Supporting Black Male Community College Success: Determinants of Faculty–Student Engagement

The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed.     

The Effects of Arts Integration on Long‐Term Retention of Academic Content

Previous correlational and quasi‐experimental studies of arts integration—the pedagogical practice of “teaching through the arts”—suggest its value for enhancing cognitive, academic, and social skills. This study reports the results of a small, preliminary classroom‐based experiment that tested effects of arts integration on long‐term retention of content. We designed matched arts‐integrated (AI) and conventional science units in astronomy and ecology. Four randomized groups of 5th graders in one school completed one unit in the treatment (AI) condition and the other in the control (conventional) condition. To control for teacher effects, four teachers taught the same subject to different groups in each condition. We administered curriculum‐based assessments before, immediately after, and 2 months after each unit to measure initial learning and retention. Results showed no differences in initial learning, but significantly better retention in the AI condition. Increases in retention were greatest for students at the lowest levels of reading achievement.     

Goal orientations,motivational climate,and prosocial and antisocial behaviour in youth football: Exploring their temporal stability and reciprocal relationships

Abstract

In this study, we examined the temporal stability and reciprocal relationships among task and ego orientation, task- and ego-involving climates, and prosocial and antisocial behaviour in youth football. Male (n = 156) and female (n = 24) footballers (mean age 14.1 years, s = 1.8) completed questionnaires towards the beginning and end of a regular season. Questionnaires measured goal orientation, perceived motivational climate, and frequency of prosocial and antisocial behaviours. Structural equation modelling indicated moderate covariance stability between the beginning and end of the season. Subsequent analyses revealed a significant decrease only in perceptions of task-involving climate. In the cross-lagged analyses, prosocial behaviour at the beginning of the season positively predicted task-involving climate at the end of the season. Antisocial behaviour at the beginning of the season positively predicted both ego orientation and ego-involving climate at the end of the season and a reciprocal relationship was revealed whereby ego orientation at the beginning of the season positively predicted antisocial behaviour at the end of the season. Task orientation at the beginning of the season negatively predicted ego-involving climate at the end of the season. All cross-lagged relationships were weak. This exploratory study offers limited support for bi-directional relationships between personal, environmental, and behavioural variables but provides useful insight into the covariance stability, change, and interrelationships between motivational and moral constructs over a competitive season.     

The mediating role of social environmental factors in the associations between attachment styles and basic needs satisfaction

Abstract

The present study aimed to explore the mediating role of social factors on the associations between attachment styles and basic psychological needs satisfaction within two relational contexts. Athletes (N = 215) completed a multi-section questionnaire pertaining to attachment styles, basic needs satisfied within the coaching and the parental relational context, and such social factors as social support, interpersonal conflict, autonomy and controlling behaviours. Bootstrap mediation analysis revealed that the association between avoidant attachment style and basic needs satisfaction with the coach was mediated by social support and autonomy-related behaviours from the coach. The association between avoidant attachment style and basic needs satisfaction with the parent on the other hand was mediated by all social factors investigated. Finally, the association between anxious attachment style and basic needs satisfaction from the parent was mediated by conflict and controlling behaviours. Overall, the findings of the current study suggest that social factors play an important role in explaining the associations between attachment styles and basic needs satisfaction within two central relational contexts athletes operate in, and thus should be targeted in future interventions.     

Sleep restriction impairs maximal jump performance and joint coordination in elite athletes

ABSTRACT

The study objective was to examine the effects of three days of sleep restriction on maximal jump performance and joint coordination. Eleven elite cyclists obtained a one-week baseline of habitual sleep then restricted sleep to 4 h/night (SR) for three nights assessed through self-report and actigraphy. Pre and post-intervention measures were a box drop maximal vertical jump with 3D motion capture to assess physical performance and biomechanical changes, and Psychomotor Vigilance Task (PVT) assessed changes in response time. Associations between biomechanical, physical, and cognitive performance measures were assessed. Participants restricted reported sleep from 7.4 ± 0.5 h/night at baseline to 4.0 ± 0.2 h/night and actigraphy indicated 6.7 ± 0.7 to 3.7 ± 0.2 h/night. Following SR, jump height decreased (0.44 ± 0.09 vs. 0.42 ± 0.10 m, p = 0.02, g = 0.21). Hip sagittal/knee frontal (Δ15.5°, p = 0.04, g = 0.40) and hip frontal/knee frontal (Δ11.0°, p < 0.01, g = 0.44) plane coordination variability increased after SR. Hip sagittal/knee frontal plane coordination variability after SR was associated with increasingly slower PVT response time (r = 0.63, p = 0.03). These findings suggest SR for three days decreased maximal jump performance. SR increased joint coordination variability and was associated with greater impairment in response time. SR leads to deviations from preferred movement patterns, which may have implications for decrements in athlete performance and increased injury risk.     

High Schools That Work and college preparedness: Measuring the model's impact on mathematics and science pipeline progression

The High Schools That Work school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student course taking and performance, we employ a rigorous comparative interrupted time series strategy to assess the extent to which HSTW meets its goal by increasing students’ successful progression through the mathematics and science pipelines. Each pipeline consists of three college preparatory courses: algebra 1, geometry, and algebra 2 in mathematics and biology plus two physical science courses in science. The results show no effect on pipeline progression for the average student and some evidence of increased gaps in course taking between more advantaged and disadvantaged students.     

Revisiting the Narrative about Least Restrictive Environment in Physical Education

ABSTRACT

Since 1975, the implementation of the Least Restrictive Environment, a federal mandate of Public Law 94–142, has been historically challenging for physical educators and adapted physical educators. Confusion and misinterpretation of the law’s intent, as well as competing ideologies, have perpetuated failed Least Restrictive Environment (LRE) practice in the United States. The purpose of this essay is to revisit the conversation about LRE in PE and to provide direction for higher education’s role in addressing the issues. In doing so, a detailed historical context of the LRE is provided, followed by a discussion of the issues associated with the law that have emerged in the literature. Finally, future research directions to address these contemporary issues are presented to the readers.     

Maximalist shoes do not alter performance or joint mechanical output during the countermovement jump

ABSTRACT

This study examined potential differences between maximally cushioned (MAX) shoes and standard cushioned (STND) shoes during countermovement vertical jump (CMVJ) performance. Twenty-one males (23[2] y; 86.5[15.4] kg; 179.8[6.3] cm) completed eight jumps each in MAX and STND shoes while three-dimensional kinematic and kinetic data were collected. Paired-samples t-tests (α = 0.05) and Cohen’s d effect sizes (ES) were used to compare the following variables: vertical jump displacement, jump time, hip, knee and ankle joint angles at the start of the countermovement, the end of the unloading phase, the end of the eccentric phase, and at takeoff, peak joint power, and the joint contributions to total lower extremity work during the eccentric and concentric phases. The ankle was more dorsiflexed at the end of the countermovement in the MAX shoe (p = 0.002; ES = 0.55) but greater plantarflexion occurred in the STND shoes at takeoff (p = 0.028; ES = 0.56). No other differences were observed. The result of this study suggests that unique ankle joint angular positioning may be employed when wearing MAX versus STND shoes. Since the unique ankle joint positioning did not alter jump performance, potential MAX footwear users might not need to consider the potential for altered CMVJ performance when determining whether to adopt MAX footwear.