Comparison of spine motion in elite golfers with and without low back pain

Low back pain is a common musculoskeletal disorder affecting golfers, yet little is known of the specific mechanisms responsible for this injury. The aim of this study was to compare golf swing spinal motion in three movement planes between six male professional golfers with low back pain (age 29.2 - 6.4 years; height 1.79 - 0.04 m; body mass 78.2 - 12.2 kg; mean - s ) and six without low back pain (age 32.7 - 4.8 years; height 1.75 - 0.03 m; body mass 85.8 - 10.9 kg) using a lightweight triaxial electrogoniometer. We found that golfers with low back pain tended to flex their spines more when addressing the ball and used significantly greater left side bending on the backswing. Golfers with low back pain also had less trunk rotation (obtained from a neutral posture), which resulted in a relative 'supramaximal' rotation of their spines when swinging. Pain-free golfers demonstrated over twice as much trunk flexion velocity on the downswing, which could relate to increased abdominal muscle activity in this group. This study is the first to show distinct differences in the swing mechanics between golfers with and without low back pain and provides valuable guidance for clinicians and teachers to improve technique to facilitate recovery from golf-related low back pain.     

The impact of educational research: Teacher knowledge in action

In this paper I argue against a dominant view that social planning, supported by strategically located and tightly controlled research and development, is delivered from above and enacted downwards by the education system. As such the paper argues against a view taken by many theorists/politicians and reinforced by the major components of the educational bureaucracy. The Impact of Educational Research produces a warrant for an alternative form of thinking about the deeper forces of contemporary change including the ways that individuals are culturally formed and how they relate to each other. Understood this way, classrooms and schools are sites where new meanings and understandings are created and shared. The paper concludes with a call for consideration of new ways of understanding and discussing the context of change that educational research relates to.     

Extended households and the life course of young mothers: understanding the associations using a sample of mothers with premature, low birth weight babies

This paper examined whether the greater average schooling and employment, and lower parenting competence, of young mothers who reside with adult relatives reflect preexisting differences versus potential causal mechanisms. The sample included 554 young mothers (ages 13 to 25; nearly two thirds African American) from the Infant Health and Development Program (IHDP) a random-assignment intervention study of premature, low birth weight babies followed 8 times from birth to age 3. Ordinary least squares, fixed-effects, and random-effects models indicated that young mothers of low birth weight babies sorted into extended households based on preexisting characteristics that were correlated with their lower parenting skills and knowledge. In contrast, coresidence predicted greater schooling or employment across models, with some variations for different subgroups.