Effect of attending to a ball during a side-cut maneuver on lower extremity biomechanics in male and female athletes

Many sports associated with anterior cruciate ligament (ACL) injury require athletes attend to a ball during participation. We investigated effects of attending to a ball on lower extremity mechanics during a side-cut maneuver and if these effects are consistent for males and females. Sagittal and frontal plane hip and knee kinematics and joint moments were measured during side-cut maneuvers in 19 male and 19 female National Collegiate Athletic Association division III basketball players. Participants also experienced two side-cut conditions that required attention to a ball. Our results did not indicate that the effect of attention varies with gender. However, during side-cut conditions while attending to a ball, internal knee adductor moment was 20% greater (p = 0.03) and peak knee flexion angle was 4° larger (p < 0.01). Females demonstrated 5° less hip flexion (p = 0.046), 12° less knee flexion (p < 0.01), and 4° more knee abduction (p = 0.026) at initial contact during all side-cut conditions than males. Attention to a ball may affect lower extremity mechanics relevant to ACL injury. The validity of laboratory studies of lower extremity mechanics for sports that include attention to a ball may be increased if participants are required to attend to a ball during the task.     

Effects of Item Order and Context on Estimation of NAEP Reading Proficiency

What can be learned about the effects of item order and context on invariance of item parameter estimates? Are common-item equating methods appropriate when measuring trends in educational growth?     

Jizz and the joy of pattern recognition: virtuosity discipline and the agency of insight in UK naturalists' arts of seeing

Approaches to visual skilling from anthropology and STS have tended to highlight the forces of discipline and control in understanding how shared visual accounts of the world are created in the face of potential differences brought about by multi-sensorial perception. Drawing upon a range of observational and interview material from an immersion in naturalist training and biological recording activities between 2003 and 2009, I focus upon jizz, a distinct form of gestalt perception much coveted by naturalist communities in the UK. Jizz is described as a tacit and embodied way of seeing that instantaneously reveals the identity of a species, relying upon but simultaneously suspending the arduous and meticulous study of an organism's diagnostic characteristics. I explore the potential and limitations of jizz to allow for both visual precision and an enchanted and varied form of encounter with nature. In so doing, I explore how the specific characteristics of wild, intangible and irreverent virtuoso performance work closely together with disciplining taxonomic standards. As such, discipline and irreverence work together, are mutually enabling, and allow for an accommodation rather than a segregation of potential difference brought about by perceptual variety.     

A tale of two Kaisers: Ballack and Beckenbauer,and the battle for legacy

While there are a number of ways a player can be remembered after his career ends, much attention is paid to two different areas: the player’s successes and failures and any scandals by which the player may have been tainted. Which of these ultimately matters more? Does scandal outweigh what happens on the pitch? Or does failure speak louder than scandal? When considering the legacy of Michael Ballack, we find ourselves asking: will he be remembered for never winning the biggest trophies or for the scandals that dogged his last few years as a player? By looking at the legacy of Franz Beckenbauer, another world-class German player and former captain of the (West) German National Team whose career was repeatedly touched by scandals but whose legacy is largely positive, due to the fact that he experienced tremendous success on the pitch, we will perhaps be able to imagine how Ballack will be remembered. After considering two major scandals, and a few minor ones, that came at the end of Ballack’s career and looking towards the future of his legacy, the career and legacy of Franz Beckenbauer, the only player to have won four German Player of the Year awards, will be examined to see what clues it can offer us in regards to Ballack’s legacy. Given that Ballack’s nickname of ‘der kleine Kaiser’ links him directly to Beckenbauer, ‘der Kaiser’, there are many connections that enable us to ask questions about Ballack’s legacy.     

Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning

This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL) in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from 941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational learning and school change are discussed.     

Reading the graphics: what is the relationship between graphical reading processes and student comprehension?

Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered 8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number of individual processes were positively correlated with retelling and/or comprehension question scores.     

The role of future work goal motives in adolescent identity development: A longitudinal mixed-methods investigation

Theories of adolescent identity development often emphasize the importance of adolescents’ future work goals, yet these theories rarely distinguish the self-oriented motives (enjoying or being a good fit for one’s work) from the beyond-the-self-oriented motives (having a positive impact on the world beyond the self) that underlie them. The present article explored the impact and development of both types of motives. Using longitudinal, mixed-methods data from middle school and high school students (N = 99), the present article found that: (1) adolescents generated both self-oriented and beyond-the-self-oriented motives for their future work goals, often simultaneously; (2) adolescents who held both self-oriented and beyond-the-self-oriented motives for their work goals were more likely to experience higher levels of purpose and meaning over a 2-year period than those who held neither; (3) school assignments that asked students to reflect on their work goals were positively related only to the development of self-oriented motives for work goals among middle school students; and (4) support from friends was positively related only to the development of self-oriented motives for work goals among high school students.     

How girls and boys expect disclosure about problems will make them feel: implications for friendships

Although girls disclose to friends about problems more than boys, little is known about processes underlying this sex difference. Four studies (Ns = 526, 567, 769, 154) tested whether middle childhood to mid-adolescent girls and boys (ranging from 8 to 17 years old) differ in how they expect that talking about problems would make them feel. Girls endorsed positive expectations (e.g., expecting to feel cared for, understood) more strongly than boys. Despite common perceptions, boys did not endorse negative expectations such as feeling embarrassed or worried about being made fun of more than girls. Instead, boys were more likely than girls to expect to feel "weird" and like they were wasting time. Sex differences in outcome expectations did help to account for girls' greater disclosure to friends.