The relationship of individualism–collectivism and self-construals to communication styles in India and the United States

This study investigated the high-/low-context communication construct in terms of individualistic and collectivist values and self-construals. European American students studying in the United States and Indian students studying in India rated 80 communication statements, 29 self-construal statements and 34 value (individualism/collectivism) statements to examine cultural differences in each construct. As expected, Indians rated themselves as more collectivistic, having more interdependent self-construals, and preferring silence and indirect communication than Americans. Contrary to prior theorization, Indians also rated themselves as more dramatic and more individualistic. Several other expected differences were not apparent in this study. These findings show complex subtleties that defy simple definition by the common rubrics or generalizations of individualism/collectivism, self-construal, or high- and low-context behaviors.     

The 'screen-size' art: Using digital media to perform poetry

In this paper, I examine the immersive and performative potential of new media for reading, writing and representing poetry to encourage an exploration of the relationship between text, image and sound and discuss how these are used to mediate meaning making. Based on the premise that poetry is meant to be lifted from the printed page and experienced in multimodal ways, the research explores the notion of poetry as digital performance.     

Action learning set meetings: getting started by ‘checking in’

This account of practice is about starting action learning set meetings. It focuses on a process sometimes known as the ‘check-in’. The paper is based upon the experience of one of the authors (Mark). It raises questions about the contribution of the check-in to an action learning set meeting and whether the checking-in process has a role in extending the ethos of action learning to other social situations. The paper concludes that the check-in serves four main roles: personal contextualisation, helping set members to step out of their professional roles, as an orientation ritual and as a means of enhancing empathy. It also concludes that checking in has a potential contribution to make to other forms of meetings and this contribution may be relevant to the broader action learning community.     

The reliability of isoinertial force–velocity–power profiling and maximal strength assessment in youth

The purpose of this study was to quantify the inter-session reliability of force–velocity–power profiling and estimated maximal strength in youth. Thirty-six males (11–15 years old) performed a ballistic supine leg press test at five randomized loads (80%, 100%, 120%, 140%, and 160% body mass) on three separate occasions. Peak and mean force, power, velocity, and peak displacement were collected with a linear position transducer attached to the weight stack. Mean values at each load were used to calculate different regression lines and estimate maximal strength, force, velocity, and power. All variables were found reliable (change in the mean [CIM] = ? 1 to 14%; coefficient of variation [CV] = 3–18%; intraclass correlation coefficient [ICC] = 0.74–0.99), but were likely to benefit from a familiarization, apart from the unreliable maximal force/velocity ratio (CIM = 0–3%; CV = 23–25%; ICC = 0.35–0.54) and load at maximal power (CIM = ? 1 to 2%; CV = 10–13%; ICC = 0.26–0.61). Isoinertial force–velocity–power profiling and maximal strength in youth can be assessed after a familiarization session. Such profiling may provide valuable insight into neuromuscular capabilities during growth and maturation and may be used to monitor specific training adaptations.     

Effects of rule changes on physical demands and shot characteristics of elite-standard men’s squash and implications for training

The physical demands and rally characteristics of elite-standard men’s squash have not been well documented since recent rule changes (scoring and tin height). This information is needed to design optimal training drills for physical conditioning provided here based on an analysis of movement and shot information. Matches at the 2010 (n = 14) and 2011 (n = 27) Rowe British Grand Prix were analysed. Rallies were split into four ball-in-play duration categories using the 25th (short), 75th (medium), 95th percentiles (long) and maximum values. Cohen’s d and chi-squared tests of independence evaluated effects of rally and rule changes on patterns of play. The proportion of long, middle and short shots was related to the duration of the rally with more shots played in the middle and front of the court in short rallies (phi = 0.12). The frequencies of shots played from different areas of the court have not changed after the adoption of new rules but there is less time available to return shots that reflect the attacking nature of match play for elite-standard men players. Aspiring and current elite-standard players need to condition themselves to improve their ability to cope with these demands using the ghosting patterns presented that mimic demands of modern match play.     

Characteristics and experiences of interns in strength and conditioning

Student coaches undertake internships to develop practical skills and gain experience to improve employability prospects. The characteristics of the coaches who undertake these internships, their experiences and the nature of the work being performed are currently unknown. The purpose of this study was to report the characteristics of strength and conditioning (S&C) coaches who have undertaken internships and their experiences during their respective placements. A total of 113 men and 6 women completed an online survey. Placements generally lasted 6–12 months (66%), were unpaid (93%) and took place at professional teams (63%). All respondents had a standard of experience prior to commencement (82%); a higher-education degree (bachelor’s degree 56%; master’s degree 18%) and others were qualified S&C coaches (16%). Activities consisted largely of coaching (47%), data collection (22%) and equipment set-up (25%) but lacked provision of appropriate training. Mentors were allocated to interns; however, often developmental objectives were not discussed, meetings were rarely documented, and in some cases, no meetings took place. This study suggests that internships offer worthwhile experiences and assistance in skill development to progress in S&C. However, clearer guidelines are required to define the responsibilities of employers and interns, to maximise these experiential learning opportunities and avoid the exploitation of willing students.