Description:
This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of crosscultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers’ cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.
Description:
This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of crosscultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers’ cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.
Description:
This paper examined the effect of two pre-departure culture preparation courses on student learning during their International Fieldwork in Asia. These courses are designed to develop Anglo- European origin Australian students’ knowledge, understanding and appreciation of Asian societies, cultures, etiquettes, education and political systems, together with Asian problem solving and living styles. The courses further foster student skills in intercultural communication with people from Asia. A group of students completed the training and travelled to China for fieldwork. Their evaluation and feedback, together with their written assignments, were collated and analyzed. Results indicated that the two courses are effective in assisting students’ cultural adaptation to the host country environment and engaging in higher culture learning during their fieldwork.
Description:
This paper examined the effect of two pre-departure culture preparation courses on student learning during their International Fieldwork in Asia. These courses are designed to develop Anglo- European origin Australian students’ knowledge, understanding and appreciation of Asian societies, cultures, etiquettes, education and political systems, together with Asian problem solving and living styles. The courses further foster student skills in intercultural communication with people from Asia. A group of students completed the training and travelled to China for fieldwork. Their evaluation and feedback, together with their written assignments, were collated and analyzed. Results indicated that the two courses are effective in assisting students’ cultural adaptation to the host country environment and engaging in higher culture learning during their fieldwork.
Description:
Aim: To explore the effects of exercise (water-based or land-based) and/or manual therapies on pain in adults with clinically and/or radiographically diagnosed hip osteoarthritis (OA). Methods: A systematic review and meta-analysis was performed, with patient reported pain assessed using a visual analogue scale (VAS) or the Western Ontario and McMaster Universities Arthritis Index (WOMAC) pain subscale. Data were grouped by follow-up time (0-3 months=short term; 4-12 months=medium term and; >12 months=long term), and standardised mean differences (SMD) with 95% CIs were used to establish intervention effect sizes. Study quality was assessed using modified PEDro scores. Results: 19 trials were included. Four studies showed short-term benefits favouring water-based exercise over minimal control using the WOMAC pain subscale (SMD -0.53, 95% CI -0.96 to -0.10). Six studies supported a short-term benefit of land-based exercise compared to minimal control on VAS assessed pain (SMD -0.49, 95% CI -0.70 to -0.29). There were no medium (SMD -0.23, 95% CI -0.48 to 0.03) or long (SMD -0.22, 95% CI -0.51 to 0.06) term benefits of exercise therapy, or benefit of combining exercise therapy with manual therapy (SMD -0.38, 95% CI -0.88 to 0.13) when compared to minimal control. Conclusions: Best available evidence indicates that exercise therapy (whether land-based or water-based) is more effective than minimal control in managing pain associated with hip OA in the short term. Larger highquality RCTs are needed to establish the effectiveness of exercise and manual therapies in the medium and long term.
Description:
Cricket was the first sport to publish recommended methods for injury surveillance in 2005. Since then, there have been changes to the nature of both cricket and injury surveillance. Researchers representing the major cricket playing nations met to propose changes to the previous recommendations, with an agreed voting block of 14. It was decided that 10 of 14 votes (70%) were required to add a new definition element and 11 of 14 (80%) were required to amend a previous definition. In addition to the previously agreed 'Match time-loss' injury, definitions of 'General time-loss', 'Medical presentation', 'Player-reported' and 'Imaging-abnormality' injuries are now provided. Further, new injury incidence units of match injuries per 1000 player days, and annual injuries per 100 players per year are recommended. There was a shift towards recommending a greater number of possible definitions, due to differing contexts and foci of cricket research (eg, professional vs amateur; injury surveillance systems vs specific injury category studies). It is recommended that researchers use and report as many of the definitions as possible to assist both comparisons between studies within cricket and with those from other sports.
Description:
In 1983, Ekstrand et al published the first randomised controlled trial (RCT) of an injury prevention programme for team ball sport. Three decades on from this landmark study, it is worth reflecting on the progress made and the current ‘state-of-play’ in the field of team ball sport injury prevention research. The volume of published research has grown considerably with a recent systematic review of team ball sport injury prevention exercise programmes (IPEPs) identifying over 50 published trials. The scale, quality and outcomes of recent RCTs are also encouraging with a Swedish trial including over 4500 female soccer players and demonstrating a 64% reduction in the rate of anterior cruciate ligament (ACL) injuries.
Description:
While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students' uses of technology. This paper investigates students' experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n=1174), this paper considers the various ways in which students use digital devices and applications in school and for school. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students' technology experiences.
Description:
There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
Description:
There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
Description:
Training loads contribute to sports injury risk but their mitigation has rarely been considered in a sports injury prevention framework. A key concept behind monitoring training loads for injury prevention is to screen for those at increased risk of injury so that workloads can be adjusted to minimise these risks. This review describes how advances in management of workload can be applied as a preventive measure. Primary prevention involves screening for preparticipation load risk factors, such as low training loads, prior to a training period or competition. Secondary prevention involves screening for workloads that are known to precede an injury developing so that modification can be undertaken to mitigate this risk. Tertiary prevention involves rehabilitation practices that include a graded return to training programme to reduce the risk of sustaining a subsequent injury. The association of training loads with injury incidence is now established. Prevention measures such as rule changes that affect the workload of an athlete are universal whereas those that address risk factors of an asymptomatic subgroup are more selective. Prevention measures, when implemented for asymptomatic individuals exhibiting possible injury risk factors, are indicated for an athlete at risk of developing a sports injury. Seven key indicated risks and associated prevention measures are proposed.
Description:
Tendinopathy can be resistant to treatment and often recurs, implying that current treatment approaches are suboptimal. Rehabilitation programmes that have been successful in terms of pain reduction and return to sport outcomes usually include strength training. Muscle activation can induce analgesia, improving self-efficacy associated with reducing one's own pain. Furthermore, strength training is beneficial for tendon matrix structure, muscle properties and limb biomechanics. However, current tendon rehabilitation may not adequately address the corticospinal control of the muscle, which may result in altered control of muscle recruitment and the consequent tendon load, and this may contribute to recalcitrance or symptom recurrence. Outcomes of interest include the effect of strength training on tendon pain, corticospinal excitability and short interval cortical inhibition. The aims of this concept paper are to: (1) review what is known about changes to the primary motor cortex and motor control in tendinopathy, (2) identify the parameters shown to induce neuroplasticity in strength training and (3) align these principles with tendon rehabilitation loading protocols to introduce a combination approach termed as tendon neuroplastic training. Strength training is a powerful modulator of the central nervous system. In particular, corticospinal inputs are essential for motor unit recruitment and activation; however, specific strength training parameters are important for neuroplasticity. Strength training that is externally paced and akin to a skilled movement task has been shown to not only reduce tendon pain, but modulate excitatory and inhibitory control of the muscle and therefore, potentially tendon load. An improved understanding of the methods that maximise the opportunity for neuroplasticity may be an important progression in how we prescribe exercise-based rehabilitation in tendinopathy for pain modulation and potentially restoration of the corticospinal control of the muscle-tendon complex.
Description:
Tendinopathy can be resistant to treatment and often recurs, implying that current treatment approaches are suboptimal. Rehabilitation programmes that have been successful in terms of pain reduction and return to sport outcomes usually include strength training. Muscle activation can induce analgesia, improving self-efficacy associated with reducing one's own pain. Furthermore, strength training is beneficial for tendon matrix structure, muscle properties and limb biomechanics. However, current tendon rehabilitation may not adequately address the corticospinal control of the muscle, which may result in altered control of muscle recruitment and the consequent tendon load, and this may contribute to recalcitrance or symptom recurrence. Outcomes of interest include the effect of strength training on tendon pain, corticospinal excitability and short interval cortical inhibition. The aims of this concept paper are to: (1) review what is known about changes to the primary motor cortex and motor control in tendinopathy, (2) identify the parameters shown to induce neuroplasticity in strength training and (3) align these principles with tendon rehabilitation loading protocols to introduce a combination approach termed as tendon neuroplastic training. Strength training is a powerful modulator of the central nervous system. In particular, corticospinal inputs are essential for motor unit recruitment and activation; however, specific strength training parameters are important for neuroplasticity. Strength training that is externally paced and akin to a skilled movement task has been shown to not only reduce tendon pain, but modulate excitatory and inhibitory control of the muscle and therefore, potentially tendon load. An improved understanding of the methods that maximise the opportunity for neuroplasticity may be an important progression in how we prescribe exercise-based rehabilitation in tendinopathy for pain modulation and potentially restoration of the corticospinal control of the muscle-tendon complex.
Description:
Abstract: National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success.
Description:
Abstract: National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success.
Description:
A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry – this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI) – a validated instrument to quantify attitude, was used to measure attitude to chemistry in 125 undergraduates studying an introductory course in chemistry, as part of a BSc Chemistry major. The 13 week course contained 4 summative assessments: practical (PRAC), tutorial (TUT), on-line web-based learning (OWL), and a final exam (FE). Sub-scales within ASCI which quantify the ‘affective’ and ‘cognitive’ components of attitude were determined. Firstly, for all 125 students, weak correlations (r) between the affective scale score and FE (r=0.275, P<0.01) and TOTAL (r=0.228, P<0.05), were recorded. Secondly, a low achieving (LA, n=48) and a high achieving (HA, n=77) group were identified using a cluster analysis procedure. The HA group scored higher than the LA group in PRAC, OWL, FE and TOTAL (all P<0.001), but the clusters were not different in their scores for either the affective or the cognitive components of attitude. There was no correlation between attitude and achievement in the HA group, and only one weak positive correlation (0.409), between the affective score and achievement in the LA group. We suggest that although a positive attitude may be an important part of the undergraduate experience, it is at best only weakly associated with achievement in undergraduate chemistry.
Description:
Background: The paper presents a novel laboratory method for assessing boxing headguard impact performance. The method is applied to examine the effects of headguards on head impact dynamics and injury risk. Methods: A linear impactor was developed, and a range of impacts was delivered to an instrumented Hybrid III head and neck system both with and without an AIBA (Association Internationale de Boxe Amateur)- approved headguard. Impacts at selected speeds between 4.1 and 8.3 m/s were undertaken. The impactor mass was approximately 4 kg and an interface comprising a semirigid 'fist' with a glove was used. Results: The peak contact forces were in the range 1.9-5.9 kN. Differences in head impact responses between the Top Ten AIBA-approved headguard and bare headform in the lateral and forehead tests were large and/or significant. In the 8.3 m/s fist-glove impacts, the mean peak resultant headform accelerations for bare headform tests was approximately 130 g compared with approximately 85 g in the forehead impacts. In the 6.85 m/s bare headform impacts, mean peak resultant angular head accelerations were in the range of 5200-5600 rad/s
Description:
Background: Injury and illness surveillance is the foundation for the development of prevention strategies. Objective: To examine injuries among the aquatic disciplines in the 4 weeks prior to and during the 2013 FINA World Championships. Methods: The study was comprised of two components: (1) a retrospective athlete survey recording injuries in the 4 weeks prior to the Championships and (2) a prospective recording of injuries and illnesses by the medical teams of the participating countries and the local host medical team. Results: One-third of the 1116 responding athletes reported an injury/physical complaint in the 4 weeks prior to the Championships. Significantly more women (36.7%) than men (28.6%) reported injuries. Divers reported the highest rate of injury/physical complaints (55.7%). At the start of the Championships, 70% of injured respondents (n=258) were still symptomatic; however, full participation was expected by 76%. During the Championships, 186 new injuries were reported (8.3/100 registered athletes) with the highest injury incidence rate in water polo (15.3/100 registered athletes). The most common injured body part was the shoulder (21%). A total of 199 illnesses were reported during the Championships (9.0/100 registered athletes) with the most common diagnosis of illness being gastrointestinal infection. Environmental exposure (allergy, otitis and jellyfish stings) was responsible for 27% of all illnesses in open water swimming. Conclusions: Injuries pose a significant health risk for elite aquatic athletes. A prospective study would improve understanding of out-of-competition injuries. Future injury and illness surveillance at FINA World Championships is required to direct and measure the impact of prevention strategies.
Description:
Objectives: Researchers have identified that pre-performance routines improve performance under pressure, yet have not investigated the effects of post-performance routines. Thus, the purpose of the current study was to examine whether the type of performance routine training could improve tenpin bowling accuracy and in-game performance. Design: A mixed-method design was adopted, whereby the impact of a performance routine intervention on performance accuracy and in-game performance was examined. This was followed by participants completing semi-structured interviews which explored the perceived effect of those routines. Method: Thirty-six experienced tenpin bowlers completed 30 accuracy shots pre- and post-intervention training, with league scores obtained for in-game performance comparison. Four groups (i.e., pre-performance routine [PPR], post-performance routine [POST], combined pre-post routine, and a control group) practiced 12 games across four weeks while listening to the group specific routine instruction on an IPod. Results: It was noted that accuracy improved (albeit non-significantly) for the PPR and combined pre-post routine group, but not the other groups. Critically, all intervention groups (PPR, POST & COMBO) improved in-game performance. The qualitative data indicated that both the PPR and POST was perceived to influence positively performance, attentional and emotional control, self-awareness, self-confidence, motivation. The PPR was also considered to enhance a state of readiness, and perceived control. Conclusions: Results indicate that the PPR training enhanced accuracy and in-game performance, with the POST training acting as a supportive role for in-game performance as evidenced by the qualitative and quantitative data. Future research should continue to investigate the effects of POSTs. (C) 2015 Elsevier Ltd. All rights reserved.
Description:
Objectives: Researchers have identified that pre-performance routines improve performance under pressure, yet have not investigated the effects of post-performance routines. Thus, the purpose of the current study was to examine whether the type of performance routine training could improve tenpin bowling accuracy and in-game performance. Design: A mixed-method design was adopted, whereby the impact of a performance routine intervention on performance accuracy and in-game performance was examined. This was followed by participants completing semi-structured interviews which explored the perceived effect of those routines. Method: Thirty-six experienced tenpin bowlers completed 30 accuracy shots pre- and post-intervention training, with league scores obtained for in-game performance comparison. Four groups (i.e., pre-performance routine [PPR], post-performance routine [POST], combined pre-post routine, and a control group) practiced 12 games across four weeks while listening to the group specific routine instruction on an IPod. Results: It was noted that accuracy improved (albeit non-significantly) for the PPR and combined pre-post routine group, but not the other groups. Critically, all intervention groups (PPR, POST & COMBO) improved in-game performance. The qualitative data indicated that both the PPR and POST was perceived to influence positively performance, attentional and emotional control, self-awareness, self-confidence, motivation. The PPR was also considered to enhance a state of readiness, and perceived control. Conclusions: Results indicate that the PPR training enhanced accuracy and in-game performance, with the POST training acting as a supportive role for in-game performance as evidenced by the qualitative and quantitative data. Future research should continue to investigate the effects of POSTs. (C) 2015 Elsevier Ltd. All rights reserved.