Development of a boxing dynamometer and its punch force discrimination efficacy

The development of sport-specific dynamometers is an important step towards ecological validity in analysing athlete performance. Design limitations in previous punch-measuring devices have resulted in values which may not or cannot fully reflect the force and multidirectional components in a punch. In developing this boxing dynamometer, a triaxial force measurement system and a boxing manikin interface were combined. The repeatability and accuracy of the dynamomoter were assessed using simulated straight punches. Discrimination efficacy was assessed by comparison of the maximal punching force of seven elite, eight intermediate and eight novice boxers during simulated boxing, throwing straight punches. For the elite, intermediate and novice groups, respectively, the maximal straight punching forces (mean +/- s(mean)) were 4800 +/- 227 N, 3722 +/- 133 N and 2381 +/- 116 N for the rear hand, and 2847 +/- 225 N, 2283 +/- 126 N and 1604 +/- 97 N for the lead hand. For all groups, maximal forces were larger for the rear than the lead hand (P < 0.001). Maximal punching force was greater in the elite than the intermediate group, and greater in the intermediate than the novice group (P < 0.05). The boxing dynamometer discriminated effectively between punching performance at three standards of performance and between the punching force of the rear and lead hands.     

Action learning and critical thinking: a synthesis of two models

Recent scholarship and the news media have identified a lack of critical thinking and ethical behavior in the business world. These deficiencies have led to faulty decision-making, ineffective planning, and frequent organizational dysfunction. This situation has focused attention on both practitioners in the field of business and on the university programs that educate them. A number of upper-tier universities have begun to address these important issues by exploring ways of revising their Master of Business Administration programs to place greater emphasis on their graduates' ability to think critically and consider ethical implications before and after taking action. The authors propose a potential means of addressing these issues in both the business and academic environments through a synthesis of two well-established models based on the constructs of critical thinking and action learning. This synthesis has the potential to produce symbiotic and synergistic effects that may provide educators and practitioners with a new tool for encouraging critical thinking and ethical behavior. The implications for future research and practice are also discussed.     

Nurturing the H in HR: using action learning to build organisation development capability in the UK Civil Service

In the UK, the Civil Service Reform Plan is being implemented with urgency. This requires Civil Service departments and agencies to reform their structures and ways of working in order to deliver effective services in a climate of economic austerity and rapid social and technological change. Historically, Human Resource (HR) professionals have provided services based on the HR Business Partner model which has meant a focus on strategic and operational HR services. As part of these changes, HR managers and other professionals are now required to develop their capabilities in providing Organisation Development (OD) advice to their internal clients. In order to make this happen, the Civil Service's expert OD and Design Service launched an OD Capability Building programme and engaged OD specialists Mayvin to deliver it. The programme incorporates the postgraduate level-accredited Action Learning Question method developed by Dr Richard Hale called, in this context, OD Questions (ODQs). Participants on the OD Capability Building programme are required to complete an ODQ over a five- to six-month period. This entails scoping an OD challenge with key stakeholders, conducting some research and making recommendations for change or implementing such change. The participants work in ‘action learning sets’ and support each other with their problem solving and learning. A final report is written up by each participant leading to the award of postgraduate-level credits. Examples of ODQ areas include: How can I support a newly appointed Director General to align his team to address their challenges at a time of rapid change? How can I help my client department to improve employee engagement? How can I develop my own capability in working as a business partner and adding value alongside my client?     

Possible Pythagorean Influences on Plato's Views of Physical Education in the Republic

Abstract

This study examined the relationship between the Pythagoreans and Plato in order to further illuminate the derivations of Plato's views of physical education. Concepts from Pythagorean and Platonic writings were examined. A search for historical connections between Plato and the Pythagoreans was made. Possible Pythagorean influences on specific Platonic concepts of physical education were suggested. General concepts in The Republic which appear to be influenced by Pythagoreanism were the theories of soul, forms, harmony, justice, and simplicity. Related to these concepts, but more inherent to physical education specifically, the following concepts were thought to be of Pythagorean origin: that the pre-eminent objective of physical education was character training, that the body was inferior to the soul and needed physical education primarily to prepare it for service to the soul, that simplicity of diet and regimen was to be maintained for an adequate physical education program, and that participation in physical education was not reserved for men but also included women.