Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.     

Effects of involving conduct problem adolescents in goal setting: An exploratory investigation

Effects of involving conduct problem adolescents in goal setting were assessed. Two levels of goal setting were compared: Level 1—pupils were involved with a school counselor in goal setting as a basis for individual behavioral counseling intervention; Level 2—pupils were informed by a counselor that goals were being set, but were not involved in the goal-setting process. Four public school counselors and 16 adolescents were randomly assigned to one of the two conditions, with individual behavioral counseling being provided during a 10-week period. Results indicated greater degree of goal attainment and satisfaction with counseling for pupils who participated in goal setting.     

Evaluating effects of atmospheric CO2 on stability of global climate: a cell-to-cell mapping approach

Atmospheric carbon dioxide concentration [CO2], incoming solar radiation and sea ice coverage are among the most important factors that control the global climate. By applying the simple cell-to-cell mapping technique to a simplified atmosphere-ocean-sea ice feedback climate model, effects of these factors on the stability of the climatic system are studied. The current climatic system is found to be stable but highly nonlinear. The resiliency of stability increases with [CO2] to a summit when [CO2] reaches 290 μL/L which is comparable to the pre-industrial level, suggesting carbon dioxide is essential to the stability of the global climate. With [CO2] rising further, the global climate stability decreases, the mean ocean temperature goes up and the sea ice coverage shrinks in the polar region. When the incoming solar radiation is intensified, the ice coverage gradually diminishes, but the mean ocean temperature remains relatively constant. Overall, our analysis suggests that at the current levels of three external factors the stability of global climate is highly resilient. However, there exists a possibility of extreme states of climate, such as a snow-ball earth and an ice-free earth.     

Kinematic and kinetic analysis of overhand,sidearm and underhand lacrosse shot techniques

Lacrosse requires the coordinated performance of many complex skills. One of these skills is shooting on the opponents’ net using one of three techniques: overhand, sidearm or underhand. The purpose of this study was to (i) determine which technique generated the highest ball velocity and greatest shot accuracy and (ii) identify kinematic and kinetic variables that contribute to a high velocity and high accuracy shot. Twelve elite male lacrosse players participated in this study. Kinematic data were sampled at 250 Hz, while two-dimensional force plates collected ground reaction force data (1000 Hz). Statistical analysis showed significantly greater ball velocity for the sidearm technique than overhand (P < 0.001) and underhand (P < 0.001) techniques. No statistical difference was found for shot accuracy (P > 0.05). Kinematic and kinetic variables were not significantly correlated to shot accuracy or velocity across all shot types; however, when analysed independently, the lead foot horizontal impulse showed a negative correlation with underhand ball velocity (P = 0.042). This study identifies the technique with the highest ball velocity, defines kinematic and kinetic predictors related to ball velocity and provides information to coaches and athletes concerned with improving lacrosse shot performance.