Human perceptions of artificial surfaces for field hockey

Measuring the performance of a sports surface is typically derived from a series of field and laboratory tests that assess the playing properties under simulated game conditions. However, from a player’s perspective their own comfort and confidence in the surface and its playing characteristics are equally if not more important. To date no comparative study to measure playing preference tests has been made. The aim of this research was to develop a suitable method for eliciting player perceptions of field hockey pitches and determine the key themes that players consider when assessing field hockey pitches. To elicit meaningful unbiased human perceptions of a playing surface, an individual subjective analysis was carried out, using interviews and inductive analysis of the recorded player statements. A qualitative analysis of elite hockey players (n = 22) was performed to obtain their perceptions immediately after a competitive match. The significant surface characteristics that emerged as part of an inductive analysis of their responses were grouped together and formed five general themes or dimensions: player performance, playing environment, pitch properties, ball interaction and player interaction. Each dimension was formed from a hierarchy of sub-themes. During the analysis, relationships between the dimensions were identified and a structured relationship model was produced to highlight each relationship. Players’ responses suggested that they perceived differences between pitches and that the majority of players considered a ‘hard’ pitch with a ‘low’ ball bounce facilitating a ‘fast’ game speed was desirable. However, further research is required to understand the relative importance of each theme and to develop appropriate measurement strategies to quantify the relevant engineering properties of pitch materials.     

Paralympic athletes’ perceptions of their experiences of sports-related injuries,risk factors and preventive possibilities

Our knowledge of sports-related injuries in para-sport is limited and there are no data on how Paralympic athletes themselves perceive an injury. The aim of this qualitative study was to explore Paralympic athletes’ perceptions of their experiences of sports-related injuries, risk factors and preventive possibilities. Eighteen Swedish Paralympic athletes with vision impairment, intellectual impairment, spinal cord injury, cerebral palsy, myelomeningocele, dysplasia and neuromuscular disorder, representing 10 different para-sports, were interviewed. The qualitative phenomenographic method was used to interpret the data. The analysis revealed nine categories of perceptions of experiences. The athletes perceived that their impairments were involved in the cause and consequential chains associated with a sports-related injury. Other categories that denoted and described these injuries were: sport overuse, risk behaviour, functional limitations, psychological stressors, the normalised pain, health hazards, individual possibilities to prevent sports-related injuries and unequal prerequisites. This qualitative study revealed that Paralympic athletes’ perceptions of their experiences of sports-related injuries are complex and multifactorial, and in several ways differ from able-bodied athletes. This needs to be considered in the sports health and safety work within the Paralympic Movement as well as in the design of future injury surveillance systems and preventive programmes.     

The influence of student experiences on post-graduation surveys

This study attempts to establish the extent to which in-class teaching quality instruments can be used to predict post-graduation survey results. It examines the responses for the Good Teaching Scale of the Course Experience Questionnaire administered to 10,433 students who completed their studies at a major Australian tertiary institution from 2003 to 2005 using a unique data-set that matched student records and measures of class characteristics to the individual survey responses. The findings indicate that the overall degree experiences of particular students can be predicted by measures of class differences as measured by teaching quality instruments and the grade distributions of the classes they completed. These factors are in addition to the effects of students’ own performance as measured by their grades, their field of study and their post-graduation experience. It was found that in-class administered teaching quality instruments have an asymmetric influence on post-graduation survey results. Higher than expected scores appear to have little impact, and lower than expected results were found to have a significant negative impact on post-graduation recollections. The grade distribution in classes taken was also found to be an important factor in explaining variation in degree satisfaction.     

Student learning work: Grounds for anin situ analysis

The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined.     

The transformation of an online learning community from an organised facility to an organic fraternity

An online community of learning within a distance doctoral programme was explored to determine if and how the community evolved and transformed over time. This part-time doctoral programme gathers students into cohorts and runs a structured community with students and faculty for 18 months before students confirm candidatures and begin individual work with their own supervisors for the remaining 4–5 years of study. In particular, this study sought to determine if and how the community of learning continued and developed after the 18 months of shared structured learning had been completed. This research was initiated and conducted by the students, giving insights into the community from the students’ perspective. Findings are that the community has survived and will continue in the short-term at least, but with fewer members and operating in a different manner. There has been an ongoing transformation of the community, largely driven by choice and necessity.     

Incidental Word Learning in Science Classes

The purpose of the project was to investigate students' incidental word learning in science classes that depended on discussion and hands-on activities. In separate studies, 4th- and 8th-grade students were given pretests and posttests that assessed depth of knowledge of topical words used in a single unit. In both studies, students made significant improvement in their knowledge of topical words; knowledge of nontopical words did not improve. Students who started the unit with partial knowledge of topical words were likely to learn meanings appropriate for the unit. Depth of topical word knowledge also contributed significantly to improvement on a test of applied problems. While significant incidental word learning occurred over the science units, students with little or no understanding of topical words at the outset tended to make limited progress in both word learning and learning the ideas and information of the unit. The educational implications are potentially serious and need to be explored in further studies. Copyright 2000 Academic Press.     

The Influence of Education and Family Background on Women's Earnings in Midlife: evidence from a British national birth cohort study

Studies which have investigated the influence of education on adult earnings are almost exclusively concerned with men and take little account of family influences on either education or later earnings. Those studies which have information on women's earnings focus on gender differentials rather than differences between women in opportunities and outcomes. This paper which examines the influence of education and family background on the midlife earnings of a national cohort of British women born immediately after the Second World War is an attempt to redress this situation. It shows that the few women who were able to take full advantage of the expansion in educational opportunities and achieve high educational qualifications earned significantly more in adult life than less educated females. Family background played an important role, both through its effect on early educational achievement and attitude to school work, which in turn influenced the type of secondary school attended and the achievement of educational qualifications, and also by well‐educated mothers raising their daughter's career expectations or providing successful role models. In adult life, employment characteristics which indicated a long‐term commitment to full‐time work and the decision not to have children, or to delay childbearing, were also important predictors of later economic success in this cohort, but did not explain the prior effects of education and family background. Advanced educational qualifications were the key to economic success for women bom in the early post‐war period.     

Reinvigorating adolescent sexuality education through alternate reality games: the case of The Source

This paper presents findings from a focus group study conducted to evaluate The Source, an alternate reality game (ARG). ARGs are a relatively new genre of interactive digital games that use a variety of media to engage game players. We developed modules on sexual health, sexual orientation, and homophobia in a game that was delivered to 133 predominantly African-American and Latino US youth. Ten focus groups were conducted with 43 young people aged 13–18 who played The Source to understand feasibility and acceptability issues and the impact of the game on young people’s attitudes, knowledge, and behaviours. Data were transcribed and analysed for common themes by two independent coders. Four primary themes were identified: (1) the feasibility and acceptability of using an ARG for sexual education; (2) the acceptability of The Source’s specific sexual health content; (3) the game’s influence on sexual health-related knowledge, attitudes, and behaviours; and (4) the impact of the game on young people’s thoughts and responses to sexual orientation and homophobia. Study findings indicate that an ARG is an exciting and interactive way to educate young people on sensitive topics in sexuality education, but that attention to narrative authenticity and effective messaging are important issues to address.