Promoting diversity in creative art education: the case of Fine Art at Goldsmiths,University of London

Students studying art at university in the United Kingdom tend to be female, from higher social classes and from majority ethnic groups. This paper considers some of the complex and deeply-rooted social and economic factors that militate against wider participation in the arts and describes how we started to tackle under-representation at Goldsmiths using a participatory action research approach. Working in partnership with local colleges, the project aimed to increase student diversity and widen participation in the Goldsmiths BA Fine Art Degree. The need for university applicants to have the ‘right sort’ of cultural capital is particularly marked in Fine Art, indicating that standard widening participation aspiration-raising activities would not solve the problem. A range of interventions were developed to support potential applicants, underpinned by participatory action research. The flexibility and responsiveness of the research model allowed us to reflect on and respond to issues as they arose and to achieve immediate positive impact.     

The Power of Collaboration: Learning to Teach Antiracist Content

In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain institutionally precarious.     

The physiological cost of velocity coupling during tennis groundstrokes

Abstract

Velocity coupling denotes a perceptual motor behaviour known to occur during coincidence timing tasks. Individuals have been shown to increase their effector limb speed with increases in stimulus speed during interceptive tasks. However, little is known about the physiological effects of velocity coupling. The aim of this study was to determine the physiological cost of velocity coupling during tennis groundstrokes. Eight male and eight female competitive tennis players volunteered to perform three 4-min bouts of continuous groundstrokes against balls projected from a tennis ball machine at speeds of 18, 22, and 27 m · s^?1 (65, 79, and 97 km · h^?1) and a frequency of 14 balls per minute, the order of which was counterbalanced. Breath-by-breath pulmonary gas exchange, heart rate, locomotion time, and limb acceleration were measured throughout each of the 4-min bouts. Capillary blood samples (for blood lactate analysis), rating of perceived exertion, and difficulty rating were taken at the end of each bout. Increasing ball speed did not influence the locomotion time between groundstrokes but did result in a bilateral increase in both the mean upper- and lower-limb acceleration (all P < 0.05). Velocity coupling behaviour increased oxygen uptake, blood lactate concentration, heart rate, rating of perceived exertion, and perceived task difficulty (all P < 0.05). It would appear, therefore, that velocity coupling influenced tennis groundstroke behaviour and indirectly modified the concurrent cardiopulmonary and metabolic responses.     

Health literacy in schools: prioritising health and well-being issues through the curriculum

Health literacy (HL) is a relatively new concept in health promotion and is concerned with empowering people through enhancing their knowledge of health issues and improving their ability to make choices about their health and well-being. Schools are seen increasingly as key settings for the dissemination of health messages through curricula and other on-site provision. However, such opportunities are amongst many demands being placed on educational providers and finding space in the school day to support the health agenda is a challenge. This practice-based, qualitative study examines the current practices in three schools in the UK. In total 34 pupils (n=16 from Year 9 and n = 18 from Year 11) were interviewed in six focus groups (3 in each school), with up to 6 pupils in each focus group. School staff (n = 8) were also interviewed individually. Findings suggest that pupils and staff have an understanding of health and a capacity for HL, though health education (via taught subjects) is not statutory across the four Key Stages of the National Curriculum. In order to engender health literate young people, with a view to reducing health inequalities, it is recommended that key health messages are delivered through an agenda that integrates current provision for health via the curriculum and other school-based practices, such as the Healthy Schools Programme.     

The effect of a cadence retraining protocol on running biomechanics and efficiency: a pilot study

Many studies have documented the association between mechanical deviations from normal and the presence or risk of injury. Some runners attempt to change mechanics by increasing running cadence. Previous work documented that increasing running cadence reduces deviations in mechanics tied to injury. The long-term effect of a cadence retraining intervention on running mechanics and energy expenditure is unknown. This study aimed to determine if increasing running cadence by 10% decreases running efficiency and changes kinematics and kinetics to make them less similar to those associated with injury. Additionally, this study aimed to determine if, after 6 weeks of cadence retraining, there would be carryover in kinematic and kinetic changes from an increased cadence state to a runner’s preferred running cadence without decreased running efficiency. We measured oxygen uptake, kinematic and kinetic data on six uninjured participants before and after a 6-week intervention. Increasing cadence did not result in decreased running efficiency but did result in decreases in stride length, hip adduction angle and hip abductor moment. Carryover was observed in runners’ post-intervention preferred running form as decreased hip adduction angle and vertical loading rate.     

Reexamining technology’s role in learner-centered professional development

The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.     

Tennis ball diameter: the effect on performance and the concurrent physiological responses

The aim of this study was to examine the influence of a pressurized tennis ball 6% greater in diameter (Type 3) than a standard sized (Type 2) ball on performance and the physiological responses to the Loughborough Intermittent Tennis Test (LITT) (Davey et al., 2002). Eight competitive tennis players (males, n = 4, age 24.8+/-3.5 years, body mass 81.3+/-3.1 kg, height 1.74+/-0.02 m, estimated VO2max 54.4+/-2.6 ml x kg(-1) min(-1); females, n = 4, age 26.3+/-3.1 years, body mass 67.0+/-6.7 kg, height 1.68 + 0.02 m, estimated VO2max 49.9+/-3.3 ml kg(-1) min(-1); mean+/-s(x)) completed two main trials of the LITT with either the Type 2 or Type 3 tennis balls to the point of volitional fatigue. The mean time to volitional fatigue was 29.5% greater during the Type 3 trials than during the Type 2 trials (56.9+/-6.4 min vs 40.1+/-3.7 min; P < 0.05). The mean percentage accuracy and mean percentage consistency recorded for the entire LITT were greater for the Type 3 than the Type 2 trials (9.2+/-1.5 vs 4.0+/-0.3% and 61.1+/-0.6 vs 51.3+/-0.6%, respectively; P < 0.01). A significantly lower mean heart rate and blood lactate concentration were observed during the Type 3 than during the Type 2 trials. There was a clear effect of ball diameter on tennis performance and certain physiological responses.     

Fatigue decreases skilled tennis performance

The aim of this study was to examine the effect of fatigue from maximal tennis hitting on skilled tennis performance. Eighteen senior county tennis players (9 males, 9 females) volunteered to participate in the study. Their mean (+/- s(mean)) age and body mass were as follows: males 20.7 +/- 0.9 years and 60.6 +/- 2.7 kg respectively, females 21.7 +/- 0.6 years and 71.5 +/- 1.8 kg respectively. The players undertook two performance tests, both against a tennis ball serving machine, on an indoor tennis surface: (1) a pre- and post-skill test of groundstrokes and service; (2) the Loughborough Intermittent Tennis Test (4 min work plus 40 s recovery) to volitional fatigue. Body mass decreased by 1.5% (P < 0.0001). Mean heart rates differed between rest, post-warm-up and all intermittent test values (P < 0.01), between the pre- and post-skill tests (P < 0.0001) and between bouts and recoveries (P < 0.01). Peak blood glucose and lactate concentrations were 5.9 mmol l(-1) (50% into the intermittent tennis test) and 9.6 +/- 0.9 mmol x l(-1) (25% into the test) respectively. Mean time to volitional fatigue was 35.4 +/- 4.6 min. Groundstroke hitting accuracy decreased by 69% from start to volitional fatigue in the intermittent test (P < 0.01). Service accuracy to the right court declined by 30% after the intermittent tennis test. The results of this study suggest that fatigue was accompanied by a decline in some but not all tennis skills.     

Exploring the impact of written reflections on learning in the elementary mathematics classroom

The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research.