Target-directed running in gymnastics: a preliminary exploration of vaulting

Research to date has demonstrated the importance of running speed and an accurate take-off on gymnastics vaulting performance (Krug et al., 1998; Bohne et al., 2000). Current training practice for gymnastics vaulting is to stereotype the 15-25 m run-ups to the board, which assumes that a fast and reliable approach is best controlled predominantly without visual feedback. Incidences where gymnasts make errors during their run-ups, often landing onto the back of the board, occur frequently, even at the international level. The standard deviation method (e.g. Lee et al., 1982) for identifying visual regulation in long jump run-ups was employed in this first exploration of gymnastics vaulting to examine whether visual regulation processes are utilised. Secondly, the question of how a small number of gymnasts can run fast during the approach and perform more difficult vaults was addressed. Five elite female gymnasts aged 13-15 years performed five round-off entry vaults. One panning 50 Hz video camera recorded each trial from an elevated platform to evaluate the approach step, hurdle, and round-off characteristics, whilst two 250 Hz cameras recorded vaulting performance. Two qualified judges viewed each vaulting trial and provided a performance score. A precursor for a fast take-off from the board when vaulting is to utilise vision early to control the approach kinematics (p = 0.02). High take-off velocity was directly related to judge's score (p = 0.03). Coaches need to supplement gymnasts' vault training to include exercises that improve the gymnasts' ability to visually regulate their gait pattern whilst running.     

Inclusion and Classroom Membership in Early Childhood

Using qualitative methods, this study examined classroom membership in an early childhood setting which included a young boy with multiple disabilities. Participant observation and interview data were gathered over a 6 month period. Themes emerged and were arranged according to three primary categories: (a) Shared and Meaningful Experiences, (b) Quality of Interpersonal Interactions with Peers, and (c) Practices that Contribute to Building Community. Findings revealed that there were deliberate and ongoing efforts to create a strong sense of community within the classroom.     

Are We There Yet? Moving to an E-Only Collection Development Policy for Books

Kate Moore’s presentation gave audience members an overview of the current e-book environment in academic libraries. Her presentation included a review of the literature on motivations for moving to an e-preferred collection development policy, information on user preferences and behavior with e-books, and technological barriers and other obstacles that still impede library uptake of e-books. She concluded with a list of items to consider when incorporating e-books into a collection development policy.     

Developing an appreciation of what it means to be a school-based teacher educator

The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators (SBTEs) in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these SBTEs. Possible impacts on student-teachers’ learning and implications for the development of high-quality teacher education are examined.