Ice hockey shoulder pad design and the effect on head response during shoulder-to-head impacts

Ice hockey body checks involving direct shoulder-to-head contact frequently result in head injury. In the current study, we examined the effect of shoulder pad style on the likelihood of head injury from a shoulder-to-head check. Shoulder-to-head body checks were simulated by swinging a modified Hybrid-III anthropomorphic test device (ATD) with and without shoulder pads into a stationary Hybrid-III ATD at 21 km/h. Tests were conducted with three different styles of shoulder pads (traditional, integrated and tethered) and without shoulder pads for the purpose of control. Head response kinematics for the stationary ATD were measured. Compared to the case of no shoulder pads, the three different pad styles significantly (p < 0.05) reduced peak resultant linear head accelerations of the stationary ATD by 35–56%. The integrated shoulder pads reduced linear head accelerations by an additional 18–21% beyond the other two styles of shoulder pads. The data presented here suggest that shoulder pads can be designed to help protect the head of the struck player in a shoulder-to-head check.     

Relationships between student cognitions and their effects on study strategies

Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational psychology, 68, 149–171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy.     

A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden

The topic of this article is how primary school students express ideas about the ‘origins of the nation’. The study is based on texts written by Swedish students aged 12–13 about a historical event well embedded in Swedish national mythology, the rise to power of Swedish ‘founding father’ Gustav Vasa. The analysis is inspired by James V. Wertsch's concept of schematic narrative templates. The main finding of the study is that the students mainly structure their answers along one of two different narrative templates; either a kind of historical master narrative with strong foundations in traditional Swedish history culture, or a more generic story about the founding father as a ruthless or corrupt politician, which is arguably influenced by presentism.     

The gap between educational research and practice: Views of teachers,school leaders,intermediaries and researchers

The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised with teachers, school leaders, researchers, and intermediaries. Questionnaire data were obtained from educational research professors in Flanders. Results indicate that the gap between educational research and practice should be approached as a complex and differentiated phenomenon. All participants agreed that more cooperation between researchers and practitioners is necessary. This could be achieved by establishing ‘professional learning communities’ or by promoting a ‘design‐based research’ model.     

To play or not to play,that’s the question – young people’s experiences of organized spontaneous sport

As an attempt to reach physically inactive young people, especially girls, organized spontaneous sport (OSP) was implemented as a part of the state programme ‘The Sports Lift’ (2010). Projects, however, tended to primarily attract physically active boys rather than the actual target group. This problem calls for a qualitative approach to gain further knowledge about the interplay within the activities. Accordingly, this study aims to examine young people’s experiences of OSP activities with focus on participation, leadership and determining processes. To fulfil this purpose, a case study design was implemented. Data were collected through observations (pilot study) and semi-structured interviews with participants. The theoretical point of departure is developmental ecology, emphasizing the individual’s interaction with the multilevel environment. Results show that OSP is experienced as different from conventional organized sport. Further, the domination of boys is made possible through upholding the masculine sports norm, which is actualized within determining processes.