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Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders' perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students' (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen's "d" was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.

This article serves as a starting point for teachers to understand the core values of martial arts that can be incorporated into physical education to promote social-emotional learning and how to integrate martial arts in physical education.

In September 2018, the First European Workshop on Metal Phosphonates Chemistry brought together some prominent researchers in the field of metal phosphonates and phosphinates with the aim of discussing past and current research efforts and identifying future directions. The scope of this perspective article is to provide a critical overview of the topics discussed during the workshop, which are divided into two main areas: synthesis and characterisation, and applications. In terms of synthetic methods, there has been a push towards cleaner and more efficient approaches. This has led to the introduction of high-throughput synthesis and mechanochemical synthesis. The recent success of metal−organic frameworks has also promoted renewed interest in the synthesis of porous metal phosphonates and phosphinates. Regarding characterisation, the main advances are the development of electron diffraction as a tool for crystal structure determination and the deployment of in situ characterisation techniques, which have allowed for a better understanding of reaction pathways. In terms of applications, metal phosphonates have been found to be suitable materials for several purposes: they have been employed as heterogeneous catalysts for the synthesis of fine chemicals, as solid sorbents for gas separation, notably CO2 capture, as materials for electrochemical devices, such as fuel cells and rechargeable batteries, and as matrices for drug delivery.

Summary: Previous studies of the murine Ly49 and human KIR gene clusters implicated competing sense and antisense promoters in the control of variegated gene expression. In the current study, an examination of transcription factor genes defines an abundance of convergent and divergent sense/antisense promoter pairs, suggesting that competing promoters may control cell fate determination. Differentiation of CD34+ hematopoietic progenitors in vitro shows that cells with GATA1 antisense transcription have enhanced GATA2 transcription and a mast cell phenotype, whereas cells with GATA2 antisense transcription have increased GATA1 transcripts and an erythroblast phenotype. Detailed analyses of the AHR and RORC genes demonstrate the ability of competing promoters to act as binary switches and the association of antisense transcription with an immature/progenitor cell phenotype. These data indicate that alternative cell fates generated by promoter competition in lineage-determining transcription factors contribute to the programming of cell differentiation.

Superresolution (SR) aims to increase the resolution of images by recovering detail. Compared to standard interpolation, deep learning-based approaches learn features and their relationships to leverage prior knowledge of what low-resolution patterns look like in higher resolution. Deep neural networks can also perform image cross-calibration by learning the systematic properties of the target images. While SR for natural images aims to create perceptually convincing results, SR of scientific data requires careful quantitative evaluation. In this work, we demonstrate that deep learning can increase the resolution and calibrate solar imagers belonging to different instrumental generations. We convert solar magnetic field images taken by the Michelson Doppler Imager (resolution ∼2″ pixel ^−1 ; space based) and the Global Oscillation Network Group (resolution ∼2.″5 pixel ^−1 ; ground based) to the characteristics of the Helioseismic and Magnetic Imager (resolution ∼0.″5 pixel ^−1 ; space based). We also establish a set of performance measurements to benchmark deep-learning-based SR and calibration for scientific applications.

PurposePhysical education (PE) lags behind community-based sport and physical activity programs in the integration of positive youth development (PYD) principles and practices such as teaching transferable life skills. However, research and educational policy indicates this can and should be part of the PE curriculum. Therefore, there is a significant need to explore students' perceptions and experiences about learning life skills within the PE context. In the current study, an intervention based in a wellestablished PYD approach called Teaching Personal and Social Responsibility (TPSR), was delivered to assess these issues.MethodsThe current study was conducted in the mid-western U.S. Participants were 122 adolescent students (m = 60, f = 62; M = 12.48 years, SD = 0.97 years) in intervention and control classes. For the intervention, a PE teacher received training on the TPSR approach to promote life skills, while the control teacher received no training and participated in usual practices. Pre- and post-surveys were distributed that examined student perceptions about learning life skills, and supplemental systematic observations were recorded to capture the intervention teacher's fidelity to the TPSR model.ResultsResults indicated that the intervention group students' perceptions of in-class experiences with life skills such as problem solving, emotional regulation, effort, goal setting, identity experiences, time management, and promoting social norms were enhanced overtime, compared to the control group.ConclusionPE is in a unique position to promote PYD in the school curriculum by teaching of life skills. In this case, participants in the intervention group demonstrated learning personally and socially responsible behaviors across the course of 15 PE lessons. Future research should examine if changed in-class perceptions about life skills can foster use of these skills outside of the PE setting.

Most coaches and instructors would like to teach more than just sport skills to their athletes and children. However, to promote athletes’ or children’s holistic development and teach them to take responsibility and lead, requires the coaches and instructors to first master the skills themselves. Therefore, feasible, high quality leadership training programs where coaches and physical activity instructors are taught to teach and share leadership are needed. The aim of the current study was to evaluate the feasibility of a leadership training program to optimize it and to determine whether to proceed with its evaluation. In the leadership training program, eight Finnish novice physical activity instructors, aged 18 to 22, were taught to promote positive youth development, personal and social responsibility, and shared leadership in a physical activity context. The participants had minimal to no leadership training or experience. The training program consisted of seven meetings totaling 20 h. Helllison’s teaching personal and social responsibility (TPSR) model was the theoretical and practical framework of the training program. Feasibility of the leadership training program was evaluated across four domains of an evidence-based framework: demand, practicality, acceptability, and implementation fidelity. Data of the current complex intervention were collected with application videos, questionnaires, researcher’s log, lesson plans, video recordings, and a semi-structured focus group interview. The quantitative data were analyzed using descriptive statistics and the qualitative data using deductive and inductive content analysis. There was a demand for the leadership training program. The training program was perceived as practical and highly acceptable by the novice instructors and the trainers, and implemented with fidelity, indicating high overall feasibility. No implementation issues were found. Consequently, the current leadership training program has a high probability of efficacy and can be accepted for further evaluation.