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.     

The kinematic differences between skill levels in the squash forehand drive,volley and drop strokes

ABSTRACT

Knowledge of the kinematic differences that separate highly skilled and less-skilled squash players could assist the progression of talent development. This study compared trunk, upper-limb and racket kinematics between two groups of nine highly skilled and less-skilled male athletes for forehand drive, volley and drop strokes. A 15-camera motion analysis system recorded three-dimensional trajectories, with five shots analysed per participant per stroke. The highly skilled group had significantly (p < 0.05) larger forearm pronation/supination range-of-motion and wrist extension angles at impact than the less-skilled. The less-skilled group had a significantly more “open” racket face and slower racket velocities at impact than the highly skilled. Rates of shoulder internal rotation, forearm pronation, elbow extension and wrist flexion at impact were greater in the drive stroke than in the other strokes. The position of the racket at impact in the volley was significantly more anterior to the shoulder than in the other strokes, with a smaller trunk rotation angular velocity. Players used less shoulder internal/external rotation, forearm pronation/supination, elbow and wrist flexion/extension ranges-of-motions and angular velocities at impact in the drop stroke than in the other strokes. These findings provide useful insights into the technical differences that separate highly skilled from less-skilled players and provide a kinematic distinction between stroke types.     

Learning about sustainability and gender through Farmer Field Schools in the Taita Hills,Kenya

This research uses transformative learning theory to explore how Farmers Field Schools (FFS) of the Taita Hills, Kenya have contributed to environmental sustainability, with a particular focus on gendered learning. Both genders experienced transformations in their meaning schemes related to farming (e.g., men and women switched their traditional roles in tillage and planting). A significant change in meaning perspective occurred among men who overcame personal biases and a cultural practice of land inheritance for males to now include their daughters. More research is needed to explore how all participants (farmers, extension agents, scientists) could enhance sustainability efforts and gender equality through agricultural participatory education projects such as FFS.     

A world I don’t inhabit: disquiet and identity in Second Life and Facebook

The authors use their own experiences with social software to argue for the need for caution in its uses in education. They particularly draw attention to difficulties in engagement, the effects on identity, an emphasis on superficial issues, lack of coherence, and problems with authenticity and trust. While Facebook and Second Life appear to have potential for educational applications, the disquiet associated with them may need to be taken into account: and this can affect both students and their teachers. One of the authors is a student on an online course and extracts from her blogs and journal capture the emotional and psychological effects of engaging in these new worlds at the time it happened. Both authors have noticed changes in their responses over time and point to the need for integration and coherence for “virtual identities” to play an appropriate part in higher education. The paper raises more questions than it answers and suggests that there is an urgent need to theorise online identity, the roles of academics and students, and the codes of practice in such environments. If social software has a serious place in academic life, these issues will need to be widely debated.

Eine Welt, die ich nicht bewohne: Unruhe und Identität in Second Life und Facebook

Die Autoren lenken die Aufmerksamkeit auf Schwierigkeiten beim Engagement, der Wirkung auf Identität, die Betonung auf oberflächlichen Angelegenheiten, dem Mangel an Kohärenz und Probleme mit Authentizität und Vertrauen beim Verwenden von Facebook und Zweiten Leben. Während Facebook und Zweites Leben Potenzen für Bildungsnutzung zu haben scheinen, sollte die mit ihrer Nutzung entstehende Unruhe sowohl von Studenten als auch ihren Lehrern als Beeinflussung in Betracht gezogen werden muss. Beide Autoren weisen auf die Notwendigkeit nach Integration und Kohärenz hin, damit “virtuelle Identitäten” einen angemessenen Anteil in der höherer Bildung spielen können. Das Papier wirft mehr Fragen auf, als es beantwortet und weist auf die dringende Notwendigkeit hin, Online‐Identität theoretisch zu klären und die Rolle von Akademikern und Studenten sowie die verwendeten Codes in einer solchen Umgebungen zu analysieren.

Un Monde dans lequel je n’habite pas: inquiétude et identité dans Second Life et Facebook

Les auteurs attirent l’attention sur les difficultés à s’engager, les effets sur l’identité, l’accent mis sur les problèmes superficiels, le manque de cohérence et les problèmes d’authenticité et de confiance qui surgissent lorsqu’on utilise Facebook et Second Life. Bien que Facebook et Second Life semblent offrir des possibilités pour des applications éducatives il est peut‐être nécessaire de tenir compte de l’inquiétude qu’ils suscitent: cela peut en effet affecter aussi bien les étudiants que les professeurs. Les deux auteurs insistent sur le besoin de cohérence et d’intégration pour que les « identités virtuelles » jouent un rôle approprié dans l’enseignement supérieur. Cet article soulève plus de questions qu’il n’apporte de réponses et avance l’idée qu’il y a un besoin urgent de théorisation de l’identité en ligne, du rôle des professeurs et des étudiants et des codes de pratique dans des environnements de ce type.

Un Mundo en el cual no vivo: inquietud y identidad en Second Life y Facebook

Los autores llaman la atención sobre la dificultades de comprometerse, los efectos sobre la identidad, el énfasis en las cuestiones superficiales, la falta de coherencia y los problemas de autenticidad y de confianza que surgen cuando se utiliza Facebook y Second Life. Aunque aparentemente Facebook y Second Life tienen cierto potencial para ofrecer aplicaciones educativas, puede ser necesario tomar en cuenta la inquietud que conllevan; esto puede afectar tanto a los estudiantes como a los profesores. Ambos autores indican que hay una necesidad de integración y coherencia para que las « identidades virtuales » puedan desempeñar un papel adecuado en la enseñanza superior. Est artículo plantea muchas preguntas y no responde a todas y apunta la idea de una necesidad urgente de teorizar la identidad en línea, los respectivos papeles de los profesores y estudiantes así como los códigos de actuación en esos entornos.     

More male primary-school teachers? Social benefits for boys and girls

The call for more male primary-school teachers has long been associated with the educational needs of boys, the importance of positive male role models in schools and the disproportionate number of male and female primary-school teachers internationally. However, little is known about whether or not parents and students actually want more male primary-school teachers and if they do, the reasons they have for wanting more. This paper addresses the under-representation of parents' and students' views by drawing from a study of the perspectives of 97 parents and 184 sixth-grade students from Sydney, Australia. Surveys and semi-structured focus group interviews with boys and girls, and their mothers and fathers revealed an overall perceived social need for more male primary-school teachers. In particular, the paper indicates that male primary-school teachers are considered important for boys; a view consistent with some extant research literature that does not include the views of parents or students. The paper further indicates that parents and students see male primary-school teachers as being beneficial to girls; a matter rarely discussed in any research literature irrespective of the stakeholder group studied.     

Influence of the helical and six available Cardan sequences on 3D ankle joint kinematic parameters

Cardan/Euler and helical angles are the popular methods of quantifying angular kinematics. Cardan angles are sequence dependent and crosstalk can influence the kinematic calculations. The International Society of Biomechanics (ISB) recommends a sagittal, coronal, and then transverse (XYZ) sequence of rotations, although it has been proposed that when calculating rotations outside of the sagittal plane, this may not be the most appropriate method. This study investigated the influence of the helical and six available Cardan sequences on three-dimensional (3D) ankle joint kinematics. Kinematic data were obtained using an eight-camera motion analysis system as participants ran at 4.0 m/s ± 5%. Repeated measures ANOVAs were used to compare kinematic parameters, and intra-class correlations were employed to identify evidence of crosstalk across planes. The results indicate that in the transverse and coronal planes, peak angle and range of motion values using the YXZ and ZXY sequences were significantly greater than the other sequences. Furthermore, utilization of YXZ and ZXY sequences was associated with the strongest correlations from the sagittal plane, and the XYZ sequence was found to be associated with the lowest correlations. It appears that for the representation of 3D ankle joint kinematics, the XYZ sequence is associated with minimal planar crosstalk and as such its use is encouraged.     

Cheating as wrongful competitive norm violating

In this article, I begin to develop and defend a reformed concept of ‘cheating’ as ‘wrongful competitive norm violating’. I then use this to reject Oliver Leaman’s view that cheating is sometimes not wrong and can make sport better as sport. I also consider and reject an attempt by John Russell to defend what would essentially be a middle position between Leaman’s and mine. Russell’s defense of his view also fails, either for the same reasons that Leaman’s does or because it is irrelevant.     

Physiological responses to 1000-m ergometer time-trial performance in outrigger canoeing

Abstract

Graded exercise tests are commonly used to assess peak physiological capacities of athletes. However, unlike time trials, these tests do not provide performance information. The aim of this study was to examine the peak physiological responses of female outrigger canoeists to a 1000-m ergometer time trial and compare the time-trial performance to two graded exercise tests performed at increments of 7.5 W each minute and 15 W each two minutes respectively. 17 trained female outrigger canoeists completed the time trial on an outrigger canoe ergometer with heart rate (HR), stroke rate, power output, and oxygen consumption ([Vdot]O₂) determined every 15 s. The mean (± s) time-trial time was 359 ± 33 s, with a mean power output of 65 ± 16 W and mean stroke rate of 56 ± 4 strokes · min^?1. Mean values for peak [Vdot]O₂, peak heart rate, and mean heart rate were 3.17 ± 0.67 litres · min^?1, 177 ± 11 beats · min^?1, and 164 ± 12 beats · min^?1 respectively. Compared with the graded exercise tests, the time-trial elicited similar values for peak heart rate, peak power output, peak blood lactate concentration, and peak [Vdot]O₂. As a time trial is sport-specific and can simultaneously quantify sprint performance and peak physiological responses in outrigger canoeing, it is suggested that a time trial be used by coaches for crew selection as it doubles as a reliable performance measure and a protocol for monitoring peak aerobic capacity of female outrigger canoeists.     

The effects of carbohydrate ingestion on the badminton serve after fatiguing exercise

Abstract

The badminton serve requires great skill and may be affected by fatigue. The aim of the present study was to determine whether carbohydrate ingestion affects badminton performance. Nine male badminton players (age 25 ± 7 years, mass 80.6 ± 8.0 kg) attended the laboratory on three occasions. The first visit involved an incremental exercise test to exhaustion to determine peak heart rate. Participants were given 1 L of a carbohydrate-electrolyte drink or a matched placebo during the experimental trials. The accuracy of 10 long and 10 short serves was determined before and after exercise. The fatiguing exercise was 33 min in duration (83 ± 10% and 84 ± 8% peak heart rate for the placebo and carbohydrate trial respectively). Capillary blood samples (20 μL) were taken before and after exercise for determination of blood glucose and lactate. There was deterioration in long serve accuracy with fatigue (P = 0.002), which carbohydrate ingestion had a tendency to prevent (P = 0.077). There was no effect of fatigue (P = 0.402) or carbohydrate ingestion (P = 0.109) on short serve accuracy. There was no difference in blood glucose concentration between trials (P = 0.851). Blood lactate concentration was higher during the placebo trial (P = 0.016). These results suggest that only the long serve is influenced by fatigue and carbohydrate had a tendency to prevent the deterioration in performance.     

“Sustainable Development” and CIDA’s China Program: A Saskatchewan Case Study

Through funding from the Canadian International Development Agency’s (CIDA) China Program, the University of Regina (UofR), Canada, implemented two major development projects with the Educational Institute of Jilin province (EIJP) from 1990 to 2001. This paper re-examines this historic cooperation. The paper argues that prevailing theories of sustainable development which had been percolating in education faculties of Canadian universities in the 1990s allowed the UofR/EIJP program to transcend a simple international aid paradigm and to focus on the mutual benefit of the partners. At the same time, we observe that despite the enormous goodwill and institutional learning achieved through the UofR/EIJP program the project failed to live up to its significant potential. The paper concludes with some practical measures that institutions might implement to ensure important cooperative projects can build robust international capacity sustainable for the long term.