Anatomical Data for Analyzing Human Motion

Abstract

Anatomical data necessary for the analysis of human motion are presented on the total living body segmented into sixteen parts. Cadaver data from Dempster (1955) are applied to water displacement data obtained on 135 living subjects (35 men and 100 women) to obtain the weight, center of gravity, and radius of gyration for the segmented extremities. Thirty-three of these subjects (15 men and 18 women) were used to obtain the weight of the segments of the trunk, using the water displacement method, and sixteen of these subjects (7 men and 9 women) were used to locate the center of gravity of each trunk segment. A lead model was constructed using the trunk data to obtain the radii of gyration in both the sagittal and frontal planes. A single male cadaver was dissected to compare the trunk measurements with the lead model results.     

A quantitative analysis and qualitative explanation of the individual differences in affective responses to prescribed and self-selected exercise intensities

Using a mixed-method approach, the aim of this study was to explore affective responses to exercise at intensities below-lactate threshold (LT), at-LT, and above-LT to test the proposals of the dual-mode model. These intensities were also contrasted with a self-selected intensity. Further, the factors that influenced the generation of those affective responses were explored. Nineteen women completed 20 min of treadmill exercise at each intensity. Affective valence and activation were measured, pre-, during and postexercise. Afterward, participants were asked why they had felt the way they had during each intensity. Results supported hypotheses showing affect to be least positive during the above-LT condition and most positive during the self-selected and below-LT conditions. Individual differences were greatest in the below-LT and at-LT conditions. Qualitative results showed that factors relating to perceptions of ability, interpretation of exercise intensity, exercise outcomes, focus of concentration, and perceptions of control influenced the affective response and contributed to the individual differences shown in the quantitative data.     

Truancy and well-being among secondary school pupils in England

The paper considers two problematic aspects of the lives of young people: the long-standing issues of truancy from school and more recent concerns about the extent of mental well-being. It uses data from a large-scale survey, the Longitudinal Study of Young People in England (LSYPE). LSYPE provides a very large sample which allows for robust analysis of sub-groups within the population, data from families as well as the young people themselves and a panel design, so that characteristics of the young people at one point in time can be related to later outcomes. The results show the extent of truancy among year-10 pupils with well over one in five reporting truanting but high levels of truancy much less common. The reasons given for truancy mostly revolved around dislike of aspects of school. Truancy, even at low levels, was associated with more negative outcomes such as poor examination results and later unemployment. Data on mental well-being, based on the General Health Questionnaire, showed the extent of feelings of distress and inability to cope with everyday life with more serious levels affecting perhaps one in five of the young people. Young women were more likely to report problems of mental well-being than young men and truancy was strongly associated with poorer levels of well-being. The contrast between the way that most truants said that it was important to them to do well at school but also that disliking school was given as a reason for truancy suggests the possibility of school interventions.     

Closing the attainment gap – a realistic proposition or an elusive pipe-dream?

The attainment gap associated with socio-economic status is an international problem that is highly resistant to change. This conceptual paper critiques the drive by the Scottish Government to address the attainment gap through the Scottish Attainment Challenge and the National Improvement Framework. It draws upon a range of theoretical perspectives but principally examines the problem through the lens of Steiner-Khamsi’s concepts of ‘reception’ and ‘translation’ of policy and through examination of the international and national (Scottish) policy contexts. The paper argues that, rather than focussing narrowly upon attainment outcomes, an holistic approach should be adopted which takes account of the economic, social and relational constraints which impact upon families in poverty, calling for a systems-level approach. ‘Schools cannot go it alone’: there is a need to focus upon a wide range of public policy to redress inequalities in society. Whilst the Scottish Government has looked to the London/City/National Challenge as a potential solution to the problem, the complexities and limitations of policy borrowing need to be understood. Higher Education Institutions, government agencies, local authorities and schools need to work in partnership to develop research informed practice which will impact upon learning outcomes for all children and young people.