Could knee joint mechanics during the golf swing be contributing to chronic knee injuries in professional golfers?

ABSTRACT

Full three-dimensional movements and external moments in golfers’ knees and the possible involvement in injuries have not been evaluated using motion capture at high sample frequencies. This study measured joint angles and external moments around the three anatomical axes in both knees of 10 professional golfers performing golf drives whilst standing on two force plates in a motion capture laboratory. Significant differences were found in the knee joint moments between the lead and trail limbs for the peak values and throughout all stages during the swing phase. A significantly higher net abduction moment impulse was seen in the trail limb compared with the lead limb (?0.518 vs. ?0.135 Nms.kg^?1), indicating greater loading over the whole swing, which could contribute to knee lateral compartment or anterior cruciate ligament injuries. A significant correlation (r = ?0.85) between clubhead speed at ball contact and maximum joint moment was found, with the largest correlations being found for joint moments at the top of the backswing event and at the end of the follow-through. Therefore, although knee moments can contribute to high clubhead speeds, the large moments and impulses suggest that they may also contribute to chronic knee injuries or exacerbate existing conditions.     

Digital Module 16: Longitudinal Data Analysis

In this digital ITEMS module, Dr. Jeffrey Harring and Ms. Tessa Johnson introduce the linear mixed effects (LME) model as a flexible general framework for simultaneously modeling continuous repeated measures data with a scientifically defensible function that adequately summarizes both individual change as well as the average response. The module begins with a nontechnical overview of longitudinal data analyses drawing distinctions with cross-sectional analyses in terms of research questions to be addressed. Nuances of longitudinal designs, timing of measurements, and the real possibility of missing data are then discussed. The three interconnected components of the LME model—(1) a model for individual and mean response profiles, (2) a model to characterize the covariation among the time-specific residuals, and (3) a set of models that summarize the extent that individual coefficients vary—are discussed in the context of the set of activities comprising an analysis. Finally, they demonstrate how to estimate the linear mixed effects model within an open-source environment (R). The digital module contains sample R code, diagnostic quiz questions, hands-on activities in R, curated resources, and a glossary.     

Effects of Mass and Interpersonal Communication on Breast Cancer Screening: Advancing Agenda-Setting Theory in Health Contexts

Drawing on components of agenda-setting theory and the two-step flow of information from mass media to news audiences, this study examines the effects of mass and interpersonal communication on breast cancer screening practices among college- and middle-aged women (n = 284). We theorized that screening behaviors among younger women would be influenced more by interpersonal sources of information while screening among middle-aged women would be more influenced by exposure to mass-mediated information. Findings supported anticipated patterns, revealing important and varying roles for both mass and interpersonal communication in the health behaviors of women. Implications for health practitioners and campaign planners, as well as recommendations for future research, are discussed.     

The Motivations of Book Publishers in Germany and Australia: An Empirical Comparison

Our study compares the motivations of Australian and German book publishers. The results demonstrate remarkable similarities, but also a significant difference regarding the effects of the publishers’ self-concept. In the German case the publishers with a dominant economic orientation are more proactive than the publishers with a dominant cultural orientation. In the Australian case, this correlation does not exist. The same difference holds for the relationship between the economic orientation and extrinsic motivation. We discuss these results and examine empirical evidence and theoretical suggestions to explain the differing findings. The data stem from surveys conducted in the two countries with responses of 196 (Germany) and 54 publishers (Australia).     

EHCP Implementation in the Early Years: constrictions and possibilities

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed-methods research. Identity theory and Bronfenbrenner's bio-ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings.     

Meeting players where they are: Digital games and learning ecologies

This paper explores the relationship between digital games and learning along the continuum from formal to informal learning. Games are an increasingly important component of our learning ecologies but their potential can prove difficult to fully harness due to the downsides of gaming in informal contexts and to the limitations games can present when adopted in formal learning contexts. The aim of this paper is to shed light on the strengths and weaknesses of games for learning, and to gather stakeholder recommendations for the main actors in the field. The adopted research approach is qualitative and participatory, involving players, teachers, parents, researchers and developers. Data from 25 interviews and 11 focus groups yielded insights into the educational, psychological and ethical aspects of play. Results suggest that gameplay influences individuals in a very personal manner, and that its effects cover a wide range of skills, extending to identity development. Hence, to harness this potential, all actors in the ecology need strong awareness of both the affordances and the risks of games, and deep respect for individuals’ LEs. The study has implications for a wide range of actors, including educators, players, researchers, parents, game developers and policymakers.     

Identifying needs and enhancing learning about climate change adaptation for water professionals at the post-graduate level

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted.     

Distance education copyright,intellectual property,and antitrust concerns

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.