Comparison and Performance Validation of Calculated and Established Anaerobic Lactate Thresholds in Running

Background and Objectives: This study aimed to compare the calculated running velocity at the anaerobic lactate threshold (cLTAn), determined by a mathematical model for metabolic simulation, with two established threshold concepts (onset of blood lactate accumulation (OBLA; 4 mmol∙L−1) and modified maximal deviation method (mDmax)). Additionally, all threshold concepts were correlated with performance in different endurance running events. Materials and Methods: Ten sub-elite runners performed a 30 s sprint test on a cycle ergometer adjusted to an isokinetic mode set to a cadence of 120 rpm to determine maximal lactate production rate (VLamax), and a graded exercise test on a treadmill to determine maximal oxygen uptake (VO2max). Running velocities at OBLA, mDmax, and cLTAn were then compared with each other, and further correlated with running performance over various distances (3000 m, 5000 m, and 10,000 m). Results: The mean difference in cLTAn was −0.13 ± 0.43 m∙s−1 and −0.32 ± 0.39 m∙s−1 compared to mDmax (p = 0.49) and OBLA (p < 0.01), respectively. cLTAn indicated moderate to good concordance with the established threshold concepts (mDmax: ICC = 0.87, OBLA: ICC = 0.74). In comparison with other threshold concepts, cLTAn exhibited comparable correlations with the assessed running performances (cLTAn: r = 0.61–0.76, mDmax: r = 0.69–0.79, OBLA: r = 0.56–0.69). Conclusion: Our data show that cLTAn can be applied for determining endurance performance during running. Due to the consideration of individual physiological profiles, cLTAn offers a physiologically justified approach to assess an athlete’s endurance performance.

Becoming an information architect: The evolving librarian’s skillset, mindset, and professional identity

Learning the essential concepts and skills of information architecture (IA) has the potential to not only significantly extend the abilities of practicing library and information science (LIS) professionals, but also to evolve their professional identities and envisioned career opportunities. An online course on IA was designed around: the principles of threshold concepts, practical knowledge for the workplace, and professional ‘soft’ skills, such as collaboration and basic project management. The primary objective for the course was creating experiences for students in which they could discover and engage with critical concepts in IA and to collaborate with their peers to design content-rich and user-centred websites. The learning experiences of two sections of the course (n= 32) were studied, through questionnaires and reflective writings, and analysed thematically. The outcome was that, in learning information architecture concepts, and acquiring and applying the concepts and tools to do information architecture work, the students did more than acquire new professional skillsets; they also evolved in their professional identities.