A three‐dimensional cinematographical analysis of the volleyball spike

The objectives of this study were to describe the volleyball spiking actions used by players in top‐level competition, and also to examine the interrelationships between upper limb, lower limb and whole body kinematic variables, and post‐impact ball speed in the spiking technique. Two Photosonics Biomechanics 500 cine‐cameras operating at a nominal frame rate of 100 Hz were used to film the spiking actions of 10 male senior international volleyball players at the XVI Universiade (1991 World Student Games). Three‐dimensional object space co‐ordinates of digitized image co‐ordinates were obtained using a DLT algorithm and an array of calibration points in the filmed volume. Relationships between lower limb angular kinematics at take‐off, centre of mass vertical velocity at take‐off and centre of mass vertical displacement (jump height) were examined. Relationships between angular kinematics of the hitting arm and post‐impact ball speed were also determined. The mean (± S.E.) centre of mass vertical velocity at take‐off was 3.59 ± 0.05 m s‐¹ and the mean height jumped was 0.62 ± 0.02 m. As expected, a significant correlation was found between the square of the centre of mass vertical velocity at take‐off and jump height (r = 0.78; P <0.01). No significant correlations were found between lower limb angular kinematics and centre of mass vertical velocity at take‐off or jump height. The mean post‐impact ball speed was 27.0 ± 0.9 m s‐¹, and this was significantly correlated to maximum right humerus angular velocity (r=0.75; P< 0.01). Trunk rotation angular kinematics and right elbow angular velocity did not correlate significantly with post‐impact ball speed. It was also noted that the majority of players filmed did not fit into any of the spiking categories identified in earlier studies.     

Alien or Alike? How the Perceived Similarity Between the Typical Science Teacher and a Student’s Self-Image Correlates with Choosing Science at School

By applying the self-to-prototype matching theory to students?? academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students?? self-image on the other. A sample of N?=?308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students?? self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students?? image of science teachers can influence their academic choices.     

Young People's Voluntary and Campaigning Activities as Sources of Political Education

The article begins by examining the predominant image of young people today as alienated, apathetic, and uninvolved in their communities. It is argued that any debate about participation and politics should consider young people's involvement in voluntary and campaigning activities. Using data from a study of 1160 14-16 year-olds, it is shown that a considerable number of young people are involved in volunteering and campaigning, and also that these activities are influenced by gender, ethnicity, locality and the family. The article then explores the ways in which participation in volunteering and campaigning can promote the development of young people's political knowledge, awareness and understanding. It is demonstrated that involvement in these activities affects young people's political development in five ways, specifically in developing an understanding of the needs of different groups in society; a sense of influence over political and social events; a growing sense of party political differences and voting intent; reflection on social structures and processes; and acquiring skills useful in political campaigning. The policy implications of these findings are discussed.     

Development and validation of an assessment of adult educators' reading instructional knowledge

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.     

Adopters build bridges: Changing the institutional logic for more sustainable cities. From action to workset to practice

The aim of this article is to develop a model of change in urban context to map key steps towards changing an institutional logic: How can new ideas that aim at changing the dominant logic become practice in a city? To this end, the article explores the innovation process of institutions, thereby bringing together areas of research on institutional entrepreneurship, innovation processes, and transformation. Our model interlinks invention, innovation and adoption of new institutions to achieve a new institutional logic for more sustainable development in a city. We introduce ‘workset’ as an interim step between action and practice and identify local adopters as key for diffusion. We illustrate our framework using a case study of urban institutional entrepreneurship in the socio-economic system of a German city. Our findings indicate that the roles of local institutional entrepreneurs and local adopters partly overlap, that worksets are crucial for broader diffusion of new institutions, and that a robust design supports the adoption of the institutional innovation.     

Consensus statement on placebo effects in sports and exercise: The need for conceptual clarity,methodological rigour,and the elucidation of neurobiological mechanisms

In June 2017 a group of experts in anthropology, biology, kinesiology, neuroscience, physiology, and psychology convened in Canterbury, UK, to address questions relating to the placebo effect in sport and exercise. The event was supported exclusively by Quality Related (QR) funding from the Higher Education Funding Council for England (HEFCE). The funder did not influence the content or conclusions of the group. No competing interests were declared by any delegate. During the meeting and in follow-up correspondence, all delegates agreed the need to communicate the outcomes of the meeting via a brief consensus statement. The two specific aims of this statement are to encourage researchers in sport and exercise science to

1. Where possible, adopt research methods that more effectively elucidate the role of the brain in mediating the effects of treatments and interventions.

2. Where possible, adopt methods that factor for and/or quantify placebo effects that could explain a percentage of inter-individual variability in response to treatments and intervention.     

Rethinking academic literacies. A conceptual development based on teaching practice

Academic Literacies, the most influential conceptual framework for writing practitioners at UK universities, is closely related to widening participation. At the same time, writing support is often justified with the argument that written communication is among the most important employability skills for graduates. While these concepts are often used simultaneously, their underlying premises are not necessarily congruent. This paper reflects on a writing intervention that highlighted the difficulties that can arise from a seeming ‘pick and mix’ use of these two frameworks, Academic Literacies and writing as an Employability Skill. Based on this analysis of the practice of teaching writing at a post-92 university, it establishes the need for an expanded, theoretical framework for writing support.     

A DEMONSTRATION MODEL: OUTREACH CONTINUING EDUCATION FOR RURAL GERIATRIC HEALTH CARE PROVIDERS

This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit.