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Multidisciplinary predictors of adherence to contemporary dance training: findings from the UK Centres for Advanced TrainingLittle is known about the predictors of adherence in a dance context. The aim of this study was to investigate adherence to a dance talent programme using a multidisciplinary set of variables representing psychological correlates of adherence, maturation and physical factors relating to dance talent. Psychological (passion, motivational climate perceptions, eating attitudes), physical competence (vertical jump height, handgrip strength, hamstring flexibility, external hip rotation, aerobic fitness), and maturation-related (age of menarche) variables were gathered from female students enrolled on a dance talent programme. Participation behaviour (adherence/dropout) was collected from the talent programme's records approximately two years later. Logistic regression analysis of 287 participants revealed that greater levels of harmonious passion predicted greater likelihood of adherence to the programme, and greater ego-involving motivational climate perceptions predicted less likelihood of adherence. Neither measures of physical competence nor maturation distinguished adhering from dropout participants. Overall, the results of this study indicate that psychological factors are more important than physical competence and maturation in the participation behaviour of young talented dancers.
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Impact of intensified training and carbohydrate supplementation on immunity and markers of overreaching in highly trained cyclistsPurpose: To determine effects of intensified training (IT) and carbohydrate supplementation on overreaching and immunity. Methods: In a randomized, double-blind, crossover design, 13 male cyclists (age 25 ± 6 years, (Formula presented.) 72 ± 5 ml/kg/min) completed two 8-day periods of IT. On one occasion, participants ingested 2 % carbohydrate (L-CHO) beverages before, during and after training sessions. On the second occasion, 6 % carbohydrate (H-CHO) solutions were ingested before, during and after training, with the addition of 20 g of protein in the post-exercise beverage. Blood samples were collected before and immediately after incremental exercise to fatigue on days 1 and 9. Results: In both trials, IT resulted in decreased peak power (375 ± 37 vs. 391 ± 37 W, P < 0.001), maximal heart rate (179 ± 8 vs. 190 ± 10 bpm, P < 0.001) and haematocrit (39 ± 2 vs. 42 ± 2 %, P < 0.001), and increased plasma volume (P < 0.001). Resting plasma cortisol increased while plasma ACTH decreased following IT (P < 0.05), with no between-trial differences. Following IT, antigen-stimulated whole blood culture production of IL-1α was higher in L-CHO than H-CHO (0.70 (95 % CI 0.52–0.95) pg/ml versus 0.33 (0.24–0.45) pg/ml, P < 0.01), as was production of IL-1β (9.3 (95 % CI 7–10.4) pg/ml versus 6.0 (5.0–7.8) pg/ml, P < 0.05). Circulating total leukocytes (P < 0.05) and neutrophils (P < 0.01) at rest increased following IT, as did neutrophil:lymphocyte ratio and percentage CD4+ lymphocytes (P < 0.05), with no between-trial differences. Conclusion: IT resulted in symptoms consistent with overreaching, although immunological changes were modest. Higher carbohydrate intake was not able to alleviate physiological/immunological disturbances.
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Primary headteachers’ perceptions of training teachers fit to practise within changing landscapes of teacher trainingRecent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on primary schools. This study took a constructivist grounded theory approach to explore primary school headteachers’ perceptions of how best to train primary school teachers seen by them as fit to practise and what they perceived schools could and could not provide to support this outcome. Data were initially collected in a feasibility study exploring the views of the headteacher, the school-based mentor and the former trainee teacher in identifying their perceptions of factors which contributed to the outstanding outcome for a trainee on the Graduate Trainee Programme on the completion of his training year. Reflections on one of these factors in particular, that of the crucial role of the headteacher in enabling the successful outcome, at a time when a number of significant reforms to teacher training were being implemented, prompted a reconsideration of the focus of the main study to an exploration of headteachers’ perceptions of training teachers seen by them as fit to practise in primary schools in a changing landscape of teacher training. Twelve primary school headteachers participated in semi-structured interviews. Data were analysed utilising a constant comparison method (Strauss and Corbin, 1990; Charmaz, 2006). Conclusions from a small scale study cannot easily be generalised. However the findings from the main study suggested the headteachers believed teachers who were fit to practise demonstrated the ability to think critically about their practice and that this attribute was under-represented in standards for teachers. In terms of training to become teachers fit to practise the headteachers supported the viewpoint of the primacy of practice but believed that practice alone was not sufficient to develop the teachers they sought to employ in their schools. In order to become critical thinkers trainee teachers needed to study the theory underpinning the teaching in schools. This study should be guided by experts, who most of the headteachers identified as academic partners, in teacher training located outside of the school. There was a measure of hostility from some of the headteachers to the idea that a teaching school could fulfil this expert role. The headteachers used a number of synonyms to describe the teachers they were seeking but all appeared to mean teachers fit to practise in their schools. The headteachers believed they had the ability to recognise the potential to become a teacher fit to practise in applicants to teaching and they used this to identify trainee teachers who would fit their schools. With greater responsibility for teacher training moving to schools this highlighted issues of equality of opportunity and a potentially insular approach to the training and recruitment of teachers. According to the headteachers, schools which participated in teacher training required at least a good Ofsted grade, a climate and skilled staff to support novices and strategic leadership by the headteacher. As part of the remit of this strategic leadership the headteachers perceived it was their role to protect their schools from external pressures such as Ofsted inspections. This, they believed, gave them the autonomy to decide on their level of participation, if any, in teacher training on an annual basis. Recommendations for further research, policy and partnerships have been made.
