud reader but also a lot of follower readers, silent reading might be the smartest choice.     

Teaching for understanding and school sport: a study in an intercultural context and situation of social risk / Enseñanza para la comprensión y deporte escolar: un estudio en contexto intercultural y situación de riesgo social

This study analyses the integration of Mapuche-Huilliche students who participate in a school sport programme based on the teaching for understanding model in a situation of social risk. In this context, 41 students (aged nine to 12) participate, 24 of whom are from the aforementioned ethnic group. To collect data, participant observation was conducted for eight months and group and individual interviews were held. The results show that the Mapuche-Huilliche students recognize themselves as members of the same collective when participating in games associated with their ethnic group. Their main motives for participating in school sport are the teaching approach and the acquisition of social capital. Cooperative learning activities are shown to foster positive interactions with non-Mapuche students.     

Mediating effects of motor performance,cardiorespiratory fitness,physical activity,and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children

We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6–8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = ?0.262, P = 0.007) and reading comprehension (β = ?0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = ?0.272, P = 0.006) and reading comprehension (β = ?0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = ?0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.     

Effect of 6-weeks WBVT on the behaviour of the lower limb muscle fibres during vertical jumping

The purpose of the current study was to examine the effect of 6 weeks of whole body vibration training (WBVT) on body composition, muscle activity of the gastrocnemius and vastus lateralis, gastrocnemius muscle architecture (static and dynamic) and ground reaction forces (performance jump) during the take-off phase of a countermovement jump in young healthy adult males. A total of 33 men (23.31 ± 5.62 years) were randomly assigned to a whole body vibration group (experimental group, EG_WBVT: n = 17; 22.11 ± 4.97 years) or a control group (CG: n = 16; 24.5 ± 6.27 years). The total duration of the intervention phase (WBVT) was 6 weeks with a frequency of 3 sessions per week. Statistically significant differences were observed (P ≤ 0.05) between pre- and post-test in the power peak (Δ 1.91 W · kg^?1; P = 0.001), take-off velocity (0.1 cm · s^?1; P = 0.002) and jump height (Δ 0.4 cm; P = 0.002) for EG_WBVT. There were no statistically significant differences in any of the body composition and muscle architecture variables. Moreover, no significant differences were found between EG_WBVT and CG nor changes in muscle activity during take-off phase of the gastrocnemius and vastus lateralis pre- versus post-training. This study suggests that a 6-week WBVT programme with increasing intensity improves jump performance but does not alter muscle activity nor muscle architecture in healthy young men.     

Reliability and Validity of Finger Strength and Endurance Measurements in Rock Climbing

Purpose: An advanced system for the assessment of climbing-specific performance was developed and used to: (a) investigate the effect of arm fixation (AF) on construct validity evidence and reliability of climbing-specific finger-strength measurement; (b) assess reliability of finger-strength and endurance measurements; and (c) evaluate the relationship between finger flexor all-out test scores and climbing ability. Methods: To determine the effect of AF, 22 male climbers performed 2 maximal strength and all-out tests with AF (shoulder and elbow flexed at 90°) and without AF (shoulder flexed at 180° and elbow fully extended). To determine reliability, 9 male climbers completed 2 maximal strength tests with and without AF and an all-out and intermittent test without AF. Results: The maximal strength test without AF more strongly determined climbing ability than the test with AF (r² = .48 and r² = .42 for sport climbing; r² = .66 and r² = .42 for bouldering, respectively). Force and time variables were highly reliable; the rate of force development and fatigue index had moderate and low reliability. The maximal strength test with AF provided slightly higher reliability than without AF (intraclass correlation coefficient [ICC] = 0.94, ICC = 0.88, respectively). However, smaller maximal forces were achieved during AF (484 ± 112 N) than without AF (546 ± 132 N). All-out test average force had sufficiently high reliability (ICC = 0.92) and a relationship to sport climbing (r² = .42) and bouldering ability (r² = .58). Conclusion: Finger strength and endurance measurements provided sufficient construct validity evidence and high reliability for time and force parameters. Arm fixation provides more reliable results; however, the position without AF is recommended as it is more related to climbing ability.     

Engines at top speed! Using the adventures of a comic book motorsports hero as an approach to understanding recent French history

Jean Graton created a series of comic books called Michel Vaillant, and its motorsports hero bore the same name. Michel Vaillant made his first appearance in 1957 in the weekly Tintin. Young French boys who loved adventure, sports and car racing greeted this publication with great enthusiasm. We studied the first series of Michel Vaillant, composed of 16 comic books produced in the 1960s. We have departed from traditional approaches and have based our method on the analysis of the sources of Graton’s inspiration. We link these sources to the comics’ text bubbles, visual signs and iconic meanings of the drawings. Our analysis of the comics’ iconography based on the establishment of a mass culture dedicated to the automobile brings to light the existence of an urge to go beyond the limits of tradition. Our research highlights that the success of Michel Vaillant is due, in the main, to the series’ detailed knowledge of the automobile sports industry, and to the myths of speed, youth and progress that it promulgates – myths in which its young male readers could see themselves reflected and which would also prepare them for the future.     

Swimming and peak bone mineral density: A systematic review and meta-analysis

This meta-analysis aims to determine the effects of regular swimming on bone mineral density (BMD) in young adults (18–30 years). A systematic search was performed in Pubmed, SPORTDiscus and the Cochrane Library from the earliest possible year to March 2016. Swimmers were compared to non-athletic controls (CG) and to high-impact athletes (HIGH). Effect sizes with the Hedges g in random effects models were developed. Fourteen studies met the inclusion criteria and were included in the meta-analyses. Swimmers presented similar BMD values to CG in whole-body (g = ?0.20; P = 0.251), femoral neck (g = ?0.05; P = 0.818) and lumbar spine (g = 0.18; P = 0.492); and lower BMD in the whole-body (g = ?1.21; P < 0.001), femoral neck (g = ?1.51; P < 0.001) and lumbar spine (g = ?0.84; P = 0.017) than the HIGH. For the whole-body differences, the higher the latitude the smaller the differences between swimmers and HIGH (B = 0.10; P = 0.001). For the femoral neck differences, age also seemed to reduce the differences between groups (B = 0.19; P = 0.020). Young adult swimmers present similar BMD values than CG and lower values than HIGH.     

Teaching methodologies at university and their relationship with the development of transversal competences / Metodologías de enseñanza en la universidad y su relación con el desarrollo de competencias transversales

This paper aims to understand the use of different methodologies and their relationship with the development of transversal competencies within higher education. A total of 1,137 final-year undergraduate students from the University of Murcia participated in this study, and the data collection instrument used is the CECTGRA questionnaire designed ad hoc. Among the most noteworthy results is the prevalence of lectures compared with other more active methodologies and the perception that the development of transversal competencies could be improved. A positive correlation is obtained between the use of active methodologies and the successful development of different types of competencies. This work invites reflection on the methodologies used by university teachers to develop transversal competencies and the reconsideration of their educational practice.