The design and implementation of a novel method for quantifying training loads in elite rowing: the T2minute method

Introduction: A systematic approach to managing the training of elite athletes is supported by accurate training load measurement. However, quantifying the training of elite Australian rowers is complex due to unique challenges: 1) the multi-centre, multi-state structure of the national program; 2) the variety of training undertaken, incorporating rowing-specific and non-specific modalities, with continuous and interval efforts that span the full intensity spectrum; and 3) the limitations of existing quantification methods for capturing total training loads undertaken from varied training. These challenges highlighted a need to create a consistent, location-independent framework for prescribing training in elite rowing, with a capacity to account for varied training. Methods: An in-house proprietary measure (the T2minute method) was developed at the National Rowing Centre of Excellence (NRCE), as a collaborative project between sport scientists and national squad coaches. The design phase was informed by assessments of the existing training measures, and built upon standardised intensity zones established at the Australian Institute of Sport. A common measurement unit was chosen: one T2minute equates to one minute of on-water single scull rowing at T2 intensity (∼60–72% VO2max). Each intensity zone was assigned a weighting factor according to the curvilinear relationship between power output, intensity, and blood lactate response. Each training mode was assigned a weighting factor based on whether coaches perceived it to be “harder” or “easier” than onwater rowing. With coaches’ feedback, the method was refined over a period of five months. The T2minute method was implemented as the core framework for prescribing training for elite Australian rowers throughout the 2009–2012 Olympic cycle. Results: The implementation of the T2minute method successfully established consistency with training prescription and monitoring practices within the NRCE high performance program. The national roll out this method has influenced rowing training methodology at elite and sub-elite levels in Australia. Since implementation, the method has undergone scientific validation. Further research is underway, utilising the method to explore complex relationships between rowers’ training and performance outcomes. Conclusion: The T2minute method is a novel approach that allows rowing coaches and sport scientists to utilise one consistent system to quantify load from varied training. Its implementation represents a considerable achievement in establishing a common framework for managing the training process within a complex organisational structure. This collaborative approach used to develop the T2minute method provides unique insight into the important considerations and practical challenges of applying training science to enhance elite sport performance.

Mediating teacher professional identity : The emergence of humanness and ethical identity

Over the past couple of years, international vocational education and training has been much debated at the nexus of the commercialisation of vocational education and social justice for international students. This nexus has significantly affected the professional identity and responsibilities of teachers who are directly involved in providing vocational education and training for international students. Drawing on a research project funded by the Australian Research Council, this paper offers an alternative lens on vocational teachers' process of mediating professional identity in response to the flow of international students and the commercialisation of vocational education. It employs the logic of relationality as a conceptual framework to interpret teachers' journey of identity re-construction. The humanness and ethical dimensions of identity have been at the heart of the teachers' negotiation over the kind of teachers they are and to which they aspire. The teachers in this research draw on humanness and ethical dimensions to engage in critical reflection of their own teaching practices, their interaction with international students and the socio-political context shaping international vocational education and training. They perceive their professional responsibility not only in relation to the facilitation of students' development of vocational skills and knowledge, but also the provision of pastoral care for international students and the advocating for social justice for this student cohort.

Expatriate skills training strategies of Chinese multinationals operating in Australia

Recent years have witnessed a phenomenal growth in outward foreign direct investment (FDI) by Chinese multinationals. In contrast to their developed country counterparts, Chinese multinationals lack experience in foreign expansion and international operation. Although there has been increasing academic attention placed on Chinese outward FDI, little research on expatriate skills training of Chinese multinational enterprises (MNEs) has been conducted. Since the mainstream research focuses on expatriate pre-departure training rather than on learning during assignment, this study aims to bridge this gap by exploring how Chinese MNEs cope with expatriate training and skill enhancement when operating in an advanced economy such as Australia. The study utilises cross-level, in-depth interviews to analyse expatriate training in seven Chinese multinationals. Drawing on social learning theory, some patterns of Chinese expatriate skills training strategies are revealed, such as internationalisation as learning, the use of subsidiaries as a training tool, and learning as belonging.

Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education programme. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during pre-service training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate.

Exploring connections between the in-field and on-campus components of a preservice teacher education program : a student perspective

This paper discusses the preservice teacher education practicum experience from the perspective of preservice teachers at a regional Australian university. It locates the practicum in the broader context of work integrated learning and associated principles of good practice. The paper argues that there are some perceived disconnections between the in-field and on–campus components of the teacher education program as well as an endorsement of some aspects of the practicum experience in closing the theory-practice gap. Our research adds to international debate about the balance between theory and practice and contributes a much needed student perspective on these issues. The paper concludes with suggestions on ways to improve the quality of the practicum experience.

Valuing practice over theory : how beginning teachers re-orient their practice in the transition from the university to the workplace

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a preservice teacher education program that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian preservice teacher education program. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during preservice training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate. The paper concludes that background knowledge and occupational socialization remain key influences on teacher development and continue to play a key role in ensuring the continued transmittal of the cultural heritage. In particular, it proposes the need for innovative disruptions to the conventional model of teacher education.

Development and implementation of a novel measure for quantifying training loads in rowing : the T2minute method

Development and implementation of a novel measure for quantifying training loads in rowing: The T2minute method. J Strength Cond Res 28(4): 1172–1180, 2014—The systematic management of training requires accurate training load measurement. However, quantifying the training of elite Australian rowers is challenging because of (a) the multicenter, multistate structure of the national program; (b) the variety of training undertaken; and (c) the limitations of existing methods for quantifying the loads accumulated from varied training formats. Therefore, the purpose of this project was to develop a new measure for quantifying training loads in rowing (the T2minute method). Sport scientists and senior coaches at the National Rowing Center of Excellence collaborated to develop the measure, which incorporates training duration, intensity, and mode to quantify a single index of training load. To account for training at different intensities, the method uses standardized intensity zones (T zones) established at the Australian Institute of Sport. Each zone was assigned a weighting factor according to the curvilinear relationship between power output and blood lactate response. Each training mode was assigned a weighting factor based on whether coaches perceived it to be “harder” or “easier” than on-water rowing. A common measurement unit, the T2minute, was defined to normalize sessions in different modes to a single index of load; one T2minute is equivalent to 1 minute of on-water single scull rowing at T2 intensity (approximately 60–72% V[Combining Dot Above]O2max). The T2minute method was successfully implemented to support national training strategies in Australian high performance rowing. By incorporating duration, intensity, and mode, the T2minute method extends the concepts that underpin current load measures, providing 1 consistent system to quantify loads from varied training formats.

Effect of training on activation of extracellular signal-regulated kinase 1/2 and p38 mitogen-activated protein kinase pathways in rat soleus muscle

1. The effect of a chronic programme of either low- or moderate-to-high-intensity treadmill running on the activation of the extracellular-signal regulated protein kinase (ERK1/2) and the p38 mitogen-activated protein kinase (MAPK) pathways was determined in rat muscle. 2. Sprague-Dawley rats were assigned to one of three groups: (i) sedentary (NT; n = 8); (ii) low-intensity training (8 m/min; LIT; n = 16); and (iii) moderate-to-high-intensity training (28 m/min; HIT;n = 16). The training regimens were planned so that animals covered the same distance and had similar glycogen utilization for both LIT and HIT exercise sessions. 3. A single bout of LIT or HIT following 8 weeks of training led to a twofold increase in the phosphorylation of ERK1/2 (P = 0.048) and a two- to threefold increase in p38 MAPK (P = 0.005). Extracellular signal-regulated kinase 1/2 phosphorylation in muscle sampled 48 h after the last exercise bout was similar to sedentary values, while p38 MAPK phosphorylation was 70-80% lower than sedentary. One bout of LIT or HIT increased total ERK1/2 and p38 MAPK expression, with the magnitude of this increase being independent of prior exercise intensity or duration. Extracellular signal-regulated kinase 1/2 expression was increased three- to fourfold in muscle sampled 48 h after the last exercise bout irrespective of the prior training programme (P = 0.027), but p38 MAPK expression was approximately 90% lower than sedentary values. 4. In conclusion, exercise-training of different intensities/durations results in selective postexercise activation of intracellular signalling pathways, which may be one mechanism regulating specific adaptations induced by diverse training programmes.

Increased cross-education of muscle strength and reduced corticospinal inhibition following eccentric strength training

AIM: Strength training of one limb results in a substantial increase in the strength of the untrained limb, however, it remains unknown what the corticospinal responses are following either eccentric or concentric strength training and how this relates to the cross-education of strength. The aim of this study was to determine if eccentric or concentric unilateral strength training differentially modulates corticospinal excitability, inhibition and the cross-transfer of strength. METHODS: Changes in contralateral (left limb) concentric strength, eccentric strength, motor-evoked potentials, short-interval intracortical inhibition and silent period durations were analyzed in groups of young adults who exercised the right wrist flexors with either eccentric (N=9) or concentric (N=9) contractions for 12 sessions over 4weeks. Control subjects (N=9) did not train. RESULTS: Following training, both groups exhibited a significant strength gain in the trained limb (concentric group increased concentric strength by 64% and eccentric group increased eccentric strength by 62%) and the extent of the cross-transfer of strength was 28% and 47% for the concentric and eccentric group, respectively, which was different between groups (P=0.031). Transcranial magnetic stimulation revealed that eccentric training reduced intracortical inhibition (37%), silent period duration (15-27%) and increased corticospinal excitability (51%) compared to concentric training for the untrained limb (P=0.033). There was no change in the control group. CONCLUSION: The results show that eccentric training uniquely modulates corticospinal excitability and inhibition of the untrained limb to a greater extent than concentric training. These findings suggest that unilateral eccentric contractions provide a greater stimulus in cross-education paradigms and should be an integral part of the rehabilitative process following unilateral injury to maximize the response.

The decline of experts in the age of Web 2.0: Lay blogger perceptions of experts

With the advent of Web 2.0 tools such as Weblogs (blogs), lay people can more easily share knowledge with the public and have far greater reach and impact. At the same time a literature review reveals that experts have been criticised on many fronts. This paper explores key criticisms of experts using 1) a literature review and 2) an interpretive study of lay blogger perceptions of experts. The paper provides important insights into lay blogger criticisms of experts. Findings indicate that a major lay blogger criticism of experts is class-based and powerbased. Experts are perceived as elitists who wish to control the flow of knowledge. Interestingly, many of the lay bloggers studied held mixed feelings about experts and the value of lay knowledge on the internet. Implications for theory and practice are discussed. © 2009 Sharman Lichtenstein.

An analysis of the role of teachers’ aides in a state secondary school: perceptions of teaching staff and teachers’ aides

In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support. Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

Attributes of effective business teachers: perceptions of students enrolled in highly rated units

This study employs a widely used attributes of effective teachers framework to guide the coding of written feedback of students (n =169) enrolled in highly rated (top 25 per cent) business units at a large Australian University. This framework also underpins the theoretical interpretation of the data. By focusing on student feedback about effective business teachers, the aim of this study is to identify the most important attributes of these teachers from the perspective of satisfied student. The data is part of a larger survey of student evaluations of teaching and units. Findings from the analysis of feedback from highly-satisfied students reveals that the top five attributes of effective business teachers are related to classroom performance – creative and interesting, knowledgeable, effective communicator, sensitive and persistent, and enthusiastic. The findings provide insights to teachers, students and university administrators. A recommendation for future research is provided.

The role of instability rehabilitative resistance training for the core musculature

Neuromuscular training of the spinal stabilizing musculature is relevant for lower back pain prevention and treatment. instability resistance exercises promote cocontractions, increasing joint stability. of greatest importance to joint stability is not necessarily strength or endurance but motor control. dynamic provocative calisthenic exercises may improve core stabilizing functions. higher core muscle activation is possible with stable ground-based exercises. performing resistance exercises on unstable surfaces may have benefits in joint injury prevention and improving balance; however, strength gains could be compromised. higher levels of dynamic stabilization may be recommended with rehabilitation but should only be one component of a periodized plan.

Policies and practices of professional development in China : what do early childhood teachers think?

This paper focuses on early childhood teachers’ professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers’ perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers’ positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers’ perspectives of their professional development, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to their own employment continuity. Teachers’ learning was perceived as a useful means to offset the insecurity of their careers, but not closely related to children’s learning.