Carbohydrate intake and training efficacy – a randomized cross-over study

Carbohydrate (CHO) availability during endurance exercise seems to attenuate exercise-induced perturbations of cellular homeostasis and might consequently diminish the stimulus for training adaptation. Therefore, a negative effect of CHO intake on endurance training efficacy seems plausible. This study aimed to test the influence of carbohydrate intake on the efficacy of an endurance training program on previously untrained healthy adults. A randomized cross-over trial (8-week wash-out period) was conducted in 23 men and women with two 8-week training periods (with vs. without intake of 50g glucose before each training bout). Training intervention consisted of 4x45 min running/walking sessions/week at 70% of heart rate reserve. Exhaustive, ramp-shaped exercise tests with gas exchange measurements were conducted before and after each training period. Outcome measures were maximum oxygen uptake (VO_2max) and ventilatory anaerobic threshold (VT). VO_2max and VT increased after training regardless of CHO intake (VO_2max: Non-CHO 2.6 ± 3.0 ml*min^?1*kg^?1 p = 0.004; CHO 1.4 ± 2.5 ml*min^?1*kg^?1 p = 0.049; VT: Non-CHO 4.2 ± 4.2 ml*min^?1*kg^?1 p < 0.001; CHO 3.0 ± 4.2 ml*min^?1*kg^?1 p = 0.003). The 95% confidence interval (CI) for the difference between conditions was between +0.1 and +2.1 ml*min^?1*kg^?1 for VO_2max and between ?1.2 and +3.1 for VT. It is concluded that carbohydrate intake could potentially impair the efficacy of an endurance training program.     

Adapting,correcting and sequencing movements: does working-memory capacity play a role?

Interest in the role of working-memory capacity in everyday abilities has recently extended to the acquisition of motor skills. This review article examines the role of working-memory capacity in two areas of motor skill acquisition: (1) adapting and correcting movements in response to errors, and (2) sequencing movement patterns. Across a number of studies it was evident that individuals with low or underdeveloped working-memory capacity experienced diminished learning when the practice contexts placed high demands on working memory. Verbal working-memory capacity was associated with the ability to correct movement errors, while several studies revealed the importance of spatial abilities, including spatial working-memory capacity, when learning movement adaptations. Visuo-spatial working-memory capacity correlated with movement sequence learning, either explicitly or implicitly, but old age affected this relationship. Despite these correlations, however, our understanding of the relationship between working-memory capacity and motor skill acquisition is clouded by inconsistent results and a reliance on correlational analyses. To extend understanding of the role of working-memory capacity in motor skill acquisition, researchers should seek to explore novel experimental paradigms that bear closer resemblance to everyday tasks.     

Science of rugby league football: a review

The purpose of this paper is to provide a comprehensive review of the science of rugby league football at all levels of competition (i.e. junior, amateur, semi-professional, professional), with special reference to all discipline-specific scientific research performed in rugby league (i.e. physiological, psychological, injury epidemiology, strength and conditioning, performance analysis). Rugby league football is played at junior and senior levels in several countries worldwide. A rugby league team consists of 13 players (6 forwards and 7 backs). The game is played over two 30 - 40 min halves (depending on the standard of competition) separated by a 10 min rest interval. Several studies have documented the physiological capacities and injury rates of rugby league players. More recently, studies have investigated the physiological demands of competition. Interestingly, the physiological capacities of players, the incidence of injury and the physiological demands of competition all increase as the playing standard is increased. Mean blood lactate concentrations of 5.2, 7.2 and 9.1 mmol . l(-1) have been reported during competition for amateur, semi-professional and professional rugby league players respectively. Mean heart rates of 152 beats . min(-1) (78% of maximal heart rate), 166 beats . min(-1) (84% of maximal heart rate) and 172 beats . min(-1) (93% of maximal heart rate) have been recorded for amateur, semi-professional and junior elite rugby league players respectively. Skill-based conditioning games have been used to develop the skill and fitness of rugby league players, with mean heart rate and blood lactate responses during these activities almost identical to those obtained during competition. In addition, recent studies have shown that most training injuries are sustained in traditional conditioning activities that involve no skill component (i.e. running without the ball), whereas the incidence of injuries while participating in skill-based conditioning games is low. Collaborative research among the various sport science disciplines is required to identify strategies to reduce the incidence of injury and enhance the performance of rugby league players. An understanding of the movement patterns and physiological demands of different positions at all standards of competition would allow the development of strength and conditioning programmes to meet the precise requirements of these positions. Finally, studies investigating the impact of improvements in physiological capacities (including the effect of different strength and conditioning programmes) on rugby league playing performance are warranted.     

A ‘Multimodal Ecology of Text’ in Advanced Level English Language examinations? The incorporation of graphology and ‘embodied’ facsimile texts in unit test papers and their assessment since 2001

In this paper we compare the representation of texts in a sample of Advanced Level English Language examination papers set over the past decade in order to explore the changes in ‘what constitutes English and its assessment’. Prior to the year 2000, texts used in most A Level Language examination papers were usually typeset in a word processed format stripped of original font, layout, accompanying images, and colour, and devoid of the material marks of the texts' ‘history’ and materiality. From 2001, the texts for AQA B examination papers¹ have been reproduced in facsimile form to include the original graphology used. This shift in production in the materiality of embodiment has led to a corresponding shift in assessment in the codes of recognition of what constitutes English text, and what counts as English response. The sample of texts that we discuss present an ‘ecology of text’ and an ‘ecology of texts and literacy practices’ on a ‘continuum of multimodality’: from the heavily edited, word processed, linguistically circumscribed texts of the 1990s examination papers, through to the more visually‐dependent texts of 2004 with their manner of writing, typographic detail, colour, and sometimes even complete with creases and stains. Taking a multimodal approach to these texts, we discuss the implications of this change for what is being required of students analysing texts for examination assessment and more broadly for the subject ‘English’ ‐ ‘what English is’. We also consider how this shift problematizes the English work of students, teachers, examiners, and the institutions in which these agents operate.     

The development of Canadian student's political conceptions

Two major considerations underlie a set of proposals, outlined in this paper, for a different technology of investigating the psychology of political development in Canadian children and adolescents. First, the paper deals with Hodgetts' (1968) findings, which point out a clear need for further study of the development of political orientations of Canadian students. Second, the paper surveys the typically normative, atheoretical, and methodologically constraining approaches of American investigations of political development in children. Recommendations are advanced to facilitate theory-building and methodological improvement in future investigations. Specific suggestions deal with the construction of an instrument that will elicit scorable information.

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Résumé Il y a deux considérations principales qui forment la base de propositions présentées dans cet article visant à une technologie différente d'étudier la psychologie du développement politique des enfants et des adolescents canadiens. Premièrement, cet article traite des conclusions de Hodgetts (1968) qui signalent la nécessité d'une étude plus poussée du développement des orientations politiques des étudiants canadiens. Deuxièmement, cet article examine les approches typiquement normatives et nonthéoriques des études américaines du développement politique chez les enfants; cette manière d'aborder le problème est restrictive du point de vue méthodologique. On fait des recommandations afin de faciliter la construction des théories et le progrès méthodologique dans les études à venir. Des suggestions spécifiques touchent à la construction d'un instrument qui obtiendra des renseignements qu'on peut noter.

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OISE     

The relative impact of cognitive anxiety and self-confidence upon sport performance: a meta-analysis

This meta-analysis (k = 48) investigated two relationships in competitive sport: (1) state cognitive anxiety with performance and (2) state self-confidence with performance. The cognitive anxiety mean effect size was r = -0.10 (P < 0.05). The self-confidence mean effect size was r = 0.24 (P < 0.001). A paired-samples t-test revealed that the magnitude of the self-confidence mean effect size was significantly greater than that of the cognitive anxiety mean effect size. The moderator variables for the cognitive anxiety-performance relationship were sex and standard of competition. The mean effect size for men (r = -0.22) was significantly greater than the mean effect size for women (r = -0.03). The mean effect size for high-standard competition (r = -0.27) was significantly greater than that for comparatively low-standard competition (r = -0.06). The significant moderator variables for the self-confidence-performance relationship were sex, standard of competition and measurement. The mean effect size for men (r = 0.29) was significantly greater than that for women (r = 0.04) and the mean effect size for high-standard competition (r = 0.33) was significantly greater than that for low-standard competition (r = 0.16). The mean effect size derived from studies employing the Competitive State Anxiety Inventory-2 (r = 0.19) was significantly smaller than the mean effect size derived from studies using other measures of self-confidence (r = 0.38). Measurement issues are discussed and future research directions are offered in light of the results.     

Some Ways of Knowing Mathematics and Some Implications for Teacher Education

Editorial

Some Ways of Knowing Mathematics and Some Implications for Teacher Education     

NVQs in Publishing: why bother?

National Vocational Qualifications, NVQs, have received a mixed reception in the UK and not least in the publishing industry. The background to the introduction and development of NVQs is covered and the process by which the qualifications are implemented, the procedures for assessment and relevant organisations are described. A Unit from one of the Book Publishing NVQs is presented in detail. It is argued that NVQs are an important part of continuing professional development for those in the publishing industry.     

Secondary school leavers and the labour market in SwazilandLes jeunes gens en fin de scolarite et le marche de l'emploi au Swazilandes y el mercado de trabajo en Swaziland

Secondary education in Swaziland has rapidly expanded in the decade or so since independence. Alongside this achievement has been a growing apprehension that the modern sector's capacity to generate employment is not commensurate with the rising number of educated young people leaving secondary school. The emergence of a ‘school leaver problem’ as disenchanted educated youngsters remained unemployed was therefore seen as a real possibility towards the end of the 1970s. Such considerations formed the backcloth to tracer surveys conducted in 1979 which investigated the post-school experience of secondary school leavers who left school in the period 1973–1977.Some aspects of these surveys are discussed in this article which covers the experience of school leavers in finding out about jobs and training, waiting time for jobs, and estimates of unemployment. The occupations entered by school leavers are then assessed in relation to demand projections for educated manpower.These observations reveal that institutional arrangements for transferring school leavers from school to work are embryonic and for a large minority of leavers family and other influentiaal contacts are more important than qualifications in securing a job. For Form 3 Junior Secondary School leavers some credence may be given to the popular impression that unemployment is worsening but Form 5 High School leavers are experiencing little difficulty as yet in finding work. More tentatively it would appear that the marginal additions to the skilled labour force stemming from school leavers are not modifying the occupational structure in line with recent manpower projections.