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The closure of schools across the globe due to the COVID-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new "site" of professional practice for "school placement" called "Teacher Online Programme" (TOP) using Xu and Brown's (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.

Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school.

In early 2020, Initial Teacher Education providers were forced to reimagine many long-established practices due to pandemic restrictions. One post-primary concurrent Initial Teacher Education programme in the Republic of Ireland responded by conceptualising and developing an initiative to engage pre-service teachers in an authentic assessment task through the preparation of a classroom-based assessment from the perspective of the pupil. They then engaged in peer review and peer feedback on these classroom-based assessments and partook in a Subject Learning and Assessment Review meeting. This required the professional development of assessment literacies on the part of pre-service teachers, as well as disturbing their personal assessment beliefs at a cognitive and affective level. This paper finds that the collaborative assignment experience challenged pre-service teachers' previous conceptions about the purposes of assessment while providing them with insight and preparation for formative assessment processes in use throughout Irish post-primary schools. [ABSTRACT FROM AUTHOR]

Athletic training students need to be assessed in the didactic and clinical settings.Formative assessment is better than summative assessment in terms of student learning.Systematic integration of assessment techniques is crucial in order to document higher levels of learning overtime. [ABSTRACT FROM AUTHOR]

A deficit in empirical studies regarding the role of the Diocesan Advisor at second-level schools in the Republic of Ireland prompted research in this area. The findings of a study carried out by the authors are outlined in this article. Perspectives of 19 Diocesan Advisors were gathered qualitatively. The concept of "visible" and "invisible" maps provided a framework. In Ireland, State inspection relies on visible mapping of inspection processes that are accessible to all stakeholders. The Diocesan Advisor, on behalf of the bishop, uses invisible maps, observing how the school is living out its Catholic remit and how religious education is carried out within the curriculum. The study identified that the role is under-resourced and lacks clarity, resulting in a widespread deficiency in the monitoring of Catholic schools' identity and the non-examinable religious education currently on the curriculum. The study further revealed an uncertain future for the role of the Diocesan Advisor in a changing landscape. A discussion on the implications of the findings is included, and possible options for the role in the future are explored. [ABSTRACT FROM AUTHOR]

Objective: To determine enforcement patterns and athlete compliance with the National Collegiate Athletic Association (NCAA) rule requiring the wearing of mouthguards in men's collegiate ice hockey games during a single competitive season.Design and Setting: We developed a questionnaire and sent it to certified athletic trainers (ATCs) directly responsible for men's varsity collegiate ice hockey at 127 NCAA-affiliated institutions. Then chi square analyses were conducted to determine whether significant differences existed in the pattern of responses by division of play (Division I, II, or III or independent).Subjects: A total of 104 ATCs responded. We obtained data from 94 questionnaires with complete answers to primary questions addressing program enforcement of the rule and mouthguard use.Measurements: Our questionnaire asked about types of mouthguards used, attitudes of the sports medicine and coaching staffs regarding the role of mouthguards in prevention of injury, enforcement of mouthguard use, and actual numbers of athletes wearing mouthguards in competition. Respondents also provided an estimate of the number of penalties assessed against their team for mouthguard violations during the previous season.Results: Most ATCs (93%) reported that they believed mouthguards play a role in injury prevention. Respondents indicated someone on the coaching or sports medicine staff enforced the rule at 74% of the institutions, with a trend toward greater enforcement at the Division II and III levels. Overall, ATCs reported 63% of athletes consistently wore mouthguards in competition, with significantly higher compliance at the Division II and III levels. A total of 19 penalties were reportedly assessed for violation of the mouthguard rule the previous season.Conclusions: Our data suggest that the use of mouthguards in competition is not consistently enforced by ATCs, coaches, or game officials and that mouthguards are not routinely worn by athletes. These results raise legitimate concerns for all physicians, athletic trainers, coaches, and governing bodies involved with men's collegiate ice hockey. [ABSTRACT FROM AUTHOR]

Epidemiological studies suggest that prolonged sitting increases all-cause mortality; yet, physiological causes underpinning prolonged sitting remain elusive. We evaluated cardiometabolic function during prolonged sitting (5 h) in 10 adults with and without 30 min of moderate exercise leading up to the sitting. Mean arterial blood pressure (MAP), heart rate (HR) and posterior tibial artery blood velocity were measured at baseline and every hour subsequently. Blood glucose was measured at baseline, 3 and 5 h, with consumption of a caloric beverage at 1 h. Seated MAP and HR values were ~17 mmHg (P < 0.001) and ~4 bpm (P < 0.05) higher for the moderate exercise versus sitting conditions. A ~ 4 cm·s(-1) (16%) (P < 0.05) decline in posterior tibial artery blood velocity from prolonged sitting was observed, with no benefit conferred from moderate exercise. Postprandial glucose metabolism was not different between conditions (P > 0.05). We conclude prolonged sitting may be related to decreased posterior tibial artery blood velocity. Moreover, an acute bout of moderate exercise does not seem to attenuate cardiometabolic function during prolonged sitting in healthy, young adults.

Energy drinks (EDs) such as Red Bull (RB) are marketed to enhance metabolism. Secondary ingredients of EDs (e.g., taurine) have been purported to improve time trial performance; however, little research exists on how such secondary ingredients affect aerobic metabolism during heavy exercise. The purpose of this study was to investigate the effect of the secondary ingredients of RB on aerobic metabolism during and subsequent to heavy exercise. In double-blind, counterbalanced, and crossover fashion, 8 recreationally trained individuals completed a graded exercise test to determine the gas exchange threshold (GET). Subjects returned on 2 separate occasions and ingested either a 245 ml serving of RB or a control (CTRL) drink with the equivalent caffeine before engaging in two 10-minute constant-load cycling bouts, at an intensity equivalent to GET, with 3 minutes of rest between bouts. Accumulated liters of O2 (10 minutes) were higher for the first bout (17.1 ± 3.5 L) vs. the second bout (16.7 ± 3.5 L) but did not differ between drinks. Similarly, excess postexercise oxygen consumption was higher after the initial bout (RB mean, 2.6 ± 0.85 L; CTRL mean, 2.9 ± 0.90 L) vs. the second bout (RB mean, 1.5 ± 0.85 L; CTRL mean, 1.9 ± 0.87 L) but did not differ between drinks. No differences occurred between drinks for measures of heart rate or rating of perceived exertion. These results indicate that the secondary ingredients contained in a single serving of RB do not augment aerobic metabolism during or subsequent to heavy exercise.

Unlabelled: The 3-min all-out exercise test (3 MT) is purported to estimate critical power (CP) and anaerobic work capacity (W') and serve as an exercise mode for measuring maximum oxygen uptake (VO(2max)). Reliability analysis of the 3 MT has been confined to CP, not W', and verification of "true" VO(2max)was exclusive to a graded exercise test (GXT)., Purpose: We conducted a reliability analysis of the 3 MT and compared VO(2max)values from the 3 MT with a GXT and an exhaustive square-wave verification bout., Methods: Upon completion of a custom GXT and square-wave verification protocol, 11 subjects of various aerobic powers completed two 3 MTs (separate visits). CP, W', average power during 150 s from the 3 MT, and VO(2max)values were assessed using typical error (TE), coefficient of variation (CV), and intraclass correlation (α)., Results: CP (W) (trial 1 = 206 ± 47, trial 2 = 206 ± 42) did not differ between 3 MT trials (P = 0.37) and was reliable (TE = 15 W, CV = 7%, α = 0.93). W' was less reliable (TE = 2864 J, CV = 28%, α = 0.76) but did not alter power-duration estimates from the two 3 MTs (P > 0.05). Variability for VO(2max)(TE (mL·kg(-1)·min(-1)) between the GXT and the verification bout (1.16) was more consistent than the first (2.03) or second (2.69) 3 MT., Conclusions: The 3 MT yields reliable estimates of CP and consistent estimates of the power-duration relationship. Power for 150 s, in comparison with W', is a more reliable metric of short-term power performance. The square-wave protocol is recommended over the 3 MT for verifying true VO(2max).