The multi-stage fitness test as a predictor of endurance fitness in wheelchair athletes

Abstract

The aims of this study were two-fold: (1) to consider the criterion-related validity of the multi-stage fitness test (MSFT) by comparing the predicted maximal oxygen uptake ([Vdot]O_2max) and distance travelled with peak oxygen uptake ([Vdot]O_2peak) measured using a wheelchair ergometer (n = 24); and (2) to assess the reliability of the MSFT in a sub-sample of wheelchair athletes (n = 10) measured on two occasions. Twenty-four trained male wheelchair basketball players (mean age 29 years, s = 6) took part in the study. All participants performed a continuous incremental wheelchair ergometer test to volitional exhaustion to determine [Vdot]O_2peak, and the MSFT on an indoor wooden basketball court. Mean ergometer [Vdot]O_2peak was 2.66 litres · min^?1 (s = 0.49) and peak heart rate was 188 beats · min^?1 (s = 10). The group mean MSFT distance travelled was 2056 m (s = 272) and mean peak heart rate was 186 beats · min^?1 (s = 11). Low to moderate correlations (ρ = 0.39 to 0.58; 95% confidence interval [CI]: ?0.02 to 0.69 and 0.23 to 0.80) were found between distance travelled in the MSFT and different expressions of wheelchair ergometer [Vdot]O_2peak. There was a mean bias of ?1.9 beats · min^?1 (95% CI: ?5.9 to 2.0) and standard error of measurement of 6.6 beats · min^?1 (95% CI: 5.4 to 8.8) between the ergometer and MSFT peak heart rates. A similar comparison of ergometer and predicted MSFT [Vdot]O_2peak values revealed a large mean systematic bias of 15.3 ml · kg^?1 · min^?1 (95% CI: 13.2 to 17.4) and standard error of measurement of 3.5 ml · kg^?1 · min^?1 (95% CI: 2.8 to 4.6). Small standard errors of measurement for MSFT distance travelled (86 m; 95% CI: 59 to 157) and MSFT peak heart rate (2.4 beats · min^?1; 95% CI: 1.7 to 4.5) suggest that these variables can be measured reliably. The results suggest that the multi-stage fitness test provides reliable data with this population, but does not fully reflect the aerobic capacity of wheelchair athletes directly.     

The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics

Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia.     

How transformational learning promotes caring,consultation and creativity,and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network

Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm – despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners’ ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner’s understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the “magic synergy of creative caring” can result in the emergence of individuals who are willing and able to move from “business as usual” towards more socially just, economically equitable, and environmentally sensitive behaviour.     

Reading nonfiction text on an iPad in a secondary classroom

The intent of this research was to investigate the experiences of eighth grade readers as they read nonfiction text on an iPad for academic purposes. We investigated reading strategies that students use to support their reading as well as what role iPad features played in the reading process. New literacies, metacognition and transactional theories informed the framework. Multiple data sources were used to triangulate findings and included (a) retrospective think alouds, (b) student iPad survey, (c) pre and post study student interviews, (d) Metacognitive Awareness of Reading Strategies Inventory and (e) student observations. Data for the collective case study participants focused on the identification of proficient readers who displayed confidence, competency, and control over text. Themes identified in the collective case studies included (a) reading comprehension strategies, (b) nonfiction features and (c) iPad features to support their reading of nonfiction on the iPad.     

Identifying the Content,Lesson Structure,and Data Use Within Pre-collegiate Data Science Curricula

Journal of Science Education and Technology - As data become more available and integrated into daily life, there has been growing interest in developing data science curricula for youth in...     

Pre-service Teachers Perspectives of Google Expedition

Early Childhood Education Journal - This article explores pre-service teachers' personal experiences as they implemented immersive virtual reality using Google Expedition during a summer STEM...     

Research results of two personal learning environments experiments in a higher education institution

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools.     

Enhancing learning,communication and public engagement about climate change – some lessons from recent literature

This paper sets out to develop key messages for the theory and practice of environmental education from a review of recent research literature on climate change communication (CCC) and education. It focuses on how learners of climate science understand messages on climate change, the communicative contexts for education on climate change, the barriers that can be found to public engagement with climate change issues, and how these barriers can be addressed. 92 peer-reviewed studies were examined. The analysis focuses on the goals and strategies of CCC, and how barriers can be addressed given the research findings on: (a) the content of CCC, (b) visualizations, (c) framing, (d) audience segmentation. The paper concludes that CCC and education need to address barriers to public engagement on several levels simultaneously. It recommends that scholars of environmental education focus critical attention on how practice addresses senses and spheres of agency; sociocultural factors; and the complexities of developing scientific literacy given the interpretative frames and prior understandings that are brought to bear by the public in non-formal education settings.     

MARC: A Thought Experiment in the Morality of Automated Marking of English

Automated essay scoring programs are becoming more common and more technically advanced. They provoke strong reactions from both their advocates and their detractors. Arguments tend to fall into two categories: technical and principled. This paper argues that since technical difficulties will be overcome with time, the debate ought to be held in terms of the principles. A thought experiment, based on a technically perfect Automated Essay Scorer, is proposed in order to explore the moral questions related to this topic, such as whether students deserve to have their work read by a human. It concludes that affect is an important component both of writing and of the debate, but that if the move to automated scoring stops being an ‘all or nothing’ debate, then many of the objections on principle will be obviated.