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.     

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.     

An examination of achievement-related behavior of high- and low-achieving inner-city pupils

Incorporating the academic engaged time model, the present study investigated behavioral differences between high- and low-achieving inner-city children. Two hundred observations of “on-task”-“off task” behavior of 136 children within the elementary grades (1 through 6) were noted during reading and mathematics lessons. Findings suggested that high- and low-achieving inner-city children spend a large proportion of time actively engaged in academic tasks, with high achievers spending somewhat more time than low achievers. No significant developmental trends were noted, and discrepant academic attainment levels of children are discussed in terms of an “academic learning time” model.     

Interscorer reliability of the Minnesota Percepto-Diagnostic Test-Revised

This study investigated the interscorer reliability between a novice and a professional psychologist for the Minnesota Percepto-Diagnostic Test-Revised (MPDT-R). The sample consisted of 30 individuals (18 males and 12 females) who were referred to the Applied Neuroscience Institute of the University of Maryland Eastern Shore. Results from the study indicated that for three of the four MPDT-R scores there was a significant positive correlation between expert and novice scoring criteria. Implications for the assessment of perceptual-motor problems using the MPDT-R are discussed.     

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.