Instructions for Authors

Instructions for Authors

Instructions for Authors     

Biomechanical analysis of the grab, track and handle swimming starts: an intervention study

This study examined the grab, track and handle swimming racing starts by elitelevel swimmers. Videography was used to analyse these starts before and after a period of dive start practice. Participants underwent 2-4 sessions weekly until 14 +/- 2 practice sessions were completed. Practice sessions comprised 5 grab starts (preferred technique) and 10 handle starts; or 5 grab starts and 10 track starts. The performance criterion measure was time to 10 m. Reaction, movement, block and flight times, flight distance, and the centre of mass at the set position were measured. No significant differences between dive groups in time to 10 m were revealed pre- or post-training. The training period further exaggerated the differences in centre of mass positions in the set position between the three techniques. The handle start revealed a significant change forward in the centre of mass that allowed for decreased movement and block times. The training period improved 10 m, reaction, movement, block and flight times irrespective of the technique used. Hence, regular dive start practice significantly improved the start performances of elite swimmers. Coaches should consider including regular dive practice sessions of approximately 15 minutes to improve dive start performances.     

To publish or not to publish: that is the question?

This article discusses the factors that either encourage or discourage academics from publishing in peer‐reviewed sources. The authors draw on the findings of a study conducted at a large regional university in Australia. The findings, which are based on both quantitative and qualitative data, reveal that confidence in writing for peer‐reviewed publications was the chief factor in accounting for publication output. Other factors related to publishing output included gender, a strong work ethic, completion of a doctoral degree and seniority. The authors conclude that university managers could facilitate the production of publishing output by a number of means, e.g. targeting the building of writing confidence, supporting female academics, and offering incentives to pursue and complete doctoral studies.     

Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators.