Lower extremity muscle function of front row rugby union scrummaging

A rugby scrum’s front row must act uniformly to transfer maximal horizontal force and improve performance. This study investigated the muscle activation patterns of lower extremity muscles in front row forwards during live and machine scrums at professional and amateur levels. Electromyography was collected bilaterally on vastus lateralis, rectus femoris and gastrocnemius muscles of 75 male rugby prop players during live and machine scrums. ANOVAs compared muscle reaction time, rate of change in muscle amplitude and muscle amplitude between groups and conditions. Cross-correlation analysis explored muscle synchronicity. There were significantly greater rates of change in each muscle amplitude in professional players than amateur players. Additionally, there was significantly quicker muscle reaction time in all muscles, and greater amplitude in vastus lateralis and gastrocnemius, during the live scrum vs. machine condition. The professional props produced more synchronised muscle activation than amateur players and all players produced more synchronised muscle activation against the scrum machine vs. live scrummage. The results indicate a higher skill proficiency and muscle synchronicity in professional players. While scrum machine training is ideally suited for functional muscle strengthening during practice, to truly simulate the requirements of the scrum, training should incorporate the live situation as much as possible.     

“Let's Get Physical”: Advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy

Three‐dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their comparative efficacies remains scarce in the literature. This study developed and evaluated the use of a physical model in demonstrating the complex spatial relationships of the equine foot. It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer‐based 3D models. Third year veterinary medicine students were randomly assigned to one of three teaching aid groups (physical model; textbooks; 3D computer model). The comparative efficacies of the three teaching aids were assessed through students' abilities to identify anatomical structures on MR images. Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (86.39%) compared with students using textbooks (62.61%) and the 3D computer model (63.68%) (P < 0.001), with no significant difference between the textbook and 3D computer model groups (P = 0.685). Student feedback was also more positive in the physical model group compared with both the textbook and 3D computer model groups. Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limitations with regards to 3D learning. Anat Sci Educ 6: 216–224. © 2013 American Association of Anatomists.     

The Role of the College Librarian

Museum exhibits can be a tool in experiential learning. While instructors have documented various methods of experiential learning, they have not sufficiently explored such learning from museum exhibits. Museum researchers, however, have long found a satisfying cognitive component to museum visits. This paper narrates the author's design to capture the cognitive experience at museums through integrating two Smithsonian exhibits with introductory Microeconomics and Macroeconomics classes in a two-year college. Cognitive gains made by students during the structured museum visit were reinforced with appropriate readings and assignments. The teaching method outlined is a significant addition to an experiential economist's toolkit. This method, however, can be used in any discipline. Apart from introducing students to a resource for lifelong learning, the inclusion of museum exhibits to academic teaching allows instructors to move away from chalk and talk, increase student engagement, increase content-relevance, provide in-depth coverage of certain areas and improve proficiencies. In a nutshell, the use of museum exhibits improves the overall quality of a course.     

SFX Statistical Reports: A Primer for Collection Assessment Librarians

SFX, an OpenURL link resolver, was implemented at the University of Illinois at Urbana-Champaign Library in late 2005. Data from the SFX statistical reporting package are providing yet another look at how library users navigate and utilize electronic resources. However, unlike other statistical reports, such as electronic use statistics provided by vendors, SFX data cover both successful and unsuccessful links, meaning that libraries can identify items patrons wanted, but which were not (for some reason) available. And while SFX cannot totally replicate use data from publishers (since it cannot track bookmarked links resulting from use outside the library's links), it can provide statistical use data in place of publishers who simply do not offer this service, which often includes smaller or more specialized publishers. SFX data also cover multiple databases and vendors, combining use and nonuse data in one statistical package. This paper provides an overview of the 20 established statistical reports available through the SFX statistics module. Suggestions are offered for how the data from these reports can be used to answer questions about how academic journal collections and their indexes are being used and what users need but are not finding.     

Straight from the Horse's Mouth: New and Not-So-New Serialists Share Experience

Presenters Susan Davis of the University at Buffalo, State University of New York, and Sarah E. Morris of Reed Smith, LLP, led an informal discussion of past and future trends in serials librarianship. By comparing their perspectives as new and mid-career librarians, they illuminated various topics related to work with serials and electronic resources, including the skill sets required for e-resource management, users' demands for online access, and generational attitudes within the profession.     

Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities

Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1?=?Primary, 2?=?Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n?=?23) and activity type (n?=?39)); reinforcing factors (influences of peers (n?=?23), family (n?=?10) and teachers (n?=?19) to PA engagement); and predisposing factors (healthy lifestyle (n?=?15), enjoyment of PA (n?=?14), adaptations for PA (n?=?10), structured play (n?=?10), effects of disability on PA (n?=?8) and the CYPs attitudes towards PA (n?=?8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices.     

Parents’ goals for and perceptions of alphabet books

This study examined parents’ goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read, Enjoyment and Bonding, Learning from Books, and Soothing the Child. Maternal education, number of ABC books owned, and ABC book reading frequency were related to parents’ goals. When viewing ABC pages, parents rated pages with little text, simple illustrations, and letter sound-word consistency as more appropriate for fulfilling purposes related to learning to decode than pages with a lot of text, complex illustrations, and letter sound-word violations. These perceptions are congruent with previous research and experts’ advice. However, parents rated pages with more complex illustrations as more appropriate for enjoyment, potentially putting books with complex illustrations at cross purposes with the previous goals.     

Enclothed cognition: putting lab coats to the test

ABSTRACT

Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science.