Agreement in activity energy expenditure assessed by accelerometer and self-report in adolescents: variation by sex, age, and weight status

The agreement between self-reported and objective estimates of activity energy expenditure was evaluated in adolescents by age, sex, and weight status. Altogether, 403 participants (217 females, 186 males) aged 13-16 years completed a 3-day physical activity diary and wore a GT1M accelerometer on the same days. Partial correlations (controlling for body mass) were used to determine associations between estimated activity energy expenditure (kcal · min(-1)) from the diary and accelerometry. Differences in the magnitude of the correlations were examined using Fisher's r to z transformations. Bland-Altman procedures were used to determine concordance between the self-reported and objective estimates. Partial correlations between assessments of activity energy expenditure (kcal · min(-1)) did not differ significantly by age (13-14 years: r = 0.41; 15-16 years: r = 0.42) or weight status (normal weight: r = 0.42; overweight: r = 0.39). The magnitude of the association was significantly affected by sex (Δr = 0.11; P < 0.05). The agreement was significantly higher in males than in females. The relationship between activity energy expenditure assessed by the objective method and the 3-day diary was moderate (controlling for weight, correlations ranged between 0.33 and 0.44). However, the 3-day diary revealed less agreement in specific group analyses; it markedly underestimated activity energy expenditure in overweight/obese and older adolescents. The assessment of activity energy expenditure is complex and may require a combination of methods.     

Perceptions of change and certainty regarding the self-as-exerciser: a multistudy report

The purpose of these studies was to examine the relationship between perceptions of exercise-related changes (i.e., perceived mastery and physical change) and certainty with regard to the self-as-exerciser. It was hypothesized that seeing "change" would be associated with more favorable levels of exercise self-certainty and behavior relative to "no change." Online surveys were repeatedly administered across 4 months (Study 1) and 4 weeks (Study 2) to 196 university students (M(age) = 20.17), and 250 community dwellers (M(age) = 38.44), respectively. Data were analyzed via latent variable modeling procedures. Consistent with hypotheses, latent classes (i.e., subgroups) reflecting interindividual differences in levels and trajectories of perceived change were associated with distinct patterns of self-certainty and exercise behavior. The findings suggest that adults who experience mastery of skills and physiological changes also have greater self-certainty and exercise more regularly than those who do not see progress or feel as certain of their exercise identity.     

Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification

International Journal of Science and Mathematics Education - Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is...     

Expert anticipatory skill in striking sports: a review and a model

Expert performers in striking sports can hit objects moving at high speed with incredible precision. Exceptionally well developed anticipation skills are necessary to cope with the severe constraints on interception. In this papr we provide a review of the empirical evidence regarding expert interception in striking sports and propose a preliminary model of expert anticipation. Central to the review and the model is the notion that the visual information used to guide the sequential phases of the striking action is systematically different between experts and nonexperts. Knowing the factors that contribute to expert anticipation, and how anticipation may guide skilled performance in striking sports, has practical implications for assessment and training across skill levels.     

An ethic of care and educational practice

Abstract

This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation.     

“Emerging” organized crime hypotheses in criminology textbooks: The case of African-American organized crime

Contemporary textbooks exhibit competing historical perspectives regarding so-called “emerging” organized crime groups. Some texts argue that organized crime committed by groups other than Sicilian/Italian-Americans is now emerging. Others hold that many of the “emerging” groups have been organizing crime for some time and that it is the research in this area that is emerging. This paper briefly examines these propositions, presenting the two groups of thought regarding African-American organized crime. The author then presents a literature review of African-American organized crime research to assist scholars and instructors attempting to better understand the competing perspectives.     

Continuity of Care,Professional Community,and the Policy Context: Potential Benefits for Infant and Toddler Teachers' Professional Development

Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little formal training. Although the supports and policies available to military child development centers may not be possible to implement at present in much of the civilian sector, this study suggests that their potential benefit for infant/toddler teachers' learning and practice may be worthy of further inquiry. Research Findings: This study shares the results of an exploratory study of the benefits of COC, professional community, and the larger policy context for staff working in a military child development center serving children aged 0 to 2. COC-related professional development also seems to enhance professional community, which along with the policy context is viewed as an essential aspect of improving teacher learning and practice in the K–12 literature.     

How Perceptions of an Intervention Program Affect Outcomes

Goals for Health was a National Cancer Institute funded program designed to impact health behaviors of adolescents living in rural Virginia and New York. This study examined three specific objectives: (a) to examine participants' perceptions of the program components and the relationship between program components and overall program perception, (b) to examine whether subgroups of our participant population perceived the program differently, and (c) to examine whether having positive perceptions of the program predicted changes in program outcomes. Results indicated that program components were significantly related to program perceptions. Perceptions of the program did not differ by subgroup and program perceptions significantly predicted changes in tobacco attitudes and self-efficacy about eating behaviors. Given these findings, school consultants should become aware of how implementation of a program and perceptions of a program may impact program outcomes.