The purpose of this study was to assess whether maximal oxygen uptake (V.O(2 max)) could be predicted from submaximal ratings of perceived exertion (RPE) elicited during the multistage fitness test (MFT). Eleven female volunteers completed three maximal exercise tests in random order; the MFT, a simulated MFT on a motorized treadmill and a graded exercise test to volitional exhaustion (GXT), also on a motorized treadmill. RPE values were recorded at the end of each 1 min stage in all three tests. Oxygen consumption (VO(2)) was recorded continuously during the treadmill tests. Measured V.O(2 max) values from the GXT and simulated MFT were not significantly different (48.2 and 47.5 ml/kg/min, respectively), but they were significantly higher than V.O(2 max) values predicted by the MFT (41.2 ml/kg/min, p<0.05). Regression of submaximal RPE values (7-17) elicited from the MFT and VO(2) values predicted by the MFT were extrapolated to RPE 20 to predict V.O(2 max). The RPE-predicted V.O(2 max) from the MFT (47.5 ml/kg/min) was similar to measured V.O(2 max). The findings suggest that submaximal RPE values can be used to provide acceptable estimates of V.O(2 max) which are more accurate than the published table values for the MFT. Furthermore, the use of RPE measures in conjunction with the MFT enhances the accuracy of V.O(2 max) prediction by the MFT.
Peer Support Programmes (PSPs) have long been a feature of student engagement activity at the University of Exeter. Peer Support at Exeter started over eight years ago, with just two discipline-specific programmes. Since then, the number of programmes has increased significantly, but throughout this period of growth the bespoke nature of the programmes has been retained. All PSPs are student-led and, crucially, they are tailored to meet the specific needs of the student group involved. We, the authors, are firmly of the opinion that ‘one size does not fit all’ and that tailoring every programme to the specific needs of each student group is vital if it is to be successful. It is now recognised that engagement in interventions such as PSPs can play an important role in improving student retention and success (Thomas, 2012) and that an understanding of ‘local contexts’ can enhance the efficacy of such programmes (Thomas et al, 2017). However, this was not as well understood when PSPs were first introduced at Exeter. This short paper seeks to present an overview of the evolution of PSPs at the University of Exeter, which may provide others with a useful insight into the development of tailored PSPs for optimal student engagement.
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