Relationships between highly skilled golfers’ clubhead velocity and force producing capabilities during vertical jumps and an isometric mid-thigh pull

Whilst previous research has highlighted significant relationships between golfers’ clubhead velocity (CHV) and their vertical jump height and maximum strength, these field-based protocols were unable to measure the actual vertical ground reaction force (vGRF) variables that may correlate to performance. The aim of this study was to investigate relationships between isometric mid-thigh pull (IMTP), countermovement jump (CMJ), squat jump (SJ) and drop jump (DJ) vGRF variables and CHV in highly skilled golfers. Twenty-seven male category 1 golfers performed IMTP, CMJ, SJ and DJ on a dual force platform. The vertical jumps were used to measure positive impulse during different stretch-shortening cycle velocities, with the IMTP assessing peak force (PF) and rate of force development (RFD). Clubhead velocity was measured using a TrackMan launch monitor at a golf driving range. Pearsons correlation coefficient analyses revealed significant relationships between peak CHV and CMJ positive impulse (r = 0.788, p < 0.001), SJ positive impulse (r = 0.692; p < 0.001), DJ positive impulse (r = 0.561, p < 0.01), PF (r = 0.482, p < 0.01), RFD from 0–150 ms (r = 0.343, p < 0.05) and RFD from 0–200 ms (r = 0.398, p < 0.05). The findings from this investigation indicate strong relationships between vertical ground reaction force variables and clubhead velocity.     

The role of upper torso and pelvis rotation in driving performance during the golf swing

While the role of the upper torso and pelvis in driving performance is anecdotally appreciated by golf instructors, their actual biomechanical role is unclear. The aims of this study were to describe upper torso and pelvis rotation and velocity during the golf swing and determine their role in ball velocity. One hundred recreational golfers underwent a biomechanical golf swing analysis using their own driver. Upper torso and pelvic rotation and velocity, and torso-pelvic separation and velocity, were measured for each swing. Ball velocity was assessed with a golf launch monitor. Group differences (groups based on ball velocity) and moderate relationships (r > or = 0.50; P < 0.001) were observed between an increase in ball velocity and the following variables: increased torso-pelvic separation at the top of the swing, maximum torso-pelvic separation, maximum upper torso rotation velocity, upper torso rotational velocity at lead arm parallel and last 40 ms before impact, maximum torso-pelvic separation velocity and torso-pelvic separation velocity at both lead arm parallel and at the last 40 ms before impact. Torso-pelvic separation contributes to greater upper torso rotation velocity and torso-pelvic separation velocity during the downswing, ultimately contributing to greater ball velocity. Golf instructors can consider increasing ball velocity by maximizing separation between the upper torso and pelvis at the top of and initiation of the downswing.     

The impact of COVID-19 on A Level exams in England: Students as consumers

The recent global outbreak of the COVID-19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced that results were to be determined by teacher-assessed grades. This paper draws upon research conducted during this time with A Level students. It is based on a total of 53 Skype interviews with students who had their A Level exams cancelled, most of whom had ambitions to start university in September 2020. A number of striking findings emerged from the study. Students were well-informed about the changes to the A Level exam assessment and the impact structural inequalities were likely to have on assessed grades. White students and those from independent fee-paying schools were consistently more satisfied with the measures put in place to assess their grades compared to students from Black and minority ethnic backgrounds. However, all students—regardless of their background—identified patterns of unfairness which were based on structural inequalities. We conclude that these findings point to students adopting some of the attributes of the ‘student as consumer’, not by concentrating on choices associated with free market economies such as ‘good value’, but rather by identifying more ethical ‘values’ within education.     

The knowledge gap: examining the rhetoric and implementation of peer education for HIV prevention in Myanmar

In this paper, I report on an examination of the rhetoric and implementation of peer education in Myanmar. I demonstrate that while there was widespread consistency on interviewees' views of what peer education should involve, there was a significant gap between this rhetoric and the ways in which peer education was implemented, particularly in relation to the training of peer educators. It is my argument that this gap occurred because of failure to utilise, or even recognise, a particular form of knowledge: knowledge as phronesis, which is most commonly translated as ‘practical wisdom’ and incorporates factual, emotional and experiential knowledge. Instead, as I show, the pedagogic processes in use in peer education practice in Myanmar drew on an (unexpressed) understanding of knowledge as episteme: a form of knowledge that is facts-based, technical and presumed objective.