Contributions of the non-kicking-side arm to rugby place-kicking technique

To investigate non-kicking-side arm motion during rugby place kicking, five experienced male kickers performed trials under two conditions, both with an accuracy requirement but one with an additional maximal distance demand. Joint centre coordinates were obtained at 120 Hz during kicking trials and a three-dimensional model was created to enable the determination of segmental contributions to whole-body angular momentum. All kickers possessed minimal non-kicking-side arm angular momentum about the global medio-lateral axis. The more accurate kickers exhibited greater non-kicking-side arm angular momentum about the global antero-posterior axis. This augmented the whole-body antero-posterior angular momentum, and altered the whole-body lateral lean at ball contact. The accurate kickers also exhibited greater non-kicking-side arm angular momentum about the global longitudinal axis, which opposed the kicking leg longitudinal angular momentum and attenuated the whole-body longitudinal angular momentum. All participants increased the longitudinal angular momentum of the non-kicking-side arm in the additional distance demand condition, except for one participant whose accuracy decreased, suggesting that the longitudinal angular momentum of the non-kicking-side arm assists maintenance of accuracy in maximum distance kicking. Goal kickers should be encouraged to produce non-kicking-side arm rotations about both the antero-posterior and longitudinal axes, as these appear important for both the initial achievement of accuracy, and for maintaining accuracy during distance kicking.     

Comparison of ecological validity of learning disabilities diagnostic models

The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child‐centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to Intervention model (RTI) were evaluated against the following three questions: (a) Does the environmental context of the assessment adequately represent the real‐life situation? (b) Are the assessment stimuli relevant to the daily classroom activity? (c) Are the student behavior and/or required response natural and representative of the construct being assessed? The results of this examination suggested that the RTI has the most potential for ecological validity, but currently falls short. Suggestions for future research are included. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 157–168, 2006.     

Student perceptions of technology and implications for an empowering curriculum

Growing interest in technology education in 1988 led the Curriculum Development Division of the then New Zealand Department of Education to seek a survey of students' perceptions of technology using the internationally trialled Pupils' Attitudes Towards Technology (PATT) questionnaire. Early in 1989 a national sample of 1,469 form 3 students completed the questionnaire and responded to an open question about the nature of technology. Results indicated that students have generally positive attitudes towards technology, but poor concepts of technology. The nature of these attitudes and concepts and related factors have implications for the development of the National Curriculum Statement in Technology. Specializations: science and technology education, gender     

Managers’ and teachers’ perspectives of dyslexic teachers in the English and Finnish Further Education workforce: new insights from organisational routines

This article explores the topic of diversity in the teaching workforce though the enactment of policy concentrating on teachers with dyslexia within the Further/Vocational Education and Training sectors of England and Finland. Two research projects from Finland and England focusing, respectively, on individual teachers’ perspectives and managers’ understandings of hidden diversity (such as dyslexia) are re-analysed through the use of the distinction between the ostensive and the performative aspects of organisational routines. The article contributes a new application of theory by drawing upon organisational routines as sources of flexibility and change rather than continuity alone. Avoiding the confusion between the ostensive and performative aspects of routines enables a more dynamic and emancipatory understanding of the identification and support for the promotion of workforce diversity to emerge.     

Temporal cuing of runs in series of reward events reduces interevent anticipation

In Experiment 1, a group of rats were runway trained on each of two reward series for 32 days. The two series consisted of three runs, the first two of which were, respectively, rewarded and nonrewarded; the third run was rewarded in one series but nonrewarded in the other. A 40-min interval separated the two series; the first and second runs within the series were separated by a 10-min interval, whereas the second and third runs were separated by a 30-sec interval. The reward (and nonreward) events and temporal cues of the two series are designated R-NR/R-NN. A second group was similarly trained, with the exception that the 10-min interval separated the second and third runs (RN-R/RN-N). Both groups developed appropriate differential running on the third run of the two series, and the RN-R/RN-N animals ran appropriately (slowly) on the second run of both series. Appropriate Run 2 performance appeared in one half of the R-NR/R-NN animals (depending upon order of series presentation); the remaining half ran faster on Run 2 of the R-NR series than on the same run of the R-NN series, an effect currently termed interevent anticipation. A cue shift phase in which all within-series intervals were 30 sec showed that the temporal intervals were controlling performance before the shift. Experiment 2 showed that interevent anticipation appears when all within-series intervals are either 10 min or 30 sec from the beginning of training, suggesting that the elimination of interevent anticipation in Experiment 1 was due to the differential cuing of runs by the temporal intervals rather than the particular interval duration. The overall findings suggest that the similarity of Run 2 and Run 3 performance termed interevent anticipation may be due to a failure to discriminate the ordinal position of runs within a series.     

Project Spraoi: two year outcomes of a whole school physical activity and nutrition intervention using the RE-AIM framework

We aimed to assess the impact of Project Spraoi: a school-based physical activity (PA) and nutrition intervention that reached 473 primary school children and 43 school staff in Cork (Ireland). Four primary schools (2 intervention, 2 control) with similar characteristics participated and for 2 school years, intervention schools were assigned an ‘Energizer’, who promoted PA and healthy eating. A subsample of children from the intervention schools (n?=?106) and matching controls (n?=?125) had measures of body mass, waist circumference, blood pressure, fitness, nutritional knowledge/attitudes and PA recorded at baseline and after 2 school years. Process evaluation techniques assessed the impact of the intervention on teachers, parents and children. Analysis of covariance revealed the intervention was associated with smaller waist circumference relative to gender and age (p?<?0.0005), slower resting heart rate (p?=?0.003) and favourable nutritional attitudes among 10 year olds. No significant change across other variables or among 6 year olds was found. Teachers, parents and children reported positive outcomes for PA behaviour and nutritional knowledge/attitudes. Project Spraoi has shown to improve heart rate and prevent further gains in fat mass amongst older aged children. The positive impact of the intervention supports the need for its continued delivery, particularly as children age.     

Coordination as a function of skill level in the gymnastics longswing

The purpose of this study was to investigate the nature of inter-joint coordination at different levels of skilled performance to: (1) distinguish learners who were successful versus unsuccessful in terms of their task performance; (2) investigate the pathways of change during the learning of a new coordination pattern and (3) examine how the learner’s coordination patterns relate to those of experts in the longswing gymnastics skill. Continuous relative phase of hip and shoulder joint motions was examined for longswings performed by two groups of novices, successful (n = 4) and unsuccessful (n = 4) over five practice sessions, and two expert gymnasts. Principal component analysis showed that during longswing positions where least continuous relative phase variability occurred for expert gymnasts, high variability distinguished the successful from the unsuccessful novice group. Continuous relative phase profiles of successful novices became more out-of-phase over practice and less similar to the closely in-phase coupling of the expert gymnasts. Collectively, the findings support the proposition that at the level in inter-joint coordination a technique emerges that facilitates successful performance but is not more like an expert’s movement coordination. This finding questions the appropriateness of inferring development towards a “gold champion” movement coordination.