Effect of caffeine ingestion on fluid balance during exercise in the heat and during recovery

Background. The effect of ingestion of a common stimulant, caffeine, on fluid balance during exercise and recovery is not fully known. Objectives. To determine the effect of caffeine on fluid balance during exercise in the heat and during a 3-hour recovery period thereafter. Methods. In a randomised, controlled design, caffeine-naive participants (N=8) pedalled on a bike to achieve 2.5% baseline body mass loss in a hot environment in four separate conditions: with (C+) or without (C–) caffeine ingestion (6 mg/kg of body mass) prior to exercise, followed by (W+) or without (W–) 100% fluid replenishment (water) of the body mass loss during a 3-hour recovery period (yielding C+W+, C+W–, C–W+ and C–W–, respectively). Results. Mean (standard deviation) urine production was not different (p>0.05) regardless of rehydration status: 230 (162) mL (C+W–) v. 168 (77) mL (C–W–); and 713 (201) mL (C+W+) v. 634 (185) mL (C–W+). For the 3-hour recovery, caffeine ingestion caused higher hypohydration during rehydration conditions (p=0.02), but practically the mean difference in the loss of body mass was only 0.2 kg. Conclusion. In practical terms, there was no evidence that caffeine ingestion in moderation would impair fluid balance during prolonged exercise in the heat or during 3 hours of recovery

Faculty members engaging in transformative PETE: a feminist perspective

The purpose of this study was to describe sport pedagogy faculty members’ (FMs) efforts at engaging in transformative physical education teacher education (T-PETE). T-PETE stresses the importance of FMs creating social change through their pedagogical approach and begins by asking preservice teachers (PTs) to reflect on their perspectives and practices (Tinning, 2017 Tinning, R. (2017). Transformative pedagogies and physical education. In C. Ennis (Ed.), The Routledge handbook of physical education pedagogies (pp. 295–306). New York: Taylor & Francis. [Google Scholar]. Transformative pedagogies and physical education. In C. Ennis (Ed.), The Routledge handbook of physical education pedagogies (pp. 295–306). New York: Taylor & Francis; Ukpokodu, 2009. The practice of transformative pedagogy. Journal on Excellence in College Teaching, 20(2), 43–67.). Participants were three white, female, able-bodied, lesbian/gay sport pedagogy FMs. The study was conducted in the United States. Feminist theory and feminist pedagogy drove data collection and analysis. Data were collected by employing a series of qualitative methods. An inductive and deductive analysis revealed that FMs had specific T-PETE goals, content, and pedagogies. Furthermore, several factors served to facilitate and limit the FMs’ effectiveness when engaging in T-PETE. The findings suggest that program-wide PETE reform is necessary in the United States for creating social change, and influencing PTs perspectives and practices. In addition, they suggest that American PETE programs might benefit from greater diversity among the FMs who staff them

Skills, strategies, sport and social responsibility : reconnecting physical education

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels.<br /

The Structure and Delivery of Police Use of Force Training: A German Case Study

The current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment

Influence of a models-based physical education teacher education program on the perspectives and practices of preservice teachers

A recent innovation in the United States is for university faculty to deliver models-based physical education teacher education (PETE) programs. The study described in this paper evaluated the effectiveness of one such program. Participants were three cohorts of preservice teachers (PTs). The cohorts were a non-entry cohort (NEC; n = 29), an entry cohort (EC; n = 31) that were due to enter the core PETE program, and a completion cohort (CC; n = 55). Data were collected by interviewing all three cohorts about (a) their perspectives and practices regarding physical education and (b) their acculturation, and professional socialisation. Data were analysed by categorising the PTs within each cohort as having one of four orientations (i.e. hard core coaching, moderate coaching, moderate teaching and hard core teaching) to the physical education profession from which data were then further analysed within each orientation and cohort. Data were reduced to key themes by employing Leximancer text mining software and traditional interpretive techniques. Key findings were that the PETE program appeared to have an influence on PTs, none of the PTs possessed hard core coaching orientations and a relatively large percentage of PTs had moderate teaching orientations at entry into PETE