Capturing visual metaphors and tales: innovative or elusive?*

Despite the exponential growth of visual research in the social sciences in the last three decades, continuing empirical enquiries are arguably more relevant than ever. Earlier research employed visual methods primarily to investigate distinct cultural practices, often seeking the views of marginalized, challenging or hard-to-reach participants. In this study, non-British postdoctoral academics took photographs that visually or symbolically represented the highlights of their academic acculturation experience as international PhD students in the UK. The semi-structured interviews of academic and non-academic related experiences that made a significant impression revolved around participants’ visual metaphors. Interpretative Phenomenological Analysis, a widely employed inductive qualitative technique, was utilized, with visual data complementing the narrative evidence. This innovative method both aesthetically and insightfully enhanced the representation of participants’ lived experiences and was instrumental in validating participants’ narratives. Additionally, this article examines the pragmatic utility of employing metaphors in a photo elicitation technique (also critically reflected upon by the participants who are academic researchers themselves). The paper therefore offers a collective reflection not only on the features and advantages of this approach, but also on the key challenges and some recommendations to inform contemporary visual methods practice.     

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through government-funded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.     

Science learning via multimedia portal resources: The Scottish case

Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in addressing the difficulties associated with science learning. This paper reports on a two‐phase investigation that explored the impact of multimedia resources situated in a national e‐learning portal to (1) assist generalist and specialist science teachers' teaching practices and (2) stimulate pupils' interest, encourage engagement and improve overall science learning experiences. Our research also investigated how portal resources facilitated and/or acted as barriers for teaching and learning. Findings from our research affirm that multimedia technology has transformed science learning; with these resources accessible through a national portal, radically different learning experiences ensued. These findings raise serious implications for teacher education and professional development in ensuring that teachers acquire sound science content and pedagogical knowledge as well as practical strategies for utilising technology‐rich environments, as this is likely to become the norm. Harnessing the fullest potential that information and communication technology, multimedia and e‐learning portals can offer starts by addressing these challenges.     

Biomechanical Effects of Fatigue on 10,000 Meter Running Technique

Abstract

A study of the effect of fatigue on the mechanical characteristics of running during a 10,000 meter race was undertaken using high speed cinematography and a computer analysis technique. Eight highly skilled male subjects were filmed at four intervals throughout the event. An analysis of variance for trends was conducted for each of the dependent variables indicating the adjustments made by the runners that accompanied fatigue over the four stages of the event. Runners countered fatigue by changing sections of their total gait pattern (stride length, stride rate, segmental body positions) and reducing running velocity. Toward the end of the race the runners became less competent in the positioning of the foot and leg at foot-strike, which increased the potential for a retarding effect. A more extended lower limb increased the energy requirements of the recovery phase during the latter stages of the race. Fatigue caused these highly skilled runners to systematically alter their technique throughout the race. These adjustments, however, were not excessive.