Designing spatial visual tasks for research: the case of the filling task

This article focuses on the development and problematization of a task designed to foster spatial visual sense in prospective and practicing elementary and middle school teachers. We describe and analyse the cyclical stages of developing, testing, and modifying several “task drafts” related to ideas around dilation and proportion. Challenged by participant non-actions and non-responses, we as task designers identified and anticipated sources of difficulties, which motivated repeated modification of the task to further the intended learning goals. The task in its present form incorporates numerous considerations including choices around materials, wording of questions and prompts, and sequencing of experiences. It also reflects our enriched understanding of exploration strategies and the roles of manipulatives and technology in spatial visual tasks designed for adult learners.     

From Women-Staffed to Women-Led: Gender and Leadership in Academic Libraries, 1974-2018

This article reviews post-1974 scholarly literature on women’s leadership in academic libraries, with the emphasis on the United States. The purpose of this synthesis is to highlight research areas and themes that have significantly expanded the profession’s knowledge about gender and its impact at the top administrative level. The article starts with a brief overview of theories of gender and leadership before tracing scholarship on the gendered career patterns singled out in Schiller’s work (1974). The article then focuses on additional issues related to gender and library administration, including leadership styles, perceptions of differences between male and female leaders, and the lack of diversity among academic library women directors.     

Orthographic learning in Spanish children: influence of previous semantic and phonological knowledge

Orthographic learning is one of the steps needed to achieve reading fluency. There are different variables that could influence the formation of orthographic representations. The aim of this study was to investigate the role of the previous semantic and phonological knowledge on the formation of orthographic representations. We used a decrease of the length effect as the measure of orthographic learning. We made a reading aloud task that utilised new words with Spanish children from third grade under three different conditions: with prior semantic and phonological training, with prior phonological training and without training. Results showed that knowing the meaning and the phonological form of the words facilitated the formation of orthographic representations, as the length effect was significantly lower than in the other conditions, and it also improved the children's reading performance.     

A constructive response to `Where mathematics comes from'

Lakoff and Nuñez's bookWhere mathematics comes from: How the embodied mind brings mathematics into being (2000) provided many mathematics education researchers with a novel, and perhaps startling perspective on mathematical thinking. However, as evidenced by reviewers' criticisms (Gold,2001; Goldin, 2001; Madden, 2001), their perspective — though liberating for many,with its humanistic emphases — remains controversial. Nonetheless, we believe this perspective deserves further constructive response. In this paper, we propose that several of the book's flaws can be addressed through a more rigorous establishment of conceptual distinctions as well as a more appropriate set of methodological approaches.This revised version was published online in October 2005 with corrections to the Cover Date.     

The validation and application of Inertial Measurement Units to springboard diving

Inertial Measurement Units (IMUs) may offer an ecologically valid, reliable, and practical method for biomechanical performance analysis. With such potential in mind, Part 1 of this study examined the accuracy of IMUs gyroscopes with an optical system (Cortex 3.3). A calibration formula standardised the IMUs angular velocity output with the optical system. The percentage differences between the two measures = 0.5% (p < 0.05), suggest IMU’s efficacy for application. In Part 2, the aim was to examine and understand how dive flight angular velocity time series plots change and increase according to dive degree of difficulty. With IMUs attached to three competitive divers performing forward somersault dives, dive flight kinematics were assessed. Biomechanically, a 4½ tuck somersault dive differed to lower degree of difficulty dives in terms of: (1) a rotational delay immediately after takeoff (to gain greater vertical translation); (2) increased total time of flight; (3) greater muscle effort to resist increased centrifugal forces produced by the increased angular velocity (1,090 °/s); and (4) greater eccentric control during deceleration allow a safe and vertical entry into the water. IMUs can be effectively utilised and integrated into contexts such as springboard diving for performance analysis and optimisation purposes.     

Toward a shallow interpretivist model of sport

Deep ethical interpretivism has been the standard view of the nature of sport in the philosophy of sport for the past seventeen years or so. On this account excellence assumes the role of the foundational, ethical goal that justice assumes in Ronald Dworkin’s interpretivist model of law. However, since excellence in sports is not an ethical value, and since it should not be regarded as an ultimate goal, the case for the traditional account fails. It should be replaced by the shallow interpretivist model that I begin to sketch out and defend here.     

Assessing the limitations of the Banister model in monitoring training

The aim of this study was to carry out a statistical analysis of the Banister model to verify how useful it is in monitoring the training programmes of elite swimmers. The accuracy, the ill-conditioning and the stability of this model were thus investigated. The training loads of nine elite swimmers, measured over one season, were related to performances with the Banister model. First, to assess accuracy, the 95% bootstrap confidence interval (95% CI) of parameter estimates and modelled performances were calculated. Second, to study ill-conditioning, the correlation matrix of parameter estimates was computed. Finally, to analyse stability, iterative computation was performed with the same data but minus one performance, chosen at random. Performances were related to training loads for all participants (R(2) = 0.79 +/- 0.13, P < 0.05) and the estimation procedure seemed to be stable. Nevertheless, the range of 95% CI values of the most useful parameters for monitoring training was wide: t(a) = 38 (17, 59), t(f) = 19 (6, 32), t(n) = 19 (7, 35), t(g) = 43 (25, 61). Furthermore, some parameters were highly correlated, making their interpretation worthless. We suggest possible ways to deal with these problems and review alternative methods to model the training-performance relationships.     

The associations between fast bowling technique and ball release speed: a pilot study of the within-bowler and between-bowler approaches

The inability of the between-bowlers methodology to control parameters external to technique could lead to erroneous significant and non-significant associations being reported between fast-bowling technique and ball release speed. Using Pearson's product - moment correlation, we first examined the effectiveness of a within-bowler methodology to identify associations between technique and ball release speed of an elite semi-open fast bowler over 20 deliveries. These results were compared with associations identified from a between-bowlers methodology in which 20 single-performance trials bowled by elite fast bowlers adopting a semi-open shoulder alignment were collated. Sufficient variation was observed in within-bowler ball release speed to allow f relationships to be identified between technique and ball release speed. Although greater variation in bowling technique parameters was observed in the between-bowlers methodology, no associations were identified between technique and ball release speed. Multiple stepwise regression analysis showed that 87.5% of the within-bowler variation in ball release speed can be attributed to run-up velocity, angular velocity of the bowling arm, vertical velocity of the non-bowling arm, and stride length. The within-bowler methodology provided significant detailed information about the individual bowler that the between-bowlers methodology overlooked, forming the basis of a performance enhancement programme. It is recommended that within-bowler methodology be used in future investigation of technique relationships.