The effects of acute stretching on hamstring muscle fatigue and perceived exertion

The aim of this study was to examine the effects of an acute stretching regime on hamstring muscle fatigue and rating of perceived exertion during a dynamic, sub-maximal bout of resistance exercise. Sixteen healthy males (age 25.7 +/- 4.3 years, height 1.81 +/- 0.06 m, body mass 87.5 +/- 15.1 kg; mean +/- s) and 16 healthy females (age 24.9 +/- 4.5 years, height 1.67 +/- 0.06 m, body mass 62.9 +/- 9.4 kg) volunteered to participate in two experimental sessions. After establishing their one-repetition maximum for the hamstring curl, the participants were assigned at random to one of two groups. Group 1 performed three bouts of 20 s hamstring stretches with the assistance of one of the investigators, while group 2 did not perform the stretches; instead, they sat resting for 3 min. Then, after stretching or resting, the participants performed as many hamstring curls as they could at 60% of their one-repetition maximum established earlier. All participants were assessed for their perceived exertion using a modified Borg category ratio (CR-10) scale. The participants returned within 1 week to complete the experiment. This time group 1 did not perform hamstring stretches, whereas group 2 did. As on the first occasion, all participants performed hamstring curls after stretching or resting. The participants in group 1 were able to perform more curls on the second day of testing than their counterparts in group 2. There were no significant differences between males and females or between the stretch and non-stretch conditions. There was a significantly higher first repetition rating of perceived exertion for the stretch condition (2.88 +/- 1.01) than for the non-stretch condition (2.50 +/- 0.95); there was no significant difference in the median ratings of perceived exertion between the stretch and non-stretch conditions. Significantly higher power function exponents were exhibited in the non-stretch (0.57 +/- 0.16) than in the stretch condition (0.51 +/- 0.12). In addition, females exhibited significantly higher power function exponents than males, irrespective of stretch condition and day (females: 0.59 +/- 0.12; males: 0.49 +/- 0.11). In conclusion, we found a small but statistically significant effect of an acute bout of stretching on ratings of perceived exertion during fatiguing hamstring muscle resistance exercise.     

Dietary supplements

For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread.     

Pedagogical leadership in action: two case studies in English schools

This paper explores the construct of pedagogical leadership in action in two case-study schools in England. Both schools investigated had headteachers who were recognized as excellent practitioners who had led their schools from a failing position to being judged as ‘outstanding’ and had successfully sustained and extended this status. Their behaviours thus corresponded to the ideals of pedagogical leadership which had been developed in the previous research by the authors. This approach is an extension of ideas pertaining to learner-centred leadership where the key focus is on the personalization of education for the benefit of the learner. Pedagogical leaders take this further, however, and ensure they are equally responsible to the local community and the larger education system when determining appropriate action to support learning in their schools. The research reported here is based on interviews conducted with members of the school community (including students) to establish to how these pedagogical leaders determine effective action. The examination of data identifies six categories of leadership activity which contribute to the continued growth of these schools: establishing a success culture, managing external expectations, selection and induction of staff, managing a robust supportive environment, sustaining effective internal relationships and headteacher leadership behaviour.     

Restructuring Teacher Education,the National Interest and Globalisation

This paper argues that the repositioning of Asian countries as new ‘centres’ for world trade and commerce and the transformation of Australian society and economy to accord with this global consolidation, includes a general restructuring of all levels of Australia's ‘education industry’ and specifically the (re)forming of its initial teacher and professional‐education programmes. The need for such reformation arises in part from the restructuring of the work of teaching based on a broader definition of the people and educational settings that are involved in the teaching/learning process, a reworking of this teaching/learning process, the higher status given to certain substantive areas of study, such as languages other than English, and the management of education along corporatist lines. This paper suggests further that teacher‐education programmes should also provide students with the resources to critically analyse these changes, giving consideration to issues such as identity, the impact of new technologies on culture and learning, the use of language in promoting particular discourses, and the repositioning of education as a tool for economic reform.     

Preparation for family-school partnerships within initial teacher education programmes in England

Abstract

The few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools concluded that ‘(t)eachers often lack the confidence and knowledge to work with parents …’. Given the apparent discrepancy between the need for teachers to be more knowledgeable about FSP and the lack of opportunity within initial teacher education (ITE) programmes to address the issues, we carried out a national survey of ITE providers in England in order to ascertain what provision is currently on offer. Our findings indicate that while there is overall recognition of the value of preparing trainee teachers to become confident and knowledgeable about home-school partnerships, ITE providers feel constrained by the lack of time available to them to explore this area in greater detail. The article concludes by discussing some of the challenges of both planning and delivering effective FSP provision within the ITE curriculum and how this might relate to future professional learning.