Isokinetic hamstrings-to-quadriceps peak torque ratio: the influence of sport modality, gender, and angular velocity

The purpose of this study was to determine differences in hamstrings-to-quadriceps (H/Q) peak torque ratios evaluated at different angular velocities between men and women who participate in judo, handball or soccer. A total of 166 athletes, including 58 judokas (26 females and 32 males), 39 handball players (22 females and 17 males), and 69 soccer players (17 females and 52 males), were evaluated using an isokinetic dynamometer. The H/Q isokinetic peak torque ratios were calculated at angular velocities of 1.05 rad · s?1 and 5.23 rad · s?1. In the analysis by gender, female soccer players produced lower H/Q peak torque ratios at 1.05 rad · s?1 than males involved in the same sport. However, when H/Q peak torque ratio was assessed at 5.23 rad · s?1, there were no significant differences between the sexes. In the analysis by sport, there were no differences among females at 1.05 rad · s?1. In contrast, male soccer players had significantly higher H/Q peak torque ratios than judokas (66 ± 12% vs. 57 ± 14%, respectively). Female handball players produced significantly lower peak torque ratios at 5.23 rad · s?1 than judokas or soccer players, whereas males presented no ratio differences among sports At 5.23 rad · s?1. In the analysis by velocity, women's muscular ratios assessed at 1.05 rad · s?1 were significantly lower than at 5.23 rad · s?1 for all sports; among men, only judokas presented lower ratios at 1.05 rad · s?1 than at 5.23 rad · s?1. The present results suggest that sport modality and angular velocity influence the isokinetic strength profiles of men and women.     

Effects of replica running shoes upon external forces and muscle activity during running

Twelve participants ran (9 km · h(-1)) to test two types of running shoes: replica and original shoes. Ground reaction force, plantar pressure and electromyographic activity were recorded. The shoes were tested randomly and on different days. Comparisons between the two experimental conditions were made by analysis of variance (ANOVA) test (P ≤ 0.05). The time to first peak, loading rate of the first peak and impulse of the first 75 ms of stance were significantly different between the shoes (P ≤ 0.05), revealing an increase of impact forces for the replica shoes. The peak plantar pressure values were significantly higher (P ≤ 0.05) when wearing replica shoes. During running, the contact area was significantly smaller (P ≤ 0.05) for the replica shoe. The electromyographic activity of the analysed muscles did not show changes between the two shoes in running. These findings suggest that the use of replica running shoes can increase the external load applied to the human body, but may not change the muscle activity pattern during locomotion. This new mechanical situation may increase the risk of injuries in these movements.     

Validity and reliability of a computer-vision-based smartphone app for measuring barbell trajectory during the snatch

ABSTRACT

The purpose of this study was to investigate the validity of a smartphone app to measure biomechanical barbell parameters during the snatch. Ten collegiate NCAA division I athletes performed two repetitions each at 40, 50, 60, 70, and 80% of their 1-repetition maximum snatch. Barbell motions were simultaneously recorded with a motion capture system and the smartphone app. The motion capture system recorded the 3-D position of a reflective marker attached to the end of the barbell while the smartphone app was used to record sagittal plane video and track the shape of the weight plate from which the barbell center was derived. Peak forward (PFD) and backward (PBD) displacements and peak vertical displacement (PVD) and velocity (PVV) were calculated from both sets of data. Significant, strong to very strong Pearson’s product-moment correlation coefficients between both systems were noted for all parameters (r = 0.729–0.902, all p < 0.001). Small significant biases between systems were observed for PVD (ES = 0.284, p < 0.001) and PFD (ES=0.340, p < 0.01), while trivial to small, non-significant biases were observed for PBD (ES = 0.143) and PVV (ES = –0.100). Collectively, the results suggest that the app can provide biomechanical data of barbell motions similar to a 3-D motion capture system.     

Are Accommodations for English Learners on State Accountability Assessments Evidence-Based? A Multistudy Systematic Review and Meta-Analysis

The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3–8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word-to-word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta-analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by .16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness.     

Barriers and Enablers to Data‐Driven Decision Making by High School Counselors and Advisors

This article presents a study that had as its purpose to assist a large urban school district's leadership in systematically supporting school counselors and advisors conducting data‐driven decision making. Binder's Six Boxes® model served as the conceptual framework to collect and analyze information pertaining to barriers and enablers across environmental and behavioral factors. Barriers included lack of clear expectations and feedback, an overabundance of technology without time to practice, and clerical duties. Enablers included supportive leadership, knowledgeable counselors willing to participate, and leadership with positive perceptions.     

An extension of the technology acceptance model for online learning environments

This study advances the understanding of the process by which students accept and use e-learning environments. This is a key aspect in studying the online behaviour of students, as it directly influences their conduct in their capacity as users of learning products. To address the lack of empirical data on the adoption of this type of learning environment, we present and validate a model of the phenomenon. The study considers the utilitarian aspects included in the technology acceptance model (TAM) and also an aspect of intrinsic motivation for an individual, flow, to enhancing the explanatory power of the models presented.

Based on a sample of 2,574 students, structural equation modelling is used to test the model. We identify the effect of flow on perceived ease of use, perceived usefulness and on the actual usage of the e-learning environment, demonstrating the importance of this factor as a complement to the components of the TAM.     

Examining Service-Learning Literature in Physical Education Teacher Education: Recommendations for Practice and Research

Service-learning is a teaching strategy designed to provide learners opportunities to transfer theory to practice in an authentic environment while concurrently meeting genuine needs in the community. The reciprocal nature of service-learning differentiates this pedagogy from other learning venues including field experiences, internships, and student teaching. Recently the interest surrounding, as well as the utilization of service-learning, has grown in numerous academic disciplines including physical education teacher education (PETE). PETE research investigating the impact of service-learning in regards to student and community outcomes is also emerging. The purpose of this article is to provide a review of the current PETE service-learning literature. Components of the review include examination of theoretical frameworks, exploration of the impact of service-learning on PETE students and community participants, and recommendations for practice and future research.