SummaryThe purpose of the present investigation was to study the effects of an arm ergometer training programme on several physiological variables of recreational wheelchair subjects. Ten paraplegics (5 experimental, S control) were tested prior to and im mediately after a 2 month exercise regimen at 80% of peak heart rate (30 min per day,S days per week,for 8 consecutive weeks at 50 rev/min). The results demonstrated significant increases (P < 0·05) in V0 2 max (J min -1 & ml kg-1 min-I) and work load but only mild improvements in maximal heart rate and post exercise blood lactates. Body fat, vital capacity and forced expiratory volume did not change with training. Triceps lateralis fibre distribution and fast twitch (FT) fibre area were unaffected by the endurance training programme. However, slow twitch (ST) fibre area increased (P < 0·05) with training. The results indicate that physiological variables of paraplegic subjects following an arm ergometer endurance training programme react similarly to changes previously observed in non-handicapped subjects. The values when compared with normals are low as a result of the relative inactivity of the subjects due to the lack of available exercise programmes for wheel chair people.

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In our globally connected, ever-changing society, the ability to adapt to new environments and technologies can greatly enhance success. In Canada,“21st century skills” are being prioritized in the education system so that young children can develop skills to thrive in our technologically advanced world. However, current teaching practices do not always appear to include 21st century skills in the curriculum. This chapter seeks to examine Canadian university Bachelor of Education programs to gather information about where, and how often, 21st century skill training occurs in pre-service teacher education. A keyword search was conducted on program and course descriptions from 45 Canadian university websites to determine where 21st century skill terminology was present. Next, a more in-depth examination of one specific teacher education program in a consecutive, pre-service program in a mid-sized urban centre in Ontario was conducted. Recommendations are discussed for pre-service education in support of integrating 21st century skills in teacher preparation.