Kinematic changes during learning the longswing on high bar

The purpose of this study is to provide evidence of technique changes during learning a sports-specific skill, the looped bar longswing (LLS). Thirteen male participants with no previous high bar experience took part in a training study. Kinematic data were collected using a CODA motion analysis system (200 Hz) during eight weekly testing sessions. Analyses focused on the amplitude of swing and the functional phase (FP) actions, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical. Three groups were identified based on the number of sessions it took each participant to perform the LLS (G1: most successful, G2: intermediate, and G3: least successful). All participants were able to significantly increase swing amplitude over the training period (p < 0.05). For each participant the hip FP started significantly: later for G1, earlier for G2, and did not change for G3. Extension actions at the shoulders were dissimilar to those reported for elite gymnasts performing the longswing. The FP of the hips provides a mechanism to distinguish between the learners of different skill levels. The study has provided support for a single-subject design when investigating technique changes during learning.     

The effect of a supported exercise programme in patients with newly diagnosed Type 2 diabetes: A pilot study

Abstract

The aim of this study was to examine the effectiveness of either a standard care programme (n?=?9) or a 12-week supported exercise programme (n?=?10) on glycaemic control, β-cell responsiveness, insulin resistance, and lipid profiles in newly diagnosed Type 2 diabetes patients. The standard care programme consisted of advice to exercise at moderate to high intensity for 30?min five times a week; the supported exercise programme consisted of three 60-min supported plus two unsupported exercise sessions per week. Between-group analyses demonstrated a difference for changes in low-density lipoprotein cholesterol only (standard care programme 0.01 mmol?·?L^?1, supported exercise programme –0.6 mmol?·?L^?1; P?=?0.04). Following the standard care programme, within-group analyses demonstrated a significant reduction in waist circumference, whereas following the supported exercise programme there were reductions in glycosylated haemoglobin (6.4 vs. 6.0%; P?=?0.007), waist circumference (101.4 vs. 97.2?cm; P?=?0.021), body mass (91.7 vs. 87.9?kg; P?=?0.007), body mass index (30.0 vs. 28.7?kg?·?m^?2; P?=?0.006), total cholesterol (5.3 vs. 4.6 mmol?·?L^?1; P?=?0.046), low-density lipoprotein cholesterol (3.2 vs. 2.6 mmol?·?L^?1; P?=?0.028), fasting β-cell responsiveness (11.5?×?10^?9 vs. 7.0?×?10^?9 pmol?·?kg^?1?·?min^?1; P?=?0.009), and insulin resistance (3.0 vs. 2.1; P?=?0.049). The supported exercise programme improved glycaemic control through enhanced β-cell function associated with decreased insulin resistance and improved lipid profile. This research highlights the need for research into unsupported and supported exercise programmes to establish more comprehensive lifestyle advice for Type 2 diabetes patients.     

Musculoskeletal loading during the round-off in female gymnastics: the effect of hand position

Chronic elbow injuries from tumbling in female gymnastics present a serious problem for performers. This research examined how the biomechanical characteristics of impact loading and elbow kinematics and kinetics change as a function of technique selection. Seven international-level female gymnasts performed 10 trials of the round-off from a hurdle step to flic-flac with ‘parallel’ and ‘T-shape’ hand positions. Synchronized kinematic (3D-automated motion analysis system; 247 Hz) and kinetic (two force plates; 1,235 Hz) data were collected for each trial. Wilcoxon non-parametric test and effect-size statistics determined differences between the hand positions examined in this study. Significant differences (p < 0.05) and large effect sizes (ES>0.8) were observed for peak vertical ground reaction force (GRF), anterior–posterior GRF, resultant GRF, loading rates of these forces and elbow joint angles, and internal moments of force in sagittal, transverse, and frontal planes. In conclusion, the T-shape hand position reduces vertical, anterior–posterior, and resultant contact forces and has a decreased loading rate indicating a safer technique for the round-off. Significant differences observed in joint elbow moments highlighted that the T-shape position may prevent overloading of the joint complex and consequently reduce the potential for elbow injury.     

Physical Education and Sustainable Development: An Untrodden Path

This paper explores the relevance of sustainable development to physical education and argues that it is a vitally important concept that praents the opportunity for considerable theoretical and practical development. The implications of sustainability development for our understandings of physical activity are examined with recognition of the significance of activity behaviors within sustainable living. In the context of education, the development of critical curriculum theory is advocated since the potential environmental crisis necessitates profound social change. Possible avenues for the development of critical theory in physical education are identified, and physical education's possible use as a vehicle for the promotion of sustainable active living is considered. It is argued that such a focus would improve the subject's contribution toward both the promotion of active living and social transformation for sustainability.     

They Will Use It,If You Buy It!: Results of an Expanded Survey on the Use of Classification Web

This article presents the results of a survey examining the extent to which working catalogers use Classification Web, the Library of Congress’ online resource for subject heading and classification documentation. An earlier survey analyzed Class Web's usefulness on an institutional level. This broader survey expands on that analysis and provides information on such questions as: What types of institutions subscribe to Class Web? What are the reasons for using Class Web when performing original or copy cataloging? and What other resources do catalogers use for classification/subject heading analysis?     

Mass Higher Education and the English: Wherein the Colleges?

One of the distinctive features of the English encounter with mass higher education has been the uncertain and ambiguous role of further education colleges as providers of undergraduate education. Both before and during the major expansion that marked the shift to a mass scale of higher education in England, the higher education offered by colleges in the further education sector was commonly regarded as a residual or ancillary activity; its courses mostly at levels below the first degree and its growth in numbers among the slowest in higher education. In the period that followed, these same colleges were accorded a special mission in the delivery of short‐cycle undergraduate education and, through their involvement in foundation degrees, were expected to lead a large part of the expansion in future years. The elevation of this provision, from a zone of ‘low’ or no policy to one of ‘high’ policy, has coincided with a radical reform of the planning, funding and quality arrangements for post‐compulsory education. Under conditions less than favourable to the achievement of their higher education goals, colleges remain the responsibility of one administrative sector and higher education institutions the responsibility of another.     

Higher Education, Further Education and the English Experiment

England has a two-sector system of higher education and further education. Shaped by legislation in 1988 and 1992, the architecture of this system was intended to concentrate each type of education in separate institutions and separate sectors. In recognition of these different missions, each territory came under different funding and regulatory regimes, with little or no movement of institutions anticipated between sectors. These arrangements continue, although Government policy is now to support and expand higher education in further education colleges. This policy turnaround is part of a larger strategy or experiment to change the future pattern of demand for, and supply of, undergraduate education. However, the college contribution to this new higher education is neither co-ordinated nor protected. Rather, further education colleges compete as well as collaborate with institutions in the higher education sector, under conditions of complexity, uncertainty and dependency.