Playing with light

The authors conducted action research by developing workshops that involved teacher-participants in their own exploratory learning. The authors facilitated participants in researching of what they noticed, and wanted to understand about light and shadows by structuring the environment, and the questions that wereasked of them, in ways that integrated practices of teaching into those of researching. During the workshops, transitions evolved in how participants used materials to make light and dark effects and interacted with each other. Transactions also occurred in how the authors intervened to teach and research what participants did, and to encourage their reflective observations. It is proposed that such explorations offer new beginnings for extending understandings of physical phenomena and of the world, as made through our actions and thoughts.     

Poetic Representations in Sport and Physical Education: Insider Perspectives 1

As part of the emergence of new writing practices in the social sciences, qualitative researchers have begun to harness the potential of poetic representations as a means of analysing social worlds and communicating their findings to others. To date, this genre has been little used within the domains of sport and physical education. Accordingly, in this article, we provide examples of poetic representations and seek to generate insights into the process of their construction by exploring the perspectives of their authors. A rationale for choosing this genre is outlined and the potential benefits and risks of making this choice for both the researcher and the audience are considered. It is concluded that poetic representations are a worthy addition to the analytical repertoire in qualitative research.     

The effect of rowing to exhaustion on frontal plane angular changes in the lumbar spine of elite rowers

Abstract

Lumbar spine injury is common in rowers and examination of spinal kinematics may improve the understanding of this injury's prevalence. This study aimed to examine the range of frontal plane angular displacement (AD) in the lumbar spine at L3 during ergometer rowing and to investigate the effect of exhaustion on lumbar kinematics. Twelve elite male rowers completed an incremental test on a Concept 2 ergometer. Lumbar AD at L3 was measured continually throughout the rowing trial using a Spectrotilt Inclinometer and blood lactate was sampled at 3-minute intervals. AD of between 4.7° and 8.8° was recorded at L3. There was a significant increase in AD between the first and last stage of the test (mean increase = 4.1 ± 1.94°, 95% Confidence Interval [CI], 2.9 to 5.3°, t = 7.36, P = 0.000014). Incremental rise in AD was associated with an incremental rise in blood lactate but regression confirmed that only stroke rate was a significant predictor for increasing angle. Thus there is a statistically significant increase in frontal plane AD at L3 over the course of an incremental exercise test although it cannot be confirmed if this is as a result of exhaustion. The values of AD confirm that there is motion in the frontal plane in ergometer rowing.     

School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?

School closures impact children's attainment adversely, but understanding the effects of closures on children's attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children's educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children's attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact.     

The legislative requirements for measuring quality in transnational education: Understanding divergence while maintaining standards

Australian universities have been actively engaged in transnational education since the 1990s. The challenges of assuring quality have seen a changing regulatory framework increasingly designed to ensure equivalence of standards wherever a course of study is offered and however it is delivered. Transnational Higher Education has grown significantly and the issues that flow from operating across jurisdictions, cultures and contexts have been addressed primarily by institutions themselves in complying with regulation. This article identifies how the Australian quality agency TEQSA (Tertiary Education Quality and Standards Agency) has revised its Standards Framework to support divergence appropriate to local culture and context, while assuring quality provision across the student life cycle. It concludes that the maturity of the quality agency may not yet reflect the provision of transnational education in practice. The article identifies a need for significant further research so that theory and practice can reflect opportunities to better serve students in a mature quality environment.