Cricket

In this study we analysed technique, ball speed and trunk injury data collected at the Australian Institute of Sport (AIS) from 42 high performance male fast bowlers over a four year period. We found several notable technique interrelationships, technique and ball speed relationships, and associations between technique and trunk injuries. A more front‐on shoulder alignment at back foot contact was significantly related to increased shoulder counter‐rotation (p < 0.001). Bowlers who released the ball at greater speeds had an extended front knee, or extended their front knee, during the front foot contact phase (p < 0.05). They also recorded higher braking and vertical impact forces during the front foot contact phase and developed those forces more rapidly (p ≤ 0.05). A maximum hip‐shoulder separation angle occurring later in the delivery stride (p = 0.05) and a larger shoulder rotation to ball release (p = 0.05) were also characteristics of faster bowlers. Bowlers suffering lower back injuries exhibited typical characteristics of the ‘mixed’ technique. Specifically, the hip to shoulder separation angle at back foot contact was greater in bowlers who reported soft tissue injuries than in non trunk‐injured bowlers (p = 0.03), and shoulder counter‐rotation was significantly higher in bowlers who reported lumbar spine stress fractures than non trunk‐injured bowlers (p = 0.01). The stress fracture group was also characterised by a larger hip angle at front foot contact and ball release, whereas a more flexed front knee at ball release characterised the non trunk‐injured group.     

Analyzing Learning About Conservation of Matter in Students While Adapting to the Needs of a School

We probed the impact of two teaching strategies, guided inquiry and argumentation, on students' conceptual understanding of the conservation of matter. Conservation of matter is a central concept in middle school science curriculum and a prerequisite upon which rests more complex constructs in chemistry. The results indicate that guided inquiry was particularly effective in improving students' conceptual understanding, as evidenced by pre/posttest results and by a skill analysis of in-depth interviews of student dyads. We also discuss how the challenges inherent to educational contexts can undermine the quality and limit the impact of empirical research carried out in many schools. We suggest how these challenges could be met in the emerging infrastructures for change called the Research Schools Network.     

Performance Technology,Performance Support,and the Future of Training: A Commentary

How close is the relationship between performance technology, performance support, and training? Very close, actually. Both performance technology and electronic performance support (EPS) have their roots in education and training, but in many ways they have transcended their be ginnings and have evolved beyond where training leaves off. This commentary offers a performance technologist's view of EPS and suggests not only that a performance technology perspective is a requirement for the development of EPS, but that involvement in building and implementing an EPS can help people shift their paradigm from training to performance. Implications for the education and training field now and in the future are also proposed.