Changes in tibiofemoral contact forces during running in response to in-field gait retraining

We evaluated the efficacy of an in-field gait retraining programme using mobile biofeedback to reduce cumulative and peak tibiofemoral loads during running. Thirty runners were randomised to either a retraining group or control group. Retrainers were asked to increase their step rate by 7.5% over preferred in response to real-time feedback provided by a wrist mounted running computer for 8 routine in-field runs. An inverse dynamics driven musculoskeletal model estimated total and medial tibiofemoral joint compartment contact forces. Peak and impulse per step total tibiofemoral contact forces were immediately reduced by 7.6% and 10.6%, respectively (P < 0.001). Similarly, medial tibiofemoral compartment peak and impulse per step tibiofemoral contact forces were reduced by 8.2% and 10.6%, respectively (P < 0.001). Interestingly, no changes were found in knee adduction moment measures. Post gait retraining, reductions in medial tibiofemoral compartment peak and impulse per step tibiofemoral contact force were still present (P < 0.01). At the 1-month post-retraining follow-up, these reductions remained (P < 0.05). With these per stance reductions in tibiofemoral contact forces in mind, cumulative tibiofemoral contact forces did not change due to the estimated increase in number of steps to run 1 km.     

Digital ITEMS Module 1: Reliability in Classical Test Theory

In this ITEMS module, we provide a two‐part introduction to the topic of reliability from the perspective of classical test theory (CTT). In the first part, which is directed primarily at beginning learners, we review and build on the content presented in the original didactic ITEMS article by Traub and Rowley (1991). Specifically, we discuss the notion of reliability as an intuitive everyday concept to lay the foundation for its formalization as a reliability coefficient via the basic CTT model. We then walk through the step‐by‐step computation of key reliability indices and discuss the data collection conditions under which each is most suitable. In the second part, which is directed primarily at intermediary learners, we present a distribution‐centered perspective on the same content. We discuss the associated assumptions of various CTT models ranging from parallel to congeneric, and review how these affect the choice of reliability statistics. Throughout the module, we use a customized Excel workbook with sample data and basic data manipulation functionalities to illustrate the computation of individual statistics and to allow for structured independent exploration. In addition, we provide quiz questions with diagnostic feedback as well as short videos that walk through sample exercises within the workbook.     

New Features of Educational Media Development in Hungarian Secondary Education

Abstract

In 1994 Eger, a city of long standing cultural and educational tradition, hosted the Agria Media ‘94 ICEP Conference. The conference aimed at providing an analysis of new challenges gradually emerging with the development of educational media. The present paper will look at the main subject, giving an overview of new features of educational media in Hungarian secondary education.     

Are we promoting critical autonomous thinking? A discussion on conversational genres and whether they can help us answer this question

This work is based on the assumption that if the classroom is a space in which manifestations of critical autonomous thinking appear systematically, then it promotes that same kind of thinking by the students, in other contexts. But what count as manifestations of critical autonomous thinking, and how can we observe them? As Robert Young's Habermasian work on indoctrination and conversational genres seemed a promising conceptual framework for understanding classroom situations in this respect, we took it as a starting point for exploring answers to these questions. Our exploration, both through fieldwork and theoretical reflection, led us to some findings, among which are (1) the existence of new genres which refine the conceptual categories originally formulated by Young; (2) that analysis of function is not enough, requiring also a contents dimension with which one can study what critical autonomous thinking is promoted about, in particular classroom situations; and (3) that classroom situations can be more contradictory and fragmented than presupposed by the very idea of genre.     

Questioning a tradition: A French way of excellence

The following article was written in French as a keynote speech at the IGIP Symposiumat the Biel School of Engineering (University of Applied Sciences, in Biel, Switzerland), held in March 2000. The topic of this symposium was 'Unique and Excellent'. It aimed to show that engineering education cannot really head towards unification, but will reach uniqueness and excellency if there are many different ways of educating engineers. What happens on the spot, in each technical university, in each course, is much more important for excellence than the fact that all curricula can be compared directly at an international level. Owing to the very particular way of educating engineers in France, it was considered most important to learn about this particular organization. André Béraud accepted presenting it to the audience. His contribution had a very lively echo. The text presents a short outline of the history of French engineering education and its very particular ways and means. Engineering is not taught at technical universities but at Grandes Ecoles (Grand Schools), which represent a very high level of education open only to the very best. They will form the élite of the public servants of France, much more than what is generally considered the task of an engineer. In consequence, the education is broadly based with humanities as an important element in it; it is also very scientific, with mathematics and theoretical physics as central topics. The disadvantage of such a system lies in the fact that it is most rigid, not very open to the needs of industry and of foreign students. There have been, however, some changes.     

How does mental fatigue affect soccer performance during small-sided games? A cognitive,tactical and physical approach

ABSTRACT

Objectives

We examine how mental fatigue (MF) influences peripheral perception, tactical behaviour, and physical performance of soccer players during a standardized small-sided game.     

How gay and bisexual men compensate for the lack of meaningful sex education in a socially conservative state

The information shared in schools on sex education in the USA is highly variable depending on the state and sometimes city in which a student lives. Gay and bisexual students living in a socially conservative, primarily rural state such as Oklahoma often receive little information about sexual health information that pertains to their behaviours unless it is discussing the dangers of sex. Using a qualitative approach, 20 gay and bisexual men currently residing in Oklahoma completed semi-structured interviews about their experiences with sex education and alternate ways to compensate for lack of information provided. Participants noted an awareness of the lack of meaningful sex education or if it was offered, a primary focus on abstinence-only until marriage heteronormative curricula. Participants described various ways they compensated for lack of sex education including accessing pornography and information from the internet. With the current socio-political environment of Oklahoma, it is unlikely wholesale changes to the sex education curricula can be made. The importance of public health professionals using the internet and peer educators to deliver inclusive and informative sexual health information remains salient and viable for men who reside in socio-politically conservative areas like Oklahoma.