A walk down memory lane: on the relationship between autobiographical memories and outdoor activities

This article highlights a theoretical and practical framework for integrating the neuropsychological concept of autobiographical memory with the experiential learning that takes place in the outdoors. Autobiographical memories, our recollections of specific, personal events, are constructed through a personal narrative process; the way we choose to tell the stories of our lives, to ourselves, and crucially to others. Our interdisciplinary framework suggests that the participant comes to value memories of particular past events because they come to be seen as part of a shared history with others. Elements of outdoor activities can aid in the formulation of personal narratives and the generation of autobiographical memories. Our case study of a person with congenital deafblindness shows that taking an outdoor education approach can aid in providing shared authentic memorable experiences and in facilitating the construction of autobiographical memories in the bodily tactile modality.     

Conceptualizing minimalist footwear: an objective definition

Running has been plagued with an alarmingly high incidence of injury, which has resulted in the exploration of interventions aimed at reducing the risk of running-related injury. One such intervention is the introduction of footwear that mimics barefoot running. These have been termed minimalist shoes.

Minimalist footwear aims to reduce the risk of injury by promoting adaptations in running biomechanics that have been linked to a reduction in both impact and joint forces. However, some studies have found that minimalist footwear may be beneficial to the runner as they promote favourable biomechanical adaptations, whilst other studies have found the opposite to be true.

Reasons for these conflicting results could be attributed to the lack of a definition for minimalist footwear. The aim of this review article is to provide a structural definition for minimalist footwear based on studies that have examined the influence of footwear on biomechanical variables during running.

Based on current literature, we define minimalist footwear as a shoe with a highly flexible sole and upper that weighs 200g or less, has a heel stack height of 20mm or less and a heel-toe differential of 7mm or less.     

Textured insoles reduce vertical loading rate and increase subjective plantar sensation in overground running

The effect of textured insoles on kinetics and kinematics of overground running was assessed. 16 male injury-free-recreational runners attended a single visit (age 23?±?5 yrs; stature 1.78?±?0.06 m; mass 72.6?±?9.2?kg). Overground 15-m runs were completed in flat, canvas plimsolls both with and without textured insoles at self-selected velocity on an indoor track in an order that was balanced among participants. Average vertical loading rate and peak vertical force (F_peak) were captured by force platforms. Video footage was digitised for sagittal plane hip, knee and ankle angles at foot strike and mid stance. Velocity, stride rate and length and contact and flight time were determined. Subjectively rated plantar sensation was recorded by visual scale. 95% confidence intervals estimated mean differences. Smallest worthwhile change in loading rate was defined as standardised reduction of 0.54 from a previous comparison of injured versus non-injured runners. Loading rate decreased (?25 to ?9.3?BW?s^?1; 60% likely beneficial reduction) and plantar sensation was increased (46–58?mm) with the insole. F_peak (?0.1 to 0.14?BW) and velocity (?0.02 to 0.06?m?s^?1) were similar. Stride length, flight and contact time were lower (?0.13 to ?0.01 m; ?0.02 to?0.01?s; ?0.016 to ?0.006?s) and stride rate was higher (0.01–0.07 steps?s^?1) with insoles. Textured insoles elicited an acute, meaningful decrease in vertical loading rate in short distance, overground running and were associated with subjectively increased plantar sensation. Reduced vertical loading rate could be explained by altered stride characteristics.     

A Performance Evaluation of the Collaborative Efforts in an Online Group Research Project

This study investigated the performance of 13 graduate students' collaborative efforts toward a group research project in an Instructional Analysis, Design, and Evaluation online course. Gaps between course expectations from the instructor and student collaborative performance were identified through the review of the team agreement, the use of surveys, and focus group interviews. Performance gaps occurred in the areas of communication, assignment completion, and group cohesiveness. These performance gaps were caused by lack of knowledge and skills, motivation, and/or organizational support. Appropriate intervention strategies such as effective group interaction and communication, building relationships and establishing trust, periodic review of team agreements, mini‐training sessions on collaboration and supportive behaviors, and role differentiations and collaborative task designation are presented. Instructors who are interested in incorporating group research projects into their future online courses may consider implementing these interventions to facilitate the improvement of students' collaborative efforts.