Parents' Evaluation of an Educational Psychology Service

An evaluation of parents' views of an Educational Psychology Service was carried out using a questionnaire survey and follow-up telephone interviews. The most satisfaction was expressed for the pre-school, early years services and child guidance support where a statement was not involved. Parents found it helpful to learn alternative ways to interpret behaviour from understanding professionals. They were less satisfied with statutory assessments of their older children already attending school. The main sources of dissatisfaction were the lack of communication with and involvement of parents in the course of the assessments, the length of time it took to decide on an assessment and the time taken to collect the relevant reports to draw up a statement. Implications for practice are discussed.     

Multicultural literature: An essay

Effective teacher education should guide preservice and practicing teachers in comprehending and facilitating educational concepts and pedagogical practices that examine and promote equity for all learners. Teachers and young learners benefit from sundry opportunities to recognize their self identities and to celebrate both individual and shared cultural characteristics while increasing their understanding and appreciation of others and society. Teachers' cultural characteristics frequently do not match the cultural characteristics reflective of their young learners, and teachers may not be cognizant that their young learners do not see and operate in the world as they do. Critical pedagogy frequently fails to occur when dissonance lies between teachers' backgrounds, beliefs, and behaviors and those characterizing their young learners. Therefore, a major responsibility of pre-K-12 school administrators and teacher educators focuses on developing cultural self-awareness in teachers concomitantly empowering them to develop cultural self-awareness in their young learners. This article addresses how to initiate and further enhance the development of cultural self-awareness in educators by viewing a short yet provocative video titled, "The Lunch Date." A synthesis of university class discussion techniques drawing on the experiences of two professors provides guiding questions and useful suggestions appropriate for pre-K-12 teachers, administrators, staff developers, and teacher educators.     

Biomechanical response to systematic changes in impact interface cushioning properties while performing a tennis-specific movement

It is currently not known whether human responses across typical sports surfaces are dependent on cushioning or frictional properties of the interface. The present study assessed systematic changes in surface cushioning (baseline acrylic, rubber, thin foam, and thick foam) as participants performed tennis running forehand foot plants wearing a basic neutral shoe (plimsolls). It was hypothesized that systematic decreases in peak rates of loading, heel pressures, and perceived hardness would be yielded as surface cushioning increased (impact test device). A common acrylic top surface provided consistent frictional properties across surfaces. Kinetics (AMTI, 960 Hz and Footscan Pressure Insoles, 500 Hz), kinematics (Peak MOTUS, 120 Hz), and cushioning perception were assessed. Peak and mean loading rates of vertical ground reaction force, peak horizontal force, peak heel pressure, and rates of loading demonstrated significant correlations (P < 0.05) with the participants' perceived levels of cushioning and matched mechanical rankings of surface cushioning. In contrast, peak impact force was lowest on the least cushioned surface. Kinematic responses were not significantly different between surfaces. Present evidence supports 'peak rate of loading' as a more suitable indicator of surface cushioning than peak impact force. Although cautionary, biomechanical support is also provided for mechanical methods of surface cushioning assessment.     

Boot-insole effects on comfort and plantar loading at the heel and fifth metatarsal during running and turning in soccer

Plantar loading may influence comfort, performance and injury risk in soccer boots. This study investigated the effect of cleat configuration and insole cushioning levels on perception of comfort and in-shoe plantar pressures at the heel and fifth metatarsal head region. Nine soccer academy players (age 15.7 ± 1.6 years; height 1.80 ± 0.40 m; body mass 71.9 ± 6.1 kg) took part in the study. Two boot models (8 and 6 cleats) and two insoles (Poron and Poron/gel) provided four footwear combinations assessed using pressure insoles during running and 180° turning. Mechanical and comfort perception tests differentiated boot and insole conditions. During biomechanical testing, the Poron insole generally provided lower peak pressures than the Poron/gel insole, particularly during the braking step of the turn. The boot model did not independently influence peak pressures at the fifth metatarsal, and had minimal influence on heel loads. Specific boot-insole combinations performed differently (P < 0.05). The 8-cleat boot and the Poron insole performed best biomechanically and perceptually, but the combined condition did not. Inclusion of kinematic data and improved control of the turning technique are recommended to strengthen future research. The mechanical, perception and biomechanical results highlight the need for a multi-faceted approach in the assessment of footwear.