Three-dimensional trunk kinematics in golf: between-club differences and relationships to clubhead speed

The aims of this study were (i) to determine whether significant three-dimensional (3D) trunk kinematic differences existed between a driver and a five-iron during a golf swing; and (ii) to determine the anthropometric, physiological, and trunk kinematic variables associated with clubhead speed. Trunk range of motion and golf swing kinematic data were collected from 15 low-handicap male golfers (handicap = 2.5 ± 1.9). Data were collected using a 10-camera motion capture system operating at 250 Hz. Data on clubhead speed and ball velocity were collected using a real-time launch monitor. Paired t-tests revealed nine significant (p ≤ 0.0019) between-club differences for golf swing kinematics, namely trunk and lower trunk flexion/extension and lower trunk axial rotation. Multiple regression analyses explained 33.7–66.7% of the variance in clubhead speed for the driver and five-iron, respectively, with both trunk and lower trunk variables showing associations with clubhead speed. Future studies should consider the role of the upper limbs and modifiable features of the golf club in developing clubhead speed for the driver in particular.     

Practitioners' views about effective mental health and well-being support for post-16 students attending special school

Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support.     

Practice stories in natural resource management continuing professional education: springboards for learning

The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now be particularly beneficial to NRM professionals. This study examines the use of practice stories in workshops aimed at deepening public NRM professionals' understanding of social science concepts suggested to be valuable in making sense of the social and political complexity intertwined in public involvement practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleague's practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge and practice. The study also finds that the perceived benefits of sharing practice stories were comparatively less for some more experienced participants.     

The (im)materiality of literacy: the significance of subjectivity to new literacies research

This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for the ‘(im)materiality’ of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing existing sociocultural perspectives on literacy, the article draws attention to the significance of relationships between space, mediation, materiality and embodiment to literacy practices. This in turn emphasises the importance of the subjective in understanding how different locations, experiences and so forth inflect literacy practice. The article concludes by drawing on the Deleuzian concept of the ‘baroque’ to suggest that this focus on articulations between the material and immaterial helps us to see literacy as multiply and flexibly situated.     

Supporting families: a nurturing teacher education strategy in Nauru

There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.     

Reaching students: lessons from a writing centre

Globally, universities today are attracting students from widely diverse language and cultural backgrounds. However, whilst there are many well‐intentioned and supportive institutional endeavours under way, in most cases, it is still apparent that students with certain background characteristics are more successful than others. Disparities that exist in perceptions of institutional provision and expectations are problematic for certain students and, indeed, for the universities themselves. An examination of students’ learning behaviours and attitudes may give indications as to where solutions lie. The writing centres of these institutions are ideally placed to explore such factors, due to the individual nature of their work with students and the data kept with regard to this work. In an analysis of consultants’ reports on their observations of students’ behaviours and difficulties arising in consultations at one writing centre, I examine aspects of students’ management of and relationships within their learning, and how these affect control of their texts. Through an understanding of students’ practices and needs, I highlight implications for development of students’ learning in the broader institution.     

Baseline assessment of writing: the need for reconsideration

This article questions the usefulness to teaching of items to be used in baseline assessment of writing in the UK. Current requirements for national baseline assessment are intended to serve two very different purposes: assessment for management and assessment for teaching. It is argued that this duality of purpose can threaten teaching and overemphasise assessment for management. This article describes a small study investigating items on the baseline assessment scale developed by the Schools Curriculum and Assessment Authority (SCAA, 1997a), which suggests that the SCAA criteria for baseline assessment of writing need to be reconsidered. This reconsideration can be sought in the light of research and evidence of children’s achievements. Finally the paper concludes that there needs to be greater clarity of purpose and a redefinition of the misleading term ‘baseline assessment’.