The effects of limb dominance and a short term,high intensity exercise protocol on both landings of the vertical drop jump: implications for the vertical drop jump as a screening tool

The effectiveness of vertical drop jumps (VDJs) to screen for non-contact ACL injuries is unclear. This may be contributed to by discrete point analysis, which does not evaluate patterns of movement. Also, limited research exists on the second landing of VDJs, potential lower limb performance asymmetries and the effect of fatigue. Statistical parametric mapping investigated the main effects of landing, limb dominance and a high intensity, intermittent exercise protocol (HIIP) on VDJ biomechanics. Twenty-two male athletes (21.9 ± 1.1 years, 180.5 ± 5.5 cm, 79.4 ± 7.8 kg) performed VDJs pre- and post-HIIP. Repeated measures ANOVA identified pattern differences during the eccentric phases of the first and second landings bilaterally. The first landing displayed greater (internal) knee flexor (η² = 0.165), external rotator (η² = 0.113) and valgus (η² = 0.126) moments and greater hip (η² = 0.062) and knee (η² = 0.080) flexion. The dominant limb generated greater knee flexor (η² = 0.062), external rotator (η² = 0.110) and valgus (η² = 0.065) moments. The HIIP only had one effect, increased thoracic flexion relative to the pelvis (η² = 0.088). Finally, the dominant limb demonstrated greater knee extensor moments during the second landing (η² = 0.100). ACL injury risk factors were present in both landings of VDJs with the dominant limb at potentially greater injury risk. Therefore, VDJ screenings should analyse both landings bilaterally.     

The Impact of Disordered Eating Behavior on College Relationships: A Qualitative Study

The authors explored how college students’ disordered eating behaviors affect their peers. Participants were 8 undergraduate students from a northeastern university with a peer who currently or previously engaged in eating disorder (ED) behaviors. Results from a consensual qualitative analysis provided preliminary evidence that students’ EDs negatively affect peers. Outreach and interventions such as cognitive behavior therapy could be used to assist peers of students with EDs. Researchers should investigate the impact of students’ ED behaviors on peers’ health and academic performance.     

The reliability and validity of the bar-mounted PUSH BandTM 2.0 during bench press with moderate and heavy loads

ABSTRACT

The aim of this study was to assess the reliability and validity of the bar-mounted PUSH Band^TM 2.0 to determine peak and mean velocity during the bench press exercise with a moderate (60% one repetition maximum [1RM]) and heavy (90% 1RM) load. We did this by simultaneously recording peak and mean velocity using the PUSH Band^TM 2.0 and three-dimensional motion capture from participants bench pressing with 60% and 90% 1RM. We used ordinary least products regression to assess within-session reliability and whether the PUSH Band^TM 2.0 could accurately predict motion capture velocity. Results showed that PUSH Band^TM 2.0 and motion capture peak and mean velocity reliability was acceptable with both loads. While there was a tendency for the PUSH Band^TM 2.0 to slightly overestimate peak and mean velocity, there was no fixed bias. However, mean velocity with 60 and 90% 1RM demonstrated proportional bias (differences between predicted and motion capture values increase with magnitude). Therefore, PUSH Band^TM 2.0 peak velocity with 60 and 90% 1RM is valid, but mean velocity is not.     

Which drop jump technique is most effective at enhancing countermovement jump ability, “countermovement” drop jump or “bounce” drop jump?

Abstract

The drop jump is a popular form of plyometric exercise often undertaken to enhance countermovement jump ability (jump height). Despite its popularity the effects of drop jump training on countermovement jump height are often inconsistent. Such inconsistencies may be as a result of differences in the drop jump technique being employed. Two recognised forms of drop jump are the “countermovement” drop jump and the “bounce” drop jump and the current study examined the effects of eight weeks of training with these drop jump techniques on countermovement jump height. Methods: A kinetic and kinematic analysis of each participant's countermovement jump, bounce- and countermovement drop jumps was undertaken prior to training. Participants were then randomly assigned to a bounce drop jump training group (n = 34), a countermovement drop jump training group (n = 35) or a control group (n = 34). Changes in jump height were examined following training. Results: The countermovement drop jump training group increased their countermovement jump height by 2.9 cm (6%), which was a significant change (P < 0.05) in comparison to that experienced by the bounce drop jump (-0.2 cm, -0.4%) and the control group (-0.1 cm, 0.2%). Conclusion: The countermovement drop jump may be more effective than the bounce drop jump at enhancing countermovement jump height.     

How the Media Misleads the Story of School Consumerism: A Perspective From School Finance

Noting the dramatic rise in media reporting on the topic of school commercialism and consumer activity in schools, this research explores the fiscal benefits of such activities. Though a variety of activities frequently associated with school consumerism generate revenues for schools, in the example of student activity fees there is very little correlative evidence that suggests substantive and systematic shifts are under way in how schools are funded. A central argument is that the media representation of school consumerism may exaggerate the significance and effects of consumer and consumer behavior in schools, specifically in terms of the fiscal contribution of fee-based revenue. This argument is explored using quantitative methods to investigate fee-based revenue among U.S. public school systems.     

Articulating syntactic and numeric perspectives on equivalence: the case of rational expressions

Our study concerns the conceptual mathematical knowledge that emerges during the resolution of tasks on the equivalence of polynomial and rational algebraic expressions, by using CAS and paper-and-pencil techniques. The theoretical framework we adopt is the Anthropological Theory of Didactics (Chevallard 19:221–266, 1999), in combination with semiotic aspects from the instrumental approach to tool use. The analysis we present is based on interviews carried out with a 10th grade student who participated in our research. Our findings highlight the mathematical knowledge (technological discourse) constructed in the process of confronting, differentiating, and articulating the several mathematical techniques and theoretical ideas (pertaining to the numeric perspective and the syntactic perspective on algebraic equivalence) related to the designed equivalence tasks.     

Exploring who we are in the context of global reforms in education: the Second Level Support Service in conversation

How will the Second Level Support Service (SLSS), established to support curriculum reform and the professional development of teachers, sustain its own professional development and identity in a climate of change and uncertainty? How will the SLSS maintain its vision of continuous professional development in the midst of educational reform? This article reports on a research project undertaken jointly by the SLSS and the Department of Education and Professional Studies, University of Limerick, designed to support the professional development of the SLSS, as it addressed, in a reflexive way, the questions posed above. The article outlines: the context, including the public policy context, in which the research was undertaken; the research design which incorporates narrative enquiry and collegial conversation; and some of the main themes which emerge from the three focus groups, whose conversations provided the research data. Chief among these themes is the degree to which the vision and practice of the SLSS supports or challenges the view of teachers and teaching which underlies the reform of education. The article offers some concluding remarks which relate the project to critical theory and organisational development.     

Book review

Catholic Schools Mission, Markets and Morality Gerard Grace, Routledge/Falmer, 2002, xiii + 286 pages. ISBN 0–415–24325–4