Karen Gresty

Reflecting on the Think-Aloud Method for Evaluating E-Learning.

E-learning is increasingly being used in higher education settings, yet research examining how students use e-resources is frequently limited. Some previous studies have used the think-aloud method (an approach with origins in cognitive psychology) as an alternative to the more usual questionnaire or focus groups, but there is little discussion in the educational literature about the advantages and disadvantages of this approach. In this paper, we discuss our experience of using the think-aloud method in a recent study, and we reflect on its potential contribution as a research method. A number of concerns about the method arose during our study, including the level of guidance given to participants, observer influence, and the complexity of data analysis. We conclude, however, that the richness of the data collected outweighs these constraints, and that the think-aloud method has the potential to enhance research in this field.

Red shirt colour is associated with long-term team success in English football

Abstract The colour of sportswear has been shown to influence the outcome of bouts for several different combat sports. The generality of these effects, and whether they extend to collaborative forms of contests (team sports), is uncertain. Since 1947, English football teams wearing red shirts have been champions more often than expected on the basis of the proportion of clubs playing in red. To investigate whether this indicates an enhancement of long-term performance in red-wearing teams, we analysed the relative league positions of teams wearing different hues. Across all league divisions, red teams had the best home record, with significant differences in both percentage of maximum points achieved and mean position in the home league table. The effects were not due simply to a difference between teams playing in a colour and those playing in a predominantly white uniform, as the latter performed better than teams in yellow hues. No significant differences were found for performance in matches away from home, when teams commonly do not wear their “home” colours. A matched-pairs analysis of red and non-red wearing teams in eight English cities shows significantly better performance of red teams over a 55-year period. These effects on long-term success have consequences for colour selection in team sports, confirm that wearing red enhances performance in a variety of competitive contexts, and provide further impetus for studies of the mechanisms underlying these effects.

Anthropometric variables and their relationship to performance and ability in male surfers

Abstract The aim of this study was to evaluate the anthropometric profiles of male surfers and to investigate the relationship of these measures with performance and ability. Following institutional ethical approval, 79 male surfers underwent anthropometric assessment. These surfers composed of three sub-groups of professional (n=17; age: 34.12, s =3.81 years, stature: 177.28, s =6.29 cm; body mass: 78.57, s =7.17 kg), junior national level (n=15; age: 15.61, s =1.06 years, stature: 173.86, s =5.72 cm; body mass: 63.27, s =7.17 kg) and intermediate level surfers (n=47; age: 22.47, s =2.80 years, stature: 179.90, s =5.41; body mass: 77.83, s =9.43 kg). The mean somatotype values for the different groups of surfers were found to be 2.48, 5.00 and 1.03 for the professional surfers; 2.18, 3.72 and 3.24 for the junior national surfers and 2.79, 3.57 and 2.42 for the intermediate surfers. Professional surfers were significantly (P < 0.01) more mesomorphic and less ectomorphic than intermediate level surfers. Significant correlations were observed between endomorphy (r = −0.399, P < 0.01), sum of six skinfolds (r = −0.341, P < 0.05), and body fat percentage (r = −0.380, P < 0.01) and the rating of ability among the intermediate group of surfers. Across all participants, the rating of surfer ability was significantly correlated with endomorphy (r = −0.366, P≤0.01), mesomorphy (r = 0.442, P < 0.01), sum of six skinfolds (r = −0.274, P < 0.05) and body fat percentage (r = −0.268, P < 0.05). Findings suggest that the levels of adiposity and muscularity may influence the potential for progression between intermediate and professional-level surfing performance.

The effect of wave conditions and surfer ability on performance and the physiological response of recreational surfers

Abstract Barlow, MJ, Gresty, K, Findlay, M, Cooke, CB, and Davidson, MA. The effect of wave conditions and surfer ability on performance and the physiological response of recreational surfers. J Strength Cond Res 28(10): 2946–2953, 2014—This study investigated the effects of wave conditions on performance and the physiological responses of surfers. After institutional ethical approval 39 recreational surfers participated in 60 surfing sessions where performance and physiological response were measured using global positioning system (GPS) heart rate monitors. Using GPS, the percentage time spent in surfing activity categories was on average 41.6, 47.0, 8.1, and 3.1% for waiting, paddling, riding, and miscellaneous activities, respectively. Ability level of the surfers, wave size, and wave period are significantly associated with the physiological, ride, and performance parameters during surfing. As the ability level of the surfers increases there is a reduction in the relative exercise intensity (e.g., average heart rate as a percentage of laboratory maximum, rpartial = −0.412, p < 0.01) which is in contrast to increases in performance parameters (e.g., maximum ride speed (0.454, p < 0.01). As the wave size increased there were reductions in physiological demand (e.g., total energy expenditure rpartial = −0.351, p ⩽ 0.05) but increases in ride speed and distance measures (e.g., the maximum ride speed, 0.454, p < 0.01). As the wave period increased there were increases in intensity (e.g., average heart rate as a percentage of laboratory maximum, rp = 0.490, p < 0.01) and increases in ride speed and distance measures (e.g., the maximum ride speed, rpartial = 0.371, p < 0.01). This original study is the first to show that wave parameters and surfer ability are significantly associated with the physiological response and performance characteristics of surfing.

Higher Education Provision in a Crowded Marketplace.

Current changes to policy around higher education in the United Kingdom are leading to an increasingly marketised system. As funding is transferred from the United Kingdom government to the individual student, universities will be required to pay more attention to marketing. This paper draws on the literature relating to marketing of services to assess the extent to which higher education marketing addresses issues of covenant, quiddity and representation. Using a mixed sample of universities and associated further education colleges who provide higher education opportunities, this research investigates the marketing strategies of different types of higher education institution. Differences identified include the extent to which reputation, educational experience, research and student life are used in marketing. We conclude that newer universities and further education colleges appear to be more greatly influenced by contemporary government policy agenda than are the older more traditional institutions, which continue to trade largely on their established strong reputations.

Research-informed teaching from a risk perspective

There is now considerable support in the higher education literature for research-informed teaching as a means of improving student learning, particularly where this involves students as co-investigators. Such an approach, however, comes with a number of risks that have received little pedagogic attention. This paper addresses that knowledge gap by advocating a novel approach to research-informed teaching which adopts a risk-management philosophy. We review the literature surrounding the challenges of this style of teaching and identify why a risk-management approach might be appropriate to address some of the inherent issues of research-informed teaching previously reported. Our findings indicate a range of potential risks associated with either the delivery, or non-delivery, of research-informed teaching. We offer a broad framework categorising these risks. Forming the basis of a wider risk-management approach, this framework could promote increased reflection and enhancement of teaching practice.