G.A. Brown

Online Quizzes Promote Inconsistent Improvements on In-Class Test Performance in Introductory Anatomy and Physiology.

Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester introductory anatomy and physiology course, students were required to complete brief online quizzes after each textbook chapter had been covered during lecture as well as the day before an in-class test. During the next two semesters, students were not required to take the online review quizzes. Overall scores on chapter specific in-class tests were higher (P < 0.05) during the semesters in which students took online review quizzes (82.9 ± 14.3%) compared with when they did not (78.7 ± 15.5%), but all in-class tests were not improved. Scores on comprehensive midterm examinations were higher (83.0 ± 12.9% vs. 78.9 ± 13.7%, P < 0.05) but not on final examinations (72.4 ± 13.8% vs. 71.8 ± 14.0%) between those with online review quizzes and those without, respectively. Overall scores on in-class tests and comprehensive examinations were higher (P < 0.05) during the semesters in which students took online review quizzes (83.4 ± 16.8%) compared with when they did not (80.3 ± 17.6%). These data suggest that an online review quiz taken the day before an in-class test increases performance on some in-class tests. However, online review quizzes taken after completion of each chapter do not consistently enhance performance on comprehensive examinations.

Kinesiology in 360 Degrees

ABSTRACT Kinesiology is a diverse field revolving around a core ideology of physical activity. Because of its multidisciplinary nature, kinesiology is an area that is made for interdisciplinary collaboration. This article evaluates kinesiology and the wide range of potential interdisciplinary collaborations, specifically through the lens of the areas of biology, technology, business, education, law, psychology, sociology, and recreation management. The evaluation further explores barriers to potential collaborations and proposes a model for success. Using the diffusion of innovations theory as a framework, this article outlines who needs to be involved and gives a recommended model of implementation. In the end, the rocky road of interdisciplinary collaboration within kinesiology can be successfully navigated. Furthermore, this evaluation finds that interdisciplinary collaboration is essential in the field of kinesiology and should be strategically implemented.

Resistance training and predicted risk of coronary heart disease in sedentary males

The purpose of this study was to determine the impact of resistance training, designed to prevent the development of coronary heart disease (CHD) based on the Framingham Risk Assessment (FRA) score. Twenty-five healthy sedentary men with low CHD risk were assigned to participate in a 16-week (three days per week) resistance training programme (n = 13) or non-exercising control group (CG) (n = 12). Resistance training was performed using eight whole-body exercises for three sets of 15 repetitions at 60% of one-repetition maximum. Resistance training did not significantly (p > 0.05) reduce the number of cigarettes smoked daily (p > 0.133) or TC (p > 0.917), while significant improvements were found in SBP (p 0.831), TC (p > 0.678), HDLC (p > 0.672) or FRA score (p > 0.504), but SBP increased significantly (p < 0.030). These data indicate that resistance training can effectively reduce the predicted risk of developing CHD, even in men with already low risk.