The effect of beetroot juice supplementation on repeat-sprint performance in hypoxia     

Georgina L. Kent  Brian Dawson  Lars R. McNaughton  Gregory R. Cox  Louise M. Burke  Peter Peeling 《Journal of sports sciences》2019,37(3):339-346

This investigation assessed the effect of dietary nitrate (NO₃^?) supplementation, in the form of beetroot juice (BR), on repeat-sprint performance in normoxia and normobaric hypoxia. 12 male team-sport athletes (age 22.3 ± 2.6 y, VO_2peak 53.1 ± 8.7 mL.kg^?1.min^?1) completed three exercise trials involving a 10 min submaximal warm-up and 4 sets of cycling repeat-sprint efforts (RSE; 9 × 4 s) at sea level (CON), or at 3000 m simulated altitude following acute supplementation (140 mL) with BR (HYP_BR; 13 mmol NO₃^?) or NO₃^–depleted BR placebo (HYP_PLA). Peak (PPO) and mean (MPO) power output, plus work decrement were recorded during the RSE task, while oxygen consumption (VO₂) was measured during the warm-up. There were no significant differences observed between HYP_BR and HYP_PLA for PPO or MPO; however, work decrement was reduced in the first RSE set in HYP_BR compared with HYP_PLA. There was a moderate effect for VO₂ to be lower following BR at the end of the 10 min warm-up (ES = 0.50 ± 0.51). Dietary NO₃^? may not improve repeat-sprint performance in hypoxia but may reduce VO₂ during submaximal exercise. Therefore, BR supplementation may be more effective for performance improvement during predominantly aerobic exercise.  相似文献   

Psychometric Properties of a Parental Questionnaire for Assessing Correlates of Toddlers’ Physical Activity and Sedentary Behavior     

Valerie Carson  Kylie D. Hesketh  Ryan E. Rhodes  Christina Rinaldi  Wendy Rodgers  John C. Spence 《Measurement in physical education and exercise science》2017,21(4):190-200

This study examined the psychometric properties of a questionnaire developed with the guidance of the socialization model of child behaviour to understand modifiable correlates of toddlers’ physical activity and sedentary behaviour. Findings are based on 118 parents (33.7 ± 4.9 years; 86% female) of toddlers (19.3 ± 2.7 months; 48% female) from Edmonton, Canada in The Parents’ Role in Establishing healthy Physical activity and Sedentary behaviour habits study (PREPS). The PREPS questionnaire encompassed 21 variables across the constructs of the socialization model of child behaviour. Of the nine variables assessed for internal consistency reliability, eight had good (α ≥ 0.70) reliability. Of the 15 continuous variables assessed for 1-week test–retest reliability, 10 had moderate (intra-class correlation = 0.50–0.74) and 5 had good (intra-class correlation ≥ 0.75) reliability. Of the six categorical variables assessed for 1-week test–retest reliability, two had fair (К = 0.21–0.40), one had moderate (К = 0.41–0.60), one had substantial (К = 0.61–0.80), and two had almost perfect (К = 0.81–1.00) reliability. Of the 12 sedentary behaviour variables assessed for convergent validity, 7 were significantly correlated with children’s screen time, of which three were small (r ≤ 0.29), two were medium (r = 0.30–0.49), and two were large (r ≥ 0.50) effect sizes.  相似文献   

Memory drum theory's C movement: revelations from Franklin Henry     

Fischman MG  Christina RW  Anson JG 《Research quarterly for exercise and sport》2008,79(3):312-318

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Use of the meeting street school screening test and the myklebust pupil rating scale with first-grade black urban children     

Louise Fedebici  Hayward Sims  Audrey Bashian 《Psychology in the schools》1976,13(4):386-389

This study hypothesized that: (a) the MSSST would identify the same proportion (15%) of high-risk children in a group (N = 580) of first-grade urban black children as estimated for the general population; (b) the Myklebust would discriminate between high-risk (N = 22) and low-risk (N = 21) children within the minority group using the MSSST as the criterion variable; and (c) Myklebust ratings for the high-risk and low-risk young minority children would approximate ratings reported elsewhere for older white suburban samples of high-risk and low-risk children. All three hypotheses were confirmed. The MSSST may be appropriate for minority group children. The small number of teachers (N = 6) participating in the Myklebust ratings makes generalization about it hazardous without further replication.  相似文献   

Effecting School Change: The Halton Approach     

Louise Stoll  Dean Fink 《School Effectiveness & School Improvement》2013,24(1):19-41

ABSTRACT

Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada.  相似文献   

“… Whatsoever Things Are Lovely …”     

Christina Rainsford 《The Educational forum》2013,77(4)

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A Comparison of Lower‐ and Higher‐Resourced Tier 2 Reading Interventions for High School Sophomores     

Christina M. Bemboom  Kristen L. McMaster 《Learning disabilities research & practice》2013,28(4):184-195

The purpose of this study was to compare the effects of peer‐mediated versus teacher‐directed reading intervention on the reading performance of high school sophomores. Participants (n = 57) from the lowest 25th percentile of their sophomore class in reading were assigned randomly to peer‐mediated or teacher‐directed intervention. Fifteen to sixteen 25‐minute intervention sessions over 12 weeks included listening passage preview, retelling, and main idea questioning. Linear regression revealed statistically significant main effects of intervention on maze selection, with both treatment groups outperforming a nonequivalent control group (ES = .69–1.00). There were no statistically significant differences on oral reading fluency or maze selection between the peer‐mediated and teacher‐directed groups. Participating in peer‐mediated intervention and receiving more minutes of instruction were significantly associated with higher performance on the district reading assessment. Implications for allocating resources to tiered intervention in secondary schools are discussed.  相似文献   

Reviews     

Vivienne Gross  Louise O'Connor  Sue Smedley  David Thomas 《Pastoral Care in Education》2013,31(3):40-42

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.  相似文献   

A Comprehensive Approach to Handling Sensitive Issues in Schools,with Special Reference to Loss and Grief     

Louise Rowling 《Pastoral Care in Education》2013,31(1):17-21

The School Watch initiative is centred in South Wales and involves police liaison officers, primary schools and their pupils. In each interested school, the scheme is explained and the pupils then decide if they want to take part. A pupils' committee is elected which is given support and guidance by the liaison officer. A key element of the scheme is the involvement of the pupils themselves and the way the pupils' committee plays a major part in the choice and running of activities. The scheme benefits pupils both in terms of their personal and social development and in their attitudes to the police. The paper ends with a number of examples of the type of work that schools have undertaken within this scheme.  相似文献   

Subjected to review: engendering quality and power in higher education     

Louise Morley 《教育政策杂志》2013,28(5):465-478

Both feminism and quality assurance movements have attempted to deconstruct and reconstruct the academy. Both have called for more transparency in procedures, accountability from elite professional groups and the privileging of the student experience. Both are globalized systems calling for transformation. However, it is questionable as to whether these two forces for change can form strategic alliances, or whether indeed they are in oppositional relationship. As a dominant regime of power in the UK academy today, quality assurance both exposes the micropolitics of gendered power in organizations and creates its own structures and systems of power. Quality assurance is part of the modernization process of the public services. However, gender equity is not a performance indicator in UK quality audits. In this paper, I interrogate the gendered implications of quality assurance, with particular reference to the assessment of teaching and learning in the UK (the Quality Assurance Agency's Subject Review). Drawing on empirical data and conceptual critiques, I will argue that quality assurance, as a regime of power, is gendered in its conception and practice.  相似文献