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Describes a study that examined the influence of two teaching styles and class composition on college students' achievement of physical education outcomes. No significant differences were uncovered between teaching style and class composition on the motor task. Significant differences were revealed on the written test. (SM)

Creatine (Cr) supplementation has yielded inconsistent results when applied to competitive swimming. To further define the role of Cr, we tested the hypothesis that a Cr supplementation group of Division III swimmers would demonstrate enhanced performance when compared with placebo. In order to test this hypothesis, 8 male and 7 female collegiate Division III swimmers were assigned in a random, double-blind manner into either a Cr supplementation group (0.3 g Cr * [kg.sup.-1] body mass) or a placebo group. Loading was maintained for 5 days followed by a 9-day period where Cr-supplemented subjects consumed 2.25 g Cr regardless of body weight. A 50- and 100-yd sprint was performed prior to and following the supplementation regimens. The Cr supplementation group decreased their finish times in both the 50- and 100-yd sprints. Support of the hypothesis suggests that Cr supplementation for swimming events is effective for singular effort sprints of 50 and 100 yd in Division III athletes. Key Words: augmentation, ergogenic aid, sprint, enhancement

Presents an approach on step starts in swimming relays. Discussions on limb movements in relay starts; Comparisons between vertical jump and swim start; Significance of incorporating a single short step into a swimming relay start.

Six specialists and seven nonspecialist practicing physical educators were asked to describe the skill of throwing. Verbal protocols were analyzed in terms of length, organization (number and quality of connections), and elaborateness (grain size and vocabulary used) of the descriptions, and in terms of ideas about movement control. Results showed that specialists demonstrated more knowledge about the skill in that their protocols were longer. However, specialists' knowledge was not necessarily more organized or elaborate (number and quality of connectors, nor vocabulary, was different). Research that defines effective strategies for describing skill can make important contributions to teacher education. [ABSTRACT FROM AUTHOR]