Angle-specific hamstring-to-quadriceps ratio: A comparison of football players and recreationally active males

It is currently unclear how football participation affects knee-joint muscle balance, which is widely considered a risk factor for hamstrings injury. This study compared the angle-specific functional hamstring-to-quadriceps (H:Q) ratio (hamstrings eccentric torque as a ratio of quadriceps concentric torque at the same knee-joint angle) of football players with recreationally active controls. Ten male footballers and 14 controls performed maximal voluntary isometric and isovelocity concentric and eccentric contractions (60, 240 and 400° s^?1) of the knee extensors and flexors. Gaussian fitting to the raw torque values was used to interpolate torque values for knee-joint angles of 100–160° (60° s^?1), 105–160° (240° s^?1) and 115–145° (400° s^?1). The angle-specific functional H:Q ratio was calculated from the knee flexors eccentric and knee extensors concentric torque at the same velocity and angle. No differences were found for the angle-specific functional H:Q ratio between groups, at any velocity. Quadriceps and hamstrings strength relative to body mass of footballers and controls was similar for all velocities, except concentric knee flexor strength at 400° s^?1 (footballers +40%; P < 0.01). In previously uninjured football players, there was no intrinsic muscle imbalance and therefore the high rate of hamstring injuries seen in this sport may be due to other risk factors and/or simply regular exposure to a high-risk activity.     

On the functions of a system of vocational qualifications

While acknowledging that a system of vocational qualifications might be perceived as having any number of possible purposes, this paper identifies three primary functions that any vocational qualification must fulfil by dint of being a vocational qualification. It is argued that current arrangements are unable to fulfil these essential functions due to certain intrinsic and irremediable conceptual difficulties with the National and Scottish Vocational Qualification (N/SVQ) system. The practical implications of this are illustrated through an account of little documented events in the 1990s when many of the UK’s major companies found it necessary to abandon the UK’s system of N/SVQs in favour of an alternative system precisely because of concerns that the N/SVQ did not fulfil the functions required of a vocational qualification. Of particular significance is an apparent inconsistency between the N/SVQ system and health and safety law: the so-called ‘competence’ assessment procedures of the N/SVQ being seen to be methodological at odds with the legal requirements for competence.     

Supporting Teachers to Customize Curriculum for Self-Directed Learning

Journal of Science Education and Technology - Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to...     

Student perceptions of peer assessment: an interdisciplinary study

Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students’ perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess.     

In a daily time–place learning task,time is only used as a discriminative stimulus if each daily session is associated with a distinct spatial location

It is difficult for rats to acquire daily time–place (TP) learning tasks. One theory suggests that rats do not use time of day as a stimulus signaling a specific response. In the present study, we tested rats’ ability to use time of day as a discriminative stimulus. A fixed-interval procedure was used in which one lever provided reinforcement on a FI-5-s schedule in morning sessions, and the same lever provided reinforcement on a FI-30-s schedule in afternoon sessions. Because only one place was used in this paradigm, the rats could only use time of day to acquire the task. Mean responses during the first 5 s of the first trial in each session indicated that the rats did not discriminate between the two sessions. In Phase II, a different lever location was used for each of the two daily sessions, which meant that both spatial and temporal information could be used to acquire the task. The rats readily acquired the task in this phase, and probe trials indicated that the rats were using a combination of spatial and temporal information to discriminate between the two different trial types. When the spatial cue was removed in Phase III, rats no longer discriminated the two sessions, suggesting that time can only be used as a discriminative stimulus when each daily session is associated with a distinct spatial location.