Extrinsic and intrinsic risk factors associated with injuries in young dancers aged 8-16 years

In the present study, we tried to determine the association between joint ranges of motion, anatomical anomalies, body structure, dance discipline, and injuries in young female recreational dancers. A group of 1336 non-professional female dancers (age 8-16 years), were screened. The risk factors considered for injuries were: range of motion, body structure, anatomical anomalies, dance technique, and dance discipline. Sixty-one different types of injuries and symptoms were identified and later classified into four major categories: knee injuries, foot or ankle tendinopathy, back injuries, and non-categorized injuries. We found that 569 (42.6%) out of the 1336 screened dancers, were injured.The following factors were found to be associated with injuries (P < 0.05): (a) range of motion (e.g. dancers with hyper hip abduction are more prone to foot or ankle tendinopathies than dancers with hypo range of motion; (b) anatomical anomalies (scoliotic dancers manifested a higher rate of injuries than non-scoliotic dancers); (c) dance technique (dancers with incorrect technique of rolling-in were found to have more injuries than dancers with correct technique); (d) dance discipline (an association between time of practice en pointe and injury was observed); and (e) early age of onset of menarche decreased risk for an injury. No association between body structure and injury was found. Injuries among recreational dancers should not be overlooked, and therefore precautionary steps should be taken to reduce the risk of injury, such as screening for joint range of motion and anatomical anomalies. Certain dance positions (e.g. en pointe) should be practised only when the dancer has already acquired certain physical skills, and these practices should be time controlled.     

Between two science curricula: the influence of international surveys on the Israeli science curriculum

International surveys have served as agents of change for the introduction of reforms in curricula worldwide. The Israeli Ministry of Education set a goal of raising Israel's ranking in international surveys so that Israel will be among the 10 leading countries in the Program for International Student Assessment and Trends in International Mathematics and Science Study (TIMSS). The Ministry of Education therefore acted to reduce the gap between the intended and the attained science curriculum by intervening on two curricular levels: the intended and the implemented. Over the years, documents that contributed to the adoption of contents and skills from the international surveys were added to the science curriculum, until the publication of the new science curriculum. The intervention was successful and in TIMSS 2011, Israel ranked 13 out of the 42 participating countries. The present research examines the influence of international surveys on science education in Israel, over the course of time (1996–2011). Analysis of documents accompanying the curriculum shows a clear message that international surveys are standards that should be used for teaching, and every additional document closes the gap between the science curriculum and the international surveys.