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  • Author: Oleg A. Sinelnikov x
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Age-Predicted Maximal Heart Rate Equations Are Inaccurate for Use in Youth Male Soccer Players

Zackary S. Cicone, Oleg A. Sinelnikov, and Michael R. Esco

Purpose: The purpose of this study was to compare the differences between measured (MHRobt) and predicted (MHRpred) maximal heart rate (MHR) in youth athletes. Methods: In total, 30 male soccer players [14.6 (0.6) y] volunteered to participate in this study. MHRobt was determined via maximal-effort graded exercise test. Age-predicted MHR (MHRpred) was calculated for each participant using equations by Fox, Tanaka, Shargal, and Nikolaidis. Mean differences were compared using Friedman’s 2-way analysis of variance and post hoc pairwise comparisons. Agreement between MHRobt and MHRpred values was calculated using the Bland–Altman method. Results: There were no significant differences between MHRobt and MHRpred from the Fox (P = .777) and Nikolaidis (P = .037) equations. The Tanaka and Shargal equations significantly underestimated MHRobt (P < .001). All 4 equations produced 95% limits of agreement of ±15.0 beats per minute around the constant error. Conclusions: The results show that the Fox and Nikolaidis equations produced the smallest mean difference in predicting MHRobt. However, the wide limits of agreement suggests that none of the equations adequately account for individual variability in MHRobt. Practitioners should avoid applying these equations in youth athletes and utilize a lab or field testing protocol to obtain MHR.

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Teacher Socialization in Physical Education: A Scoping Review of Literature

K. Andrew R. Richards, Colin G. Pennington, and Oleg A. Sinelnikov

Occupational socialization theory (OST) has framed research on physical education (PE) teacher recruitment, professional preparation, and ongoing socialization in schools for nearly 40 yr. Using scoping-review methods, the authors sought to understand the current scope of published research on PE-teacher socialization using OST by descriptively and thematically reviewing 111 identified studies published in English-language journals between 1979 and 2015. Results indicate a predominance of qualitative, cross-sectional research related to PE-teacher socialization, most of which was conducted by a relatively small group of scholars. Themes derived from the analysis of study findings communicate the complexity of teacher socialization experiences and are used to develop recommendations for future research and practice that work toward helping improve teachers’ lived experiences while creating better contexts in which students can learn. The paper concludes with a discussion of extending OST research to understand the recruitment, professional education, and socialization of kinesiology faculty members and professionals across subdisciplines.