Acute fatigue negatively affects risk factors for injury in trained but not well-trained habitually shod runners when running barefoot

Introduction: Many factors may contribute to running-related injury. These include fatigue and footwear, the combination of which has rarely been studied, in particular with reference to barefoot running, recently advocated as a method to reduce injury risk. Methods: Twenty-two runners (12 well-trained and 10 trained) participated in a 10?km fatiguing trial. Knee and ankle joint kinematics and kinetics and electromyography were assessed during overground running in the barefoot and shod condition. This was performed pre- and post-fatigue using a motion capture system and force platforms. Results: Initial loading rate increased in the trained runners when barefoot but not shod. Shod knee stiffness increased in both groups after fatigue, whereas barefoot knee stiffness decreased only in the trained group. A reduction in barefoot bicep femoris pre-activation was found in both groups. During stance, a reduction in vastus lateralis and biceps femoris and an increase in tibialis anterior activity were found over time in both groups and conditions. Trained runners decreased gluteus medius and increased lateral gastrocnemius median frequency for both conditions after fatigue. Conclusion: When fatigued, gait adjustments in habitually shod runners may increase injury risk when running barefoot. Training status may be a risk factor for injury, as less-trained runners experience muscular fatigue changes that may compromise ground reaction force attenuation. Caution is recommended when transitioning to pure barefoot running.     

Building an evolving method and materials for teaching legal writing in large classes

In South Africa and in other parts of the world, many professions are bemoaning the poor ability of many graduates to communicate their skills and knowledge effectively once they enter the workplace. Increasingly, pressure is placed on higher education to do more in terms of equipping future professionals with the necessary critical reading, research, thinking and writing skills the workplace demands. However, in South Africa especially, the demand for access to higher education is resulting in increased admissions, and in many lecturers standing in front of larger classes filled with students from a wide range of home and educational backgrounds with ‘variable’ commands of English as a medium of instruction and communication (Greenbaum and Mbali in S Afr Linguist Appl Lang Stud 20:233–244, 2002). This makes the task of equipping these students with disciplinary knowledge and skills a challenge. In responding to this challenge, the Law Faculty at the University of the Western Cape, in collaboration with a writing specialist, initiated a project aimed at transforming the way in which legal writing was taught at first year level. The overall aim was to start training students, from first year, to adapt their thinking and writing to the kinds of knowledge and practice required by academic study as well as the legal profession. The project was successful in achieving its modest aims, but certain challenges remain. This paper reflects critically on the development and evolution of the model for teaching legal writing in large classes. It argues that teaching legal writing in large classes requires creative and sustainable approaches so that students can become active and critical writers, readers and thinkers over time in this, or any, field.     

Global,Social, and Economic Influences on the Access Policies of South African Higher Education

The access policies of South African universities are influenced by sets of global, social, and economic factors. Although the second and third sets are predominantly local (South African), they are influenced by the first factor that gives rises to a fourth imperative, the economic factor. The latter, which is of increasing importance and is affected by the fact that students can ''vote'' for higher education institutions and programmes with their feet, is tricky. For if institutions sacrifice their core values to market imperatives, they will lose much of their utility as education institutions.     

Conceptualizing minimalist footwear: an objective definition

Running has been plagued with an alarmingly high incidence of injury, which has resulted in the exploration of interventions aimed at reducing the risk of running-related injury. One such intervention is the introduction of footwear that mimics barefoot running. These have been termed minimalist shoes.

Minimalist footwear aims to reduce the risk of injury by promoting adaptations in running biomechanics that have been linked to a reduction in both impact and joint forces. However, some studies have found that minimalist footwear may be beneficial to the runner as they promote favourable biomechanical adaptations, whilst other studies have found the opposite to be true.

Reasons for these conflicting results could be attributed to the lack of a definition for minimalist footwear. The aim of this review article is to provide a structural definition for minimalist footwear based on studies that have examined the influence of footwear on biomechanical variables during running.

Based on current literature, we define minimalist footwear as a shoe with a highly flexible sole and upper that weighs 200g or less, has a heel stack height of 20mm or less and a heel-toe differential of 7mm or less.