Lane bias in elite-level swimming competition

Performance outcomes at the 2013 World Swimming Championship were previously shown to be biased depending on the swimmer’s lane assignment. The purpose of this study was to determine if this kind of bias was unique, and if not, if the bias was related to the temporary or permanent nature of the pool. The effect of lane on the average odd-length split minus the preceding even-length split in the 800- and 1500-m freestyle events, and on the relative change from qualifying to preliminary performance in the 50-m events, was determined for 16 other elite-level competitions. Depending on the swimmers’ direction, split times were on average 0.16 s slower or faster in at least one lane at each of the 16 competitions, and in 49% of all lanes analysed. In 5 competitions, swimmers were shown to be faster in a majority of lanes in one direction as compared to the other. Analysis of the 50-m events at these 5 competitions indicate that preliminary performances were between 0.5 and 0.9% slower or faster than qualifying times, which is consistent with the direction effect observed in the distance freestyle events. Further, lane biases occur more often in temporary pools (70% of lanes) than in permanent pools (35% of lanes), with water currents as the most plausible cause. The prevalence of lane bias at elite-level swimming competition highlights the need for the implementation of policies and procedures to prevent such bias from occurring again in the future.     

Acute effects of static stretching on characteristics of the isokinetic angle - torque relationship, surface electromyography, and mechanomyography

The aims of this study were to examine the acute effects of static stretching on peak torque, work, the joint angle at peak torque, acceleration time, isokinetic range of motion, mechanomyographic amplitude, and electromyographic amplitude of the rectus femoris during maximal concentric isokinetic leg extensions at 1.04 and 5.23 rad x s(-1) in men and women. Ten women (mean +/- s: age 23.0 +/- 2.9 years, stature 1.61 +/- 0.12 m, mass 63.3 +/- 9.9 kg) and eight men (age 21.4 +/- 3.0 years, stature 1.83 +/- 0.11 m, mass 83.1 +/- 15.2 kg) performed maximal voluntary concentric isokinetic leg extensions at 1.04 and 5.23 rad x s(-1). Following the initial isokinetic tests, the dominant leg extensors were stretched using four static stretching exercises. After the stretching, the isokinetic tests were repeated. Peak torque, acceleration time, and electromyographic amplitude decreased (P< or = 0.05) from pre- to post-stretching at 1.04 and 5.23 rad . s(-1); there were no changes (P > 0.05) in work, joint angle at peak torque, isokinetic range of motion, or mechanomyographic amplitude. These findings indicate no stretching-related changes in the area under the angle - torque curve (work), but a significant decrease in peak torque, which suggests that static stretching may cause a "flattening" of the angle - torque curve that reduces peak strength but allows for greater force production at other joint angles. These findings, in conjunction with the increased limb acceleration rates (decreased acceleration time) observed in the present study, provide tentative support for the hypothesis that static stretching alters the angle - torque relationship and/or sarcomere shortening velocity.     

A national survey investigating consultation training occurring in school psychology programs

The 203 school psychology training programs in the United States were surveyed regarding their approaches to consultation training, and responses were obtained from 60% of these programs. Forty percent of the programs offer at least one course devoted solely to consultation, while 60% do not offer such a course; more of the doctoral programs responding offer consultation training than do the nondoctoral programs; and practicum experience is considered an important aspect of consultation training. It is concluded that a greater emphasis on consultation training may help to promote implementation of this role.     

Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant

This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre‐, post‐, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi‐experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n = 1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale‐up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912–946, 2005     

Can High School Achievement Tests Serve to Select College Students?

Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed.