Swing kinematics of male and female skilled golfers following prolonged putting practice

Abstract

Given that males and females respond differently to endurance-based tasks, prolonged putting practice may provide an avenue to examine gender-related differences in golf swing kinematics. The aim of this project was to determine if 40 min of putting affects thorax and pelvis kinematics during the full swing of males and females. Three-dimensional trunk kinematics were collected during the swings of 19 male (age: 26 ± 7 years, handicap: 0.6 ± 1.1) and 17 female (age: 24 ± 7 years, handicap: 1.4 ± 1.7) golfers before and after 40 min of putting. Angular displacement at address, top of backswing and ball contact for the pelvis, thorax, and pelvis–thorax interaction were calculated, in addition to the magnitude of peak angular velocity and repeatability of continuous segment angular velocities. Female golfers had less pelvis and thorax anterior–posterior tilt at address, less thorax and thorax–pelvis axial rotation at top of backswing, and less pelvis and thorax axial rotation and pelvis lateral tilt at ball contact pre- to post-putting. Analysis of peak angular velocities revealed that females had significantly lower thorax–pelvis lateral tilt velocity pre- to post-putting. In conclusion, an endurance-based putting intervention affects females’ thorax and pelvis orientation angles and velocities to a greater extent than males.     

Biomechanical consequences of impairment: a taxonomically valid basis for classification in a unified disability athletics system

Developing a unified classfication system to replace four of the systems currently used in disability athletics (i.e., track and field) has been widely advocated. The diverse impairments to be included in a unified system require several assessment methods, results of which cannot be meaningfully compared. Therefore, the taxonomic basis of current classification systems is invalid in a unified system. Biomechanical analysis establishes that force, a vector described in terms of magnitude and direction, is a key determinant of success in all athletic disciplines. It is posited that all impairments to be included in a unified system may be classified as either force magnitude impairments (FMI) or force control impairments (FCI). This framework would provide a valid taxonomic basis for a unified system, creating the opportunity to decrease the number of classes and enhance the viability of disability athletics.     

Music: Striking the Right Notes

Sections 3 and 4 of the 1988 Education Reform Act include music as one of the compulsory foundation subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for music for children aged five to 14. The Music Working Group appointed to advise the Secretary of State reported to June and its recommendations for attainment targets, programmes of study and statements of attainment targets, programmes of study and statements of attainment were published in August in its final report. Sean McCavera, classroom teacher in the secondary department at The Vale School for pupils with physical disabilities, London Borough of Haringey, comments on the proposals.     

Bridging the gap between observation protocols and formative feedback

In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices’ classrooms using the GSIOP and provided RYG feedback as part of observation–feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation–feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs’ teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations.

     

Experimental Alterations in Playroom Layout and their Effect on Staff and Child Behaviour

The influence of short‐term alterations in the visual and acoustic characteristics of a preschool playroom on the behaviour of children and staff was observed. Daily changes were made on a random schedule between four conditions; screens only, carpets only, screen and carpets and bare room without either screens or carpets. The aim was to see whether the alterations affected the time children and staff spent in a range of behaviours whose educational value could be assessed from previous studies. A scan method of observation was used. Both screens and carpeting were expected to increase educationally valuable behaviour by staff and children. Staff produced significantly more educational and social talk to children in the carpeted conditions. Staff and children spent more time in adult‐child social and educational groups in the carpets and screens condition. Screens discouraged some ‘medium involvement’ educational activities and encouraged ‘miscellaneous’ non‐educational activities. Though these differences were statistically significant, their absolute sizes were small. This appears to be due to the child‐centred orientation of preschool staff, who aimed to provide a stable environment with free choice of activities under all conditions.     

Teachers’ Willingness to Adopt Nature of Science Activities Following a Physical Science Professional Development

The major science education reform documents emphasize the need for K-12 students to have a robust understanding of nature of science (NOS), and inservice teachers consequently need to develop their NOS teaching repertoires. This study investigated the extent to which science teachers were willing to adopt new strategies and activities for teaching NOS in their classrooms. The participants were 36 elementary, middle, and high school teachers who were completing a year-long physical science professional development (PD) that included NOS instruction. Data sources consisted of surveys (teachers’ NOS views, teaching practices), collected work, and responses to post-PD follow-up questions. The professional development course was successful in that teachers incorporated many of these strategies and activities into their own practice. This study also endeavored to identify factors that facilitated the adoption of these new approaches to teaching NOS. While personal characteristics such as pre- or post-PD NOS understandings, NOS gains, and grade level taught were not related to the number of NOS activities incorporated, teachers from suburban and rural schools were significantly more likely to implement NOS activities.     

Grip pressure distributions and associated variability in golf: a two-club comparison

Teaching and playing professionals offer multiple theories concerning the manner in which forces should be applied to the handle of the club during the golf swing. This study extends recent research concerning grip pressures and forces in golf, with the purpose of exploring the similarities and differences between force profiles for a 7-iron and driver swung by proficient golfers. A secondary purpose was to further analyze the way that golfers use grip forces to manipulate the club. Grip forces were measured on eight low handicap golfers (USGA indexes 0 to 7) swinging their own 7-irons and drivers. In total, lead-hand and trail-hand grip forces were isolated as well as anatomically specific forces within the hands. Force profile variability across multiple swings for each golfer and between golfers characterized consistencies and important differences. Correlations between 7-iron and driver force profiles characterized force ‘signatures.’ The data highlight large fluctuations in grip forces during the swing. Marked differences between participants were observed, involving force magnitudes and phasing. Dominant forces arose primarily from the lead hand, specifically the last three fingers. Force profiles were highly repeatable across swings for a golfer (standard deviations < 7% of total force) and force profile correlations between 7-iron and driver for a golfer were remarkably high (r² = 0.86). Notably, within swing force variability was greatest during club acceleration, but dramatically decreased at impact.