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Alannah K.A. McKay, Peter Peeling, David B. Pyne, Nicolin Tee, Marijke Welveart, Ida A. Heikura, Avish P. Sharma, Jamie Whitfield, Megan L. Ross, Rachel P.L. van Swelm, Coby M. Laarakkers, and Louise M. Burke

This study implemented a 2-week high carbohydrate (CHO) diet intended to maximize CHO oxidation rates and examined the iron-regulatory response to a 26-km race walking effort. Twenty international-level, male race walkers were assigned to either a novel high CHO diet (MAX = 10 g/kg body mass CHO daily) inclusive of gut-training strategies, or a moderate CHO control diet (CON = 6 g/kg body mass CHO daily) for a 2-week training period. The athletes completed a 26-km race walking test protocol before and after the dietary intervention. Venous blood samples were collected pre-, post-, and 3 hr postexercise and measured for serum ferritin, interleukin-6, and hepcidin-25 concentrations. Similar decreases in serum ferritin (17–23%) occurred postintervention in MAX and CON. At the baseline, CON had a greater postexercise increase in interleukin-6 levels after 26 km of walking (20.1-fold, 95% CI [9.2, 35.7]) compared with MAX (10.2-fold, 95% CI [3.7, 18.7]). A similar finding was evident for hepcidin levels 3 hr postexercise (CON = 10.8-fold, 95% CI [4.8, 21.2]; MAX = 8.8-fold, 95% CI [3.9, 16.4]). Postintervention, there were no substantial differences in the interleukin-6 response (CON = 13.6-fold, 95% CI [9.2, 20.5]; MAX = 11.2-fold, 95% CI [6.5, 21.3]) or hepcidin levels (CON = 7.1-fold, 95% CI [2.1, 15.4]; MAX = 6.3-fold, 95% CI [1.8, 14.6]) between the dietary groups. Higher resting serum ferritin (p = .004) and hotter trial ambient temperatures (p = .014) were associated with greater hepcidin levels 3 hr postexercise. Very high CHO diets employed by endurance athletes to increase CHO oxidation have little impact on iron regulation in elite athletes. It appears that variations in serum ferritin concentration and ambient temperature, rather than dietary CHO, are associated with increased hepcidin concentrations 3 hr postexercise.

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Lambros Stefanou, Niki Tsangaridou, Charalambos Y. Charalambous, and Leonidas Kyriakides

Purpose: Teacher content knowledge (CK) and its contribution to student achievement (SA) are understudied in physical education, especially concerning the examination of the effectiveness of professional development (PD) programs using direct measures of teachers’ CK and SA. To make progress in this research area, this study investigated the contribution of a content-focused PD program to teachers’ CK and SA in basketball, using direct measures thereof. Methods: A quasi-experimental design was utilized to examine the contribution of a PD program. The authors measured the CK of 52 elementary classroom teachers and their fifth or sixth grade students’ (n = 913) achievement in basketball before and after the PD program. The data were analyzed using unilevel and multilevel regression analyses. Results: Teachers who participated in the PD program exhibited higher learning gains in their CK; their students also exhibited higher learning gains. Discussion and Conclusion: The study findings suggest that PD programs focused on enhancing teachers’ CK might also support SA.

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Insook Kim and Phillip Ward

Purpose: This study examined the effects of a specialized content knowledge workshop on developing teachers’ content development and adaptive competence in teaching badminton. Method: A quasi-experimental design was employed with three middle school physical education teachers who taught five or six badminton lessons before and after the content knowledge workshop (n = 66). Descriptive statistics and univariate analysis of variance were conducted to analyze the data of content development index scores and intratask adaptations. Frequency data across lessons by teachers and treatment conditions were employed for content development patterns. Results: There were statistically significant effects of the workshop in developing the teachers’ use of content development (p = .049) and adaptations (p = .000), but their effects varied by teacher. While the most used content development pattern by the teachers in comparison classes was an informing applying pattern, the teachers used a variety of content development patterns that included more task progressions in the experimental classes. Conclusion: It can be concluded that teachers’ instructional tasks and task adaptations could be improved through a well-designed professional development program. The findings can guide the direction of teacher education and professional development in ways to enhance teachers’ content development and adaptations.

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Okseon Lee, Euichang Choi, Victoria Goodyear, Mark Griffiths, Hyukjun Son, Hyunsoo Jung, and Wonhee Lee

Although physical education (PE) teachers have increased access to digital/online continuous professional development activities, there are few robust accounts of how they engage with and experience these environments. Purpose: The purpose of this study was to examine PE teachers’ participation patterns within self-directed online PE continuous professional development activities using mobile instant messenger. Methods: Data were generated from (a) 5,246 messages exchanged in the mobile instant messenger chatroom from 281 teachers, (b) semistructured interviews with 10 teachers, and (c) 1,275 messages posted by the 10 interviewed teachers. Quantitative data were analyzed for measures of central tendency, and qualitative data were analyzed inductively. Findings: Five patterns of PE teachers’ usage of mobile instant messenger were identified: (a) ringmasters, (b) passive uploaders, (c) active uploaders, (d) requesters, and (e) bystanders. Discussion: The findings suggest that each engagement pattern illustrates the differential goals of learning, types of interaction, and forms of participation by teachers engaged in online continuous professional development.

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Yasuki Sekiguchi, Courteney L. Benjamin, Samantha O. Dion, Ciara N. Manning, Jeb F. Struder, Erin E. Dierickx, Margaret C. Morrissey, Erica M. Filep, and Douglas J. Casa

The purpose of this study was to examine the effect of heat acclimation (HA) on thirst levels, sweat rate, and percentage of body mass loss (%BML), and changes in fluid intake factors throughout HA induction. Twenty-eight male endurance athletes (mean ± SD; age, 35 ± 12 years; body mass, 73.0 ± 8.9 kg; maximal oxygen consumption, 57.4 ± 6.8 ml·kg−1·min−1) completed 60 min of exercise in a euhydrated state at 58.9 ± 2.3% velocity of maximal oxygen consumption in the heat (ambient temperature, 35.0 ± 1.3 °C; relative humidity, 48.0 ± 1.3%) prior to and following HA where thirst levels, sweat rate, and %BML were measured. Then, participants performed 5 days of HA while held at hyperthermia (38.50–39.75 °C) for 60 min with fluid provided ad libitum. Sweat volume, %BML, thirst levels, and fluid intake were measured for each session. Thirst levels were significantly lower following HA (pre, 4 ± 1; post, 3 ± 1, p < .001). Sweat rate (pre, 1.76 ± 0.42 L/hr; post, 2.00 ± 0.60 L/hr, p = .039) and %BML (pre, 2.66 ± 0.53%; post, 2.98 ± 0.83%, p = .049) were significantly greater following HA. During HA, thirst levels decreased (Day 1, 4 ± 1; Day 2, 3 ± 2; Day 3, 3 ± 2; Day 4, 3 ± 1; Day 5, 3 ± 1; p < .001). However, sweat volume (Day 1, 2.34 ± 0.67 L; Day 2, 2.49 ± 0.58 L; Day 3, 2.67 ± 0.63 L; Day 4, 2.74 ± 0.61 L; Day 5, 2.74 ± 0.91 L; p = .010) and fluid intake (Day 1, 1.20 ± 0.45 L; Day 2, 1.52 ± 0.58 L; Day 3, 1.69 ± 0.63 L; Day 4, 1.65 ± 0.58 L; Day 5, 1.74 ± 0.51 L; p < .001) increased. In conclusion, thirst levels were lower following HA even though sweat rate and %BML were higher. Thirst levels decreased while sweat volume and fluid intake increased during HA induction. Thus, HA should be one of the factors to consider when planning hydration strategies.

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Michael A. Hemphill, Emily M. Janke, Santos Flores, and Barrie Gordon

Purpose: The purpose of this study was to explore the issues of conflict and harm in physical education within a school recognized for its exemplary restorative practices. Method: A single case study approach was employed to examine one restorative school in Wellington, New Zealand. The school was purposely selected to participate in this study based on its recognition for exemplary restorative practices. Participants included physical educators (n = 11), administrators (n = 4), and students (n = 25). Data sources included interviews, observations, and reflection documents. Data were analyzed using a collaborative qualitative approach. Results: Three qualitative themes described the context of restorative school physical education, types of harm that occurred, and how physical educators were positioned as central figures in creating a context where harm was addressed. Discussion: This study provides insights into restorative practices and has implications for teaching social and emotional learning skills.

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Sofía Pereira-García, Elena López-Cañada, and Agnes Elling-Machartzki

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students’ ideology and behaviors.