Misbehavior is a research topic that most researchers investigate from teachers' points of view. This study, in contrast, was designed to explore misbehavior from the students' and the teacher's perspectives, using Doyle's ecological approach. A male teacher, Mr. Softball, and 14 seventh and eighth graders (ten males and four females) volunteered to participate during a two-week basketball unit. Data were collected through shadowing the teacher, critical incidents, student and teacher interviews, videotaped class sessions, and audiotaped stimulated recall sessions with the videotapes. Data from all sources were analyzed using constant comparison to identify common themes. Findings indicated that Mr. Softball's classes included overlapping instructional, managerial, and social task systems (Doyle, 1986; Siedentop, 1991) and his overall program of action could be classified as casual. Misbehavior was situation specific and occurred throughout these overlapping task systems. Students and the teacher noticed few misbehaviors during the actual classes and the misbehaviors recognized did not interrupt the flow of his teaching. When they noticed misbehavior incidents, either during class or when reviewing videotapes, they reacted differently from case to case based on who misbehaved, when it happened, and how it affected them or the class. Misbehaviors were common events in Mr. Softball's classes and most students admitted that they misbehaved. Misbehaviors could be classified as verbal, physical, or rules, routines, and expectations (RRE)-related. These students defined misbehavior as doing something that they were not supposed to do or not doing something that they were supposed to do. Mr. Softball's (a) weak RREs, (b) lack of effectiveness in organizing and delivering instructional tasks, and (c) loose accountability and the lack of intervention, allowed many opportunities for students to misbehave. Further, he created a class environment in which students engaged more often in social agendas at the expense of completing instructional and managerial tasks. Finally, the norm of this workplace did not support Mr. Softball in helping students learn or in maintaining order to insure that students were on-task and well-behaved. In summary, less effective teaching appeared to be the major issue that encourages students to misbehave.

<p> The purpose of this quantitative study was to examine the personal perceived stress levels of athletic coaches (n=731) in a large urban public school district in Florida in relation to win/loss records of the most recent athletic season; the study was performed utilizing the PSS-14 (Cohen, 1983). The responses to the survey queries were answered based on a 5-point Likert scale. Out of the 731 coaches who were approached with the survey, 97 participants completed the survey; however, there were four unusable surveys, leaving 93 useable surveys. The 93 surveys constituted a 13.3% portion of the population. The correlational analysis (p&lt; .05) of the responses for High stress scores indicated that these items for the entire group (n=93) of participants were significantly correlated with the win/loss records. Females (n=29) reported more High stress scores on Questions 1, 2, 3, 8, 12, and 14. Males (n=64) reported High Stress for Questions 1, 3, and 12. Questions 1, 3, and 12 were common to both Males and Females. The findings of the research study indicated that there is a relationship between the specific subsets of PSS-14 for two of the statements and the win/loss records for the district. This correlation showed that coaches recognize and attempt to cope with the stressors that they encounter in their day to day activities with regard to their win/loss records and attempt to minimize the effects of stress and worry about anticipated events, (e.g., possible future games, playoffs, tournaments, and other associated events in the high school athletic world). Success in managing these two components of coaching would augment the other components of the PSS-14 since emotional, physical, mental and psychological factors in coaching and playing a sport are closely tied together. Continued research into the infinite possibilities of education and coaching should provide a means to improve each district's performance in the education of youth. Athletics and fitness have existed as a concomitant of education since the earliest forms of education came into existence. The two faces of education and athletics should continue to be examined to profit the individual and the community. </p>

Anecdotal evidence suggests that caffeine ingestion (mostly in the forms of coffee and tea consumption) is prevalent amongst firefighters and yet there is no data on whether this behaviour should be identified, measured, or monitored. PURPOSE: The purpose of this experiment was to determine the physiological and psychophysical effects of caffeine ingestion during repeated bouts of simulated firefighter work. In a randomized, double blind, crossover design, ten healthy males (age 36 ± 9.8 yr, body mass 88.3 ± 5.7 kg, height 182.78 ± 3.9 cm, approximate caffeine use 492.8 ± 318.2 mg/day) completed three 10 min work bouts (WB) at an intensity one work load below ventilatory threshold wearing full Firefighter personal protective equipment (PPE) and breathing through a self contained breathing apparatus (SCBA) on two different occasions. One hour before exercise each subject ingested either a 6 mg•kg-1 of caffeine (CAFF) or dextrose placebo (PLA), as well as, 500 ml of water. During the work trials, expired gases were sampled for oxygen consumption ( O2), carbon dioxide production ( CO2), respiratory exchange ratio (RER), minute ventilation ( E), respiratory rate (RR), tidal volume (Vt), and total air consumed (AcVE). Core temperature (Tc), heart rate (HR), oxyhemoglobin saturation (% O2 sat), capillarized blood lactate (BLa), rating of perceived exertion (RPE) (10pt Borg), perceived thermal distress (PTD), and sweat loss were also measured. Physiological strain index (PSI) was calculated from HR and Tc values. Tc was significantly higher in all CAFF WB compared to PLA (37.83 ± 0.08 oC vs. 37.61 ±0.12 oC) (p ≤ 0.05). E and Vt were also significantly increased in CAFF whereas, RPE was significantly decreased (p ≤ 0.05). The elevated Tc values caused an increase in calculated PSI in the CAFF condition during exercise (p ≤ 0.01). CAFF increases in E and Vt also increased AcVE. In conclusion, a caffeine induced elevation in Tc caused increased strain as indicated by calculated PSI during repeated work bouts during exercise below ventilatory threshold wearing full PPE and breathing through an SCBA. Elevated Tc in the CAFF condition likely caused increases in E, Vt and AcVE. Thus, caffeine ingestion may have to be monitored in firefighters during work days.

The purpose of this study was to investigate whether recreation is a context for fostering resilience in at risk youth. Five at risk youth were recruited from past relationships with the researcher and with the help of local child-serving agencies. The researcher was also a participant in the inquiry. The youth were selected because they had experienced significant life adversity in their past but were deemed resilient because they had exhibited positive outcomes over a period of time. The research was guided by a Phenomenological paradigm. Two qualitative and one quantitative data collection methods were used. Data collection consisted of the completion of the Protective Factors Scale (PFS) questionnaire, email questionnaire/journaling and personal interview. These were used to capture the full, lived experience of the participants. Results were analyzed using the measurement tool provided with the PFS and NVivo qualitative software. Axial coding was used to identify higher order themes and synthesizing was used to merge stories and experiences. The data revealed five higher order themes that are discussed in detail. Recommendations for future research are presented and implications for practice are discussed.

This study examined the metabolic and thermal responses of 14 firefighters during four repeated work bouts of treadmill exercise in a thermoneutral laboratory, working at an intensity similar to typical firefighting tasks (30-34 ml·kg-1·min-1), while wearing firefighting protective equipment and breathing from a self-contained breathing apparatus. Each work bout consisted of treadmill walking at 93.8 m·min-1 and 8% grade for 8 min followed by 4 min of passive rest. Oxygen consumption remained unchanged between all four work bouts (p>0.05). Ventilation increased significantly (p<0.05) during the first three work bouts from 57.1 (±3.1) to 68.7 (±2.7) L·min-1. Percent heart rate reserve increased significantly (p<0.05) during each work bout, from 76.0 (±1.8) % HRR during the first to 97.2 (±1.1) % HRR during the fourth work bout. Core temperature increased significantly (p<0.05) during each work bout from 36.87 (±0.07) to 38.87 (±0.10) °C from the first to the fourth work bout, as did some of the psychophysiological measures.

People with an intellectual disability have high levels of sedentary behaviour (Temple, Frey, & Stanish, 2006) and health conditions associated with inactivity such as cardiovascular disease (Draheim, 2006) and obesity (Rimmer & Yamaki, 2006). Physical activity has been identified as one of the most successful strategies used to decrease these health risks. Four participants with an intellectual disability were recruited from the Special Olympics Athletic Club and participated in a 9-week strength and aerobic exercise program which consisted of a face-to-face program and an at-home component. During the face-to-face program participants took part in an aerobic warm up, strength training using exercise bands, skill development, and games. The strength skills were introduced progressively over the 9-weeks and were analyzed for mastery at the end of each face-to-face session using a procedural task analysis check list. Mastery was reached if participants completed a skill three consecutive times with no prompting. However, once a skill was completed with no more then visual prompting it was added to the at-home component of the program. At the end of each face-to-face session participants planned two additional days per week to exercise in their homes. The at-home component included an interactive exercise DVD that mirrored the strength and aerobics exercises introduced at the face-to-face program. Completion of the planned exercises was confirmed by self-report in log books and conversation with the researcher during prompting telephone calls. Pre and post tests for self-efficacy and a program satisfaction questionnaire were also conducted. Three participants reached mastery for biceps curls and one participant reached mastery for triceps extensions and back leg raises. Three participants completed all six strength exercises and one participant completed four exercise skills with no more than visual prompting. Participants required less prompting as the weeks progressed even with an increase in the number of skill components being tested. Adherence to the at-home component of the program for each participant was: 100%, 94%, 94%, and 28%. A dependent t-test revealed that self-efficacy toward exercise did not significantly increase from pre-test (M = 12.1) to post-test (M = 13.3) t (3) = 2.03, p = .14. These findings suggest that adults with an intellectual disability can acquire exercise band strength skills in a relatively short period of time and some participants are able to utilize these skills consistently at home. Participants in the current study failed to improve their self-efficacy toward exercise; however pre-test self-efficacy scores were quite high.

The purpose of this study was to investigate the effect of selected warm-up protocols (WUP) on forward ice-skating and perception of readiness to perform (RTP). Twenty male Jr. A hockey players (age = 18.7 ± 0.9 yrs; experience = 1.6 ± 1.0 seasons) participated in the study. Participants completed five different conditions: one with no warm-up (NO) performed on the first day and four WUP sessions administered in random order. WUP included: a) complete Hockey Canada WUP (HC), b) Hockey Canada off-ice only WUP (OFF), c) Hockey Canada on-ice only WUP (ON), d) on and off-ice explosive specific WUP (ES). Testing sessions consisted of the WUP followed by 15 minutes of rest after each on and/or off-ice portion. Skating performance (SP) was measured with infra-red timing gates (Brower Timing Systems, Utah, USA) at 4, 8, 12, 16 and 20 m. Three maximal trials with three minutes rest between trials were performed and averaged for statistical comparison. Significant SP differences occurred between ES vs. NO and OFF at all distances. Significant SP differences occurred between HC and ON vs. NO and OFF at 4 m and between HC and NO from 2 to 16 m. RTP was determined through a visual analogue scale question posed immediately pre and post- WUP and pre-SP. RTP increased significantly with each WUP while pre-WUP and pre- SP RTP scores were not significantly different across WUP. No correlation between RTP and SP was found.

The purpose of the present study was to determine the effects of using intermittent hand cooling during high intensity, intermittent training on measures of thermoregulatory, performance and psychophysical variables in elite level swimmers in warm pools (30.50.5°C). Following a standard warm-up, ten male swimmers (20.3±3.2 yrs) were instructed to maintain the fastest average 100m time for an 8x 100m freestyle swimming set separated in a cool pool (CP), warm pool with cooling (WPC), and warm pool with no-cooling (WPNC). Time at 50m and 100m, core temperature (Tc), and heart rate (HR), as well as the rate of perceived exertion (RPE), thermal comfort (ThC) and thermal sensation (ThS) were recorded following each repetition. Participants were cooled during the 90 second rest interval between repetitions using the Rapid Thermal Exchange (RTX) [AVAcore Technologies Inc., Ann Arbor, MI]. There was a significant increase in performance when comparing the second 50m split time (1.16 ± 1.58s ) and 100m time (1.50 ± 1.98s) for the final repetition in the WPC condition compared to the final repetition in the WPNC condition (p<0.05). FIR, ThC and ThS were lower in the CP condition than the WPC and WPNC conditions (p<0.05). There was no significant difference in Tc and RPE between conditions. It was concluded that the results may be due to a placebo effect and at this time there appears no physiological or psychophysical advantage in using the RTX during high intensity, intermittent training of elite swimmers.

Elite athletes are highly motivated people. and need high levels of motivation to prevail through the tough training sessions and through set backs (Hardy, Jones & Gould. 1996). Therefore. research on motivation and specifically what contributes to a rower's motivation becomes significant from both a theoretical and practical view. The purpose of this study was to first. identify and understand motivational differences and similarities between the genders of elite rowers, using the framework of the Achievement Goal Theory. Second, it was to further explore these motivational differences and similarities between practice and competitive situations. This study investigated the phenomenon of motivation through a qualitative approach by interviewing 8 female and 5 male rowers from the Canadian Olympic Rowing team. where significant statements were identified and clustered into themes. Overall, there were more similarities than differences between the genders. Both genders had the goal to win, expressed the importance of the process rather than the end product and agreed that their teammates were very important to them and greatly influenced their behaviours and performances. Among the different situational environments, the rowers' responses illustrated that it was not only possible to be task, ego and socially involved at the same time, it tended to be the norm. Results from this study also challenged the traditional framework of the Achievement Goal Theory, including illustrating the importance of social orientation amongst the elite rowers. Several implications for athletes, coaches and sport organizations were mentioned to improve an athlete's performance.

The consideration of the end-point of exercise (teleoanticipation) may influence fatigue development. This study examined the effect of expected exercise duration on physiological and psychological variables. 20 male cyclists participated in a graded maximal aerobic cycling test and two 20 minute cycling bouts. Participants expected to cycle for 20 minutes for the first bout (20 MIN), and for 40 minutes for the second (40 MIN) VO, was higher at 2 minutes and lower at 17 minutes in the 40 MIN condition. RPE was lower throughout the 40 MIN condition. Following initial analyses, participants were separated into intensity groups based on whether they exercised above RER=l.00 at any time during either cycling bout. RPE was lower for 40 MIN in the lower intensity group only. Results suggest that teleoanticipation alters both physiological and psychological variables via separate mechanisms that may be intensity-dependent.