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A systematic review to determine reliability and usefulness of the field-based test batteries for the assessment of physical fitness in adolescents – The ASSO Project

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Bianco A., Jemni M., Thomas E., Patti A., Paoli A., Ramos Roque J., Palma A., Mammina C., Tabacchi G.
International Journal of Occupational Medicine and Environmental Health
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2015
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vol. 28
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issue 3
445-478
EN
The aim of the present review is to investigate the main field-based tests, used alone or included in sport or fitness batteries, for the assessment of health- and skill-related physical fitness components in adolescents. Different scientific databases were searched through using the selected key words related to physical fitness and its components for adolescence. The search focused on original articles and reviews/meta-analyses using valid, reproducible and feasible tests that fit within the school environment. A total of 100 scientific manuscripts were included in the qualitative synthesis. The present systematic review pointed out 5 fitness tests that well adapt to the evaluation of the components of physical fitness of adolescents within a school environment: the 20 m shuttle run test for cardio-respiratory endurance; the handgrip strength test for upper body maximal strength; the standing broad jump test for lower body maximal strength; the sit-up test to exhaustion for muscular endurance and the 4×10 m shuttle run test for speed, agility and coordination. These fitness tests have been finally selected and incorporated into the Adolescents and Surveillance System for the Obesity prevention – Fitness Test Battery (ASSO-FTB), and will be adopted within the ASSO Project for evaluation purposes. This instrument could be also provided to teachers and people working in schools in order to assess physical fitness of adolescents over time and prevent obesity and related diseases.
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My i Oni: O językowych wykładnikach wyrażających stosunek nauczycieli do uczniów cudzoziemców w świetle krytycznej analizy dyskursu

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Rokita-Jaśkow J.
Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica
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2022
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issue 17
200-213
EN
The following study utilises the data from a larger project (Rokita-Jaśkow et al., 2022) with a view to analysing the way in which EFL teachers describe their encounters with multilingual learners in their monolingual classes within critical discourse analysis framework and positioning theory. The analysis showed that the teachers studied position themselves and their students in relation to the newcomers differently depending on the language(s) they speak. The Us and Others distinction was more prominent in relation to English-speaking return migrant children, whom they positioned higher than their monolingual Polish students, and with whom they often struggled to maintain equal, if not superior position. Conversely, other multilinguals were positioned on the same level as Polish learners, yet subordinate to the teacher’s dominant role. It is concluded that such positioning, though marks inclusivity, signals persistent power relations in the educational setting, which may counteract integration of multilinguals.
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