Curve and instep kick kinematics in elite female footballers

The three-dimensional kinematics of international female footballers performing a simulated direct free kick (curve kick) were compared with those of an instep kick. Reflective markers attached to the participants were tracked by 17 Vicon cameras sampling at 250 Hz. Foot velocity at ball impact did not differ between the two types of kick, but the way in which foot velocity was generated did differ, with instep kicks using a faster approach velocity and greater linear velocities of the hip and knee, and curve kicks using a greater knee angular velocity at impact. In both types of kick, peak knee angular velocity and peak ankle linear velocity occurred at ball impact, providing biomechanical support to the common coaching recommendation of kicking through the ball. To achieve a curved ball trajectory, players should take a wide approach angle, point the support foot to the right of the intended target (for right-footed players), swing the kicking limb across the face of the goal, and impact the ball with the foot moving upwards and in an abducted position. This information will be useful to coaches and players in identifying the fundamental coaching points necessary to achieve a curved trajectory of the ball compared with the more commonly described instep kick kinematics.     

The importance of institutional image to student satisfaction and loyalty within higher education

This paper outlines the findings of a study employing a partial least squares (PLS) structural equation methodology to test a customer satisfaction model of the drivers of student satisfaction and loyalty in higher education settings. Drawing upon a moderately large sample of students enrolled in four ‘types’ of Australian universities, the findings suggest that student loyalty is predicted by student satisfaction, which is in turn predicted by the perceived image of the host university. While the perceived quality of “humanware” (e.g., people and process) and “hardware” (e.g., infrastructure and tangible service elements) has an impact on perceived value, this was found to be weak and indeterminate. Of most importance was the impact of the institution’s institutional image, which strongly predicted perceived value, and to a lesser extent student satisfaction. The findings have implications for newer, less prestigious universities seeking to compete in a more deregulated, market driven environment.     

Intellectual innovation or intellectual retrofitting: on agency, culture and access to science education

A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of the relationship between critical agency and student identity development in science.

Secondary school science predictors of academic performance in university bioscience subjects

In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.     

Race as a Durable and Shifting Idea: How Black Millennial Preservice Teachers Understand Race,Racism, and Teaching

The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK–12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold relevance for the participants, even as they recognized generational differences in how these issues operate in past and present social relations. Additionally, as the participants express both sophisticated and simplistic understandings about racism, social media and university spaces allow students to expand their knowledge about race and racism.     

Does performance level affect initial ball flight kinematics in finger and wrist-spin cricket bowlers?

Spin bowling plays a fundamental role within the game of cricket yet little is known about the initial ball kinematics in elite and pathway spin bowlers or their relationship to performance. Therefore, the purpose of this study was to record three-dimensional ball kinematics in a large and truly high level cohort of elite and pathway finger-spin (FS) and wrist-spin (WS) bowlers, identifying potential performance measures that can be subsequently used in future research. A 22-camera Vicon motion analysis system captured retro-reflective markers placed on the seam (static) and ball (dynamic) to quantify ball kinematics in 36 FS (12 elite and 24 pathway) and 20 WS (eight elite and 12 pathway) bowlers. Results indicated that FS bowlers delivered the ball with an increased axis of rotation elevation, while wrist-spin bowlers placed greater amounts of revolutions on the ball. It also highlighted that ball release (BR) velocity, revolutions and velocity/revolution index scores for both groups and seam stability for FS bowlers, and seam azimuth angle and spin axis elevation angle for WS bowlers, were discriminators of playing level. As such these variables could be used as indicators of performance (i.e. performance measures) in future research.     

Premier League academy soccer players’ experiences of competing in a tournament bio-banded for biological maturation

Individual differences in the growth and maturation have been shown to impact player performance and development in youth soccer. This study investigated Premier League academy players’ experiences of participating in a tournament bio-banded for biological maturation. Players (N = 66) from four professional soccer clubs aged 11 and 14 years and between 85–90% of adult stature participated in a tournament. Players competed in three 11 vs 11 games on a full size pitch with 25-min halves. Sixteen players participated in four 15-min focus groups and were asked to describe their experiences of participating in the bio-banded tournament in comparison to age group competition. All players described their experience as positive and recommended the Premier League integrate bio-banding into the existing games programme. In comparison to age-group competitions, early maturing players described the bio-banded games more physically challenging, and found that they had to adapt their style of play placing a greater emphasis on technique and tactics. Late maturing players considered the games to be less physically challenging, yet appreciated the having more opportunity to use, develop and demonstrate their technical, physical, and psychological competencies. Bio-banding strategies appear to contribute positively towards the holistic development of young soccer players.