Examining the influence of grip type on wrist and club head kinematics during the golf swing: Benefits of a local co-ordinate system

Wrist movements have been identified as an important factor in producing a successful golf swing, with their complex motion influencing both club head velocity and orientation. However, a detailed analysis of wrist angles is lacking in the literature. The purpose of this study was to determine kinematics across wrists and club head characteristics during the golf swing under weak, neutral and strong grip conditions. Twelve professional male golfers executed 24 shots using a driver under three grip conditions. A six degrees of freedom analysis of the hand with respect to the distal forearm was performed using a 10-camera three-dimensional motion capture system. Differences in joint angles were explored using repeated measures ANOVAs at key swing events (onset, top of backswing and impact), in addition club head velocity and clubface angle at impact were also explored. Main findings revealed significant differences in flexion/extension and internal/external rotation for both wrists at all swing events, whereas fewer significant interactions were found in ulnar/radial deviation across grips for both wrists at all events. Clubface angle only differed significantly between the weak and the strong and neural grips, presenting a more ‘open’ clubface to the intended hitting direction. This study is the first to explore tri-planar wrist movement and the effect of different grips, such analysis has implications for coaching knowledge and practice and should inform future research into different aspects of skill, technique analysis and may inform injury mechanisms/prevention.     

Virtual-reality exergaming improves performance during high-intensity interval training

Purpose: To determine if: (i) mean power output and enjoyment of high-intensity interval training (HIIT) are enhanced by virtual-reality (VR)-exergaming (track mode) compared to standard ergometry (blank mode), (ii) if mean power output of HIIT can be increased by allowing participants to race against their own performance (ghost mode) or by increasing the resistance (hard mode), without compromising exercise enjoyment.

Methods: Sixteen participants (8 males, 8 females, VO₂max: 41.2?±?10.8 ml^?1·kg^?1·min^?1) completed four VR-HIIT conditions in a partially-randomised cross-over study; (1a) blank, (1b) track, (2a) ghost, and (2b) hard. VR-HIIT sessions consisted of eight 60 s high-intensity intervals at a resistance equivalent to 70% (77% for hard) maximum power output (P_MAX), interspersed by 60 s recovery intervals at 12.5% P_MAX, at a self-selected cadence. Expired gases were collected and VO₂ measured continuously. Post-exercise questionnaires were administered to identify differences in indices related to intrinsic motivation, subjective vitality, and future exercise intentions.

Results: Enjoyment was higher for track vs. blank (difference: 0.9; 95% CI: 0.6, 1.3) with no other differences between conditions. There was no difference in mean power output for track vs. blank, however it was higher for track vs. ghost (difference: 5 Watts; CI: 3, 7), and hard vs. ghost (difference: 19 Watts; 95% CI: 15, 23).

Conclusions: These findings demonstrate that VR-exergaming is an effective intervention to increase enjoyment during a single bout of HIIT in untrained individuals. The presence of a ghost may be an effective method to increase exercise intensity of VR-HIIT.     

Behavior problems of children as perceived by teachers,mental health professionals,and children

The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.     

Behavior problems in blind children and youth: A prevalence study

The Behavior Problem Checklist (Quay & Peterson, 1979) was completed by classroom teachers for 104 children and youth (64 boys and 40 girls) at a state residential school for the blind to determine the prevalence of problem behavior. Results were compared to earlier studies of behavior problems of nonhandicapped children and of two groups of hearing-impaired children, one living at home and attending a community program and a second group attending a state residential school. Results were more similar to those obtained with the hearing-impaired children in the residential setting than to either the nonhandicapped or the hearing-impaired living at home. Comparisons by sex failed to find statistically significant differences.     

School-psychological providers: A national survey of state departments of education

To identify professional groups that are providing psychological services in the schools, the present national survey of state departments of education was conducted. Fifty-nine percent of states currently mandate services of school psychologists by law, and a variety of allied professional groups were identified as also providing psychological services in the schools. Specific information about provider groups and service mandates is reported. Recommendations relevant to the provision of quality school-psychological services and utilization of multiple providers are given.     

The relationship between the Luria-Nebraska neuropsychological battery-children's revision and the Minnesota Percepto-Diagnostic Test with learning disabled students

The Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) were administered to 40 learning disabled (LD) students. Correlations were run between the scales of the LNNB-Children's Revision and MPD scores across the sample. Coefficients ranged from .07 to .71 for the intercorrelations of the scales of the LNNB-Children's Revision. Low correlations (−.10 to −.27) were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the LNNB (.18 to .65).     

An investigation of oral language and writing proficiency in third-grade students

Over the years, professionals have hypothesized that a positive relationship exists between children's oral language proficiency and their written language performance. This study examined the following two aspects of the relationship between oral and written language: (a) Are specific linguistic components of language more closely related than others? (b) Do groups rated high, medium, or low on written language measures differ significantly in oral language proficiency? Measures of oral and written language were administered to 77 third-grade students. Results indicated that moderate relationships existed between grammatical aspects of oral and written language. Oral language proficiency was significantly different for groups rated high, medium, and low on the basis of written language performance.     

The role of the teacher with substance-abusing adolescents in secondary schools

Before choosing to become involved with students who currently are abusing psychoactive substances, teachers must consider not only the potential consequences and payoffs to them professionally, but also what specifically they can do to help adolescents. This article presents some of the philosophical problems, and suggests potential solutions of how to relate to students who engage in potentially self-destructive, drug-related behavior. There is a need for teachers to become quasi-counselors and consultants, since they are the first line of defense against substance use and abuse.     

Assessing the acceptability of behavioral interventions used in classrooms

This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions. The evaluations of acceptability were assessed using a 20–item rating scale. A factor analysis of the rating scale yielded one major dimension, a general acceptability factor, and four secondary dimensions of intervention acceptability: risk to the target child, amount of teacher time required, effects of the intervention on other children, and amount of teacher skill required. Results are discussed in terms of designing interventions that are both effective and usable by classroom teachers.