James M. Ernest

Comparison of Chain- and Plate-loaded Bench Press Training on Strength, Joint Pain, and Muscle Soreness in Division Ii Baseball Players

McCurdy, K, Langford, G, Ernest, J, Jenkerson, D, and Doscher, M. Comparison of chain- and plate-loaded bench press training on strength, joint pain, and muscle soreness in Division II baseball players. J Strength Cond Res 23(1): 187--195, 2009-The purpose of this study was to investigate the effects of chain- (CBP) and plate-loaded (PBP) bench press training on measures of strength, shoulder pain, and muscle soreness in Division II baseball players. Twenty-eight subjects with previous resistance training experience (4.8 ± 2.7 years) completed the study while participating in off-season baseball practice. All subjects completed a one-repetition maximum pre- and posttest on the CBP and PBP and reported shoulder pain and muscle soreness on 15 occasions during training. Two treatment groups, CBP and PBP, trained 2 d·wk−1 for 9 weeks during the off-season with a linear periodization strength training program. The CBP group used chains attached to the bar as the entire load, and the PBP group used only traditional plate-loaded resistance. The chains provided a variable resistance, with a reduction in load during the descent as the weight collected on the floor and with the load increasing during ascent as the weight was lifted from the floor. Statistically significant increases were found in strength scores after training for the CBP test (p < 0.001) and the PBP test (p < 0.001). Both groups were able to improve strength on the CBP and PBP, but no significant differences were found in strength gains between the groups on the CBP and PBP tests. Although levels of pain and soreness were not significantly different, a threefold difference was found for perceived levels of shoulder pain (mean totals of 2.15 vs. 6.14), whereas reported soreness was similar (9.38 vs. 10.57) for the CBP and PBP group, respectively. The data indicate that training with chain- and plate-loaded resistance produce similar short-term strength improvement on the chain- and plate-loaded bench press. Baseball players may benefit from CBP training with improved free-weight strength while minimizing shoulder stress.

Extending the Global Dialogue about Media, Technology, Screen Time, and Young Children.

Questions about the potential benefits and dangers of media and technology use abound, with competing theories regarding its effects among young children. This article explores global perspectives on childrens exposure to media, technology, and screen time (MeTS) in the schools, homes, and communities of an increasingly technology-driven world. The authors take a critically reflective approach by presenting competing narratives about the relationship of MeTS to the teaching, learning, and development of young children from around the world. The objective is to stimulate dialogue and create awareness about this issue in order to mobilize local decisions about MeTS. Given the undeniable exposure of young children to media and technology in their daily lives, this article recommends careful consideration and understanding of the potential benefits and concerns related to MeTS as educators guide children toward the positive aspects of technology and media use.

Early Interventionists Perspectives of Multicultural Practices with African-American Families

This study examined the multicultural practice perspectives of 170 early interventionists serving African-American children and families in a southern state of the United States, in relation to the requirements of Part H of the Individuals with Disabilities Education Act. Results of the Early Intervention Multicultural Practices Survey indicated that these participants were positive about the multicultural nature of their individual and agency practices. Participants were less favorable, however, in their ratings of systemic support for multicultural practices. Differences were found for multicultural practice perspectives based on reported racial or cultural self-identification. The results support innovative and systematic inservice multicultural training that includes administrators.

Specificity of machine, barbell, and water-filled log bench press resistance training on measures of strength.

The purpose of this study was to compare the effects of 10 weeks of resistance training with an isotonic bench press machine and 2 types of free-weight bench press exercises on several measures bench press strength. Specificity was investigated by comparing the ability to transfer strength gained from a type of training that differed from the mode of testing. Forty-nine men participated in the study. The subjects completed a pretest on the machine (MB), barbell (BB), isokinetic (IB), and log (LB) bench press to determine baseline strength and completed 10 weeks of training on the MB, BB, or LB. The 3 groups were tested to see whether differential training effects occurred from pre- to post- test scores on the BB, MB, LB, and peak force on the IB. By multivariate analysis, the trial-by-group interaction was not statistically significant. The multivariate and subsequent univariate analyses of variance tests indicated statistically significant effects from pre- to posttest for peak force on the IB test and the BB, MB, and LB. Correlations among the strength tests were high (0.92 ≥ r ≤ 0.97) and moderate between the strength tests and IB peak force (0.62 ≥ r ≤ 0.83). Mean 3 repetition maximum MB strength was 8% higher than BB strength, which was 3% higher than LB strength, indicating differences in the amount of stabilization required to control the resistance. The findings of this study showed that all 3 training groups significantly improved in strength during short-term training on the MB, BB, and LB. These data lend evidence that improved strength after training on the MB, BB, and LB equally transfers to strength gains on any of the 4 modes of testing. These results should be considered when including similar exercises varying in stability into the training program to improve strength.

Using Q Methodology as a mixed methods approach to study beliefs about early childhood education

Abstract Studying early childhood practices as either appropriate or inappropriate limits our understanding of a complex issue. Q Methodology was used as a mixed method quantitatively and qualitatively to explore beliefs about developmentally appropriate practices as aligned to the National Association for the Education of Young Children’s guidelines. The purposeful sample comprised 23 teachers, 15 parents, and 15 teacher education candidates from the Southwest of England. A principal components analysis of the data indicated three conceptual viewpoints that provided distinct narratives about the types of practices and experiences that are considered appropriate and inappropriate in early childhood education. The three views were of the culturally responsive teacher, the classroom that has a social cohesiveness based on open communication, and the teacher as the primary mechanism as an agent of change. A rationale for the use of Q Methodology to explore the inherent subjectivity in educational values, beliefs, or opinions is provided.

The Effect of Regular Breakfast on Body Mass Index in 9- to 10-Year-Old Czech Children.

Background: Eating habits play a crucial role in weight control management; however, little research has examined whether frequency of breakfast consumption influences body mass index (BMI) in middle childhood. Purpose: The purpose of this study was to (a) determine the relationship between BMI and the frequency of breakfast consumption, (b) examine gender differences in the frequency of eating breakfast and starting time of breakfast after waking up, and (c) explore breakfast composition. Methods: The research group consisted of 298 children aged 9–10 years (164 boys and 134 girls). Frequency of breakfast consumption, starting time of breakfast after waking up, and breakfast composition were determined by questionnaire. Results: A statistically significant difference in the regularity of breakfast consumption was found between children of the underweight, healthy weight, and overweight/obese groups (P < .001). There was no statistical gender effect for the frequency and timing of the breakfast (P>.05). Discussion: Our data indicate that regular consumption of breakfast is related to BMI values in children aged 9–10 years independent of gender. Translation to Health Education Practice: Our finding confirmed the importance of breakfast consumption and a healthy eating pattern in middle childhood.

Between Kindergartners' Stickers and Adolescents' Fancy Cars: How to Build an Autonomous Generation

Discipline and behavior modification in schools is a culturally dependent and sensitive subject. Despite research demonstrating that corporal punishment is not effective, it remains a common practice in over 70 countries worldwide. School discipline practices vary widely around the world and even within national borders. While physical punishment continues to be practiced around the world, many schools employ a system of rewards and sanctions. All of these practices are external to the child, and can be ineffective in cultivating an innate sense of right and wrong in children. Best practices call for the creation of an environment in which children develop their own sense of morality through guided reflection and autonomous growth. In this article, the authors explore research on this topic and elucidate the dichotomy between heteronomous and autonomous moral development.

Strategies for Maintaining Appropriate Behavior in Inclusive Physical Education Settings

T typical physical education class period consists of a number of instructional activities linked together by brief transitory phases, or transitions (e.g., lining up, identifying teams, handing out equipment, etc.). Transitions can challenge even the most experienced physical educators, because without good classroom management, transitions can provide opportunities for off -task behaviors and disruptions that result in a loss of instructional time. Vogler, van der Mars, Cusimano, and Darst (1999) examined the eff ects of transitions on students’ learning and off -task behavior with children in inclusive elementary physical education classes. Th e authors reported an average of 16 transitions per class period, with 26% of the time in a class period allocated for transitions. Results from the study indicated that there was a correlation between the frequency of off -task behavior and the frequency of transitions, with more frequent transitions resulting in higher levels of off -task behavior. By Sonya Sanderson, Kelly A. Heckaman, James M. Ernest, Sherifa Johnson, and Scot Raab Strategies FOR MAINTAINING Appropriate Behavior IN

Evaluating Large-Scale Studies to Accurately Appraise Children's Performance

Educational policy is often developed using a top-down approach. Recently, there has been a concerted shift in policy for educators to develop programs and research proposals that evolve from “scientific” studies and focus less on their intuition, aided by professional wisdom. This article analyzes several national and international educational studies that have recently been made available to the public. Recommendations for teachers, personnel preparation professionals, and policymakers are based upon selected aggregate and disaggregated data. Results challenge the negative public perception of U.S. education, question the current trend to spend more class and homework time on informational literacy, and advocate for a more balanced approach to early childhood preparation across the content areas.

Challenging Issues and Rays of Hope: The Education and Life Conundrum

ery country has its own challenging educational issues. Every country has its rays ofhopethose classrooms or programs that provide opportunities for children to overcome obstacles and go on to succeed in education and life. This year’s International Focus Issue of Childhood Education highlights some of these challenges, and describes the commitment and ingenuity of educators who offer exemplary educational opportunities for children. In Africa, Asia, Australia, Europe, North America, and South America, educators are struggling with what the roles of schools should be and what should be taught. An Irishman living in Canada, Kieran Egan (1992) has considered these education conundrums that stretch across geographical and intellectual borders: