Effects of a power-focussed resistance training intervention on backward grinding performance in America's Cup sailing

This study determined whether backward grinding performance in America's Cup sailing could be improved using a training intervention to increase power capability in the upper-body pull movement. Fourteen elite male sailors (34.9 ± 5.9 years; 98.1 ± 14.4 kg; 186.6 ± 7.7 cm) were allocated into experimental (speed-focussed) and control groups. Grinding performance was assessed using a grinding ergometer and an instrumented Smith machine measured force, velocity and power during the bench pull exercise. Conventional training produced significant improvements in bench pull 1 RM (5.2 ± 4.0%; p = 0.016) and maximum force production (5.4 ± 4.0%; p = 0.014). Speed-focussed training improved maximum power (7.8 ± 4.9%; p = 0.009), power at 1RM (10.3 ± 8.9%; p = 0.019) and maximum velocity (8.4 ± 2.6%; p = 0.0002). Backward grinding performance showed greater improvements in the experimental group than the control group for moderate (+1.8%) and heavy load (+6.0%) grinding. Changes in maximum power output and power at 1 RM had large correlations (r = 0.56–0.61) with changes in both moderate and heavy load grinding performance. Time to peak force had the strongest relationship, explaining 70% of the change in heavy load grinding performance. Although the performance benefit was not entirely clear the likelihood of a detrimental effect was low ( < 5%) and therefore implementation could be recommended.     

External work and peak power are reliable measures of ergometer grinding performance when tested under load,deck heel,and grinding direction conditions

The reliability of grinding performance was assessed in 18 current Emirates Team New Zealand America's Cup sailors in two test sessions separated by 5 h using a custom-built ergometer. Sixteen different grinding conditions that varied by load (Light 39 N·m, Moderate 48 N·m, Heavy 68 N·m), deck heel (Flat 0° control, Downhill 25°, Uphill 25°, Right 25°, Left 25°), and grinding direction (forwards, backwards) were assessed using peak power and external work over 5 s during maximal-effort 8-s grinds. Reliability statistics included the difference in mean (M_diff), standard error of measurement (SEM), and intraclass correlation coefficients (ICC). External work (SEM = 1.6–6.9%; ICC = 0.91–0.99) was a more consistent performance measure than peak power (SEM = 1.3–9.6%; ICC = 0.84–0.99) across all test conditions. Testing under different load conditions resulted in external work SEMs of 1.6–3.9% with performance more reliable in lighter load conditions. Grinding performance during different heel conditions was less reliable (external work SEMs = 4.6–6.9%). Grinding direction (forward or backward) did not appear to affect performance reliability, although external work was 10–15% higher in forward grinding. Reliability is acceptable across various loads, but testing under different heel conditions may need some protocol development to allow the detection of smaller differences in performance.     

The Influence of Intimacy Rituals and Biological Sex on Relational Quality and Intimacy Among Dating Couples

Do intimacy rituals affect perceptions of relational intimacy and relational quality? This study examined the effect of self-reported use of intimacy rituals and biological sex on perceived relational intimacy and perceived relational quality. Perceived use of intimacy rituals was positively related to perceived relational quality. However, perceived use of intimacy rituals did not influence perceived relational intimacy. In addition, women perceived significantly higher levels of relational intimacy, as well as significantly more relational quality, than did men.     

Adapting the boundaries in primary physical education: an account of my learning,my educational influence and improved practice

In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.     

Pathways to STEMM Professions for Students From Noncollege Homes

In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to examine the factors that predict enrollment in a postsecondary STEMM program and employment as a STEMM professional. The results of this analysis indicate that most of the variables in the two models function in a similar manner, but the levels of parental encouragement, help, and direction vary significantly between college-educated and non-college-educated families. The children of non-college-educated parents were less likely to take algebra in Grade 8, take calculus in high school, and take calculus in college than were the children of college-educated parents. Young adults that grew up in noncollege families were less likely to enter postsecondary education; more likely to begin postsecondary education at a community college; less likely to earn a baccalaureate, graduate, or professional degree; and less likely to become a STEMM professional. The analysis reveals a clear pattern of cumulative advantage and cumulative disadvantage, and the final section of this article discusses the need for educational and public policy leaders to develop strategies and programs to address the substantial differential associated with parent education.