Kinetic changes during a six-week minimal footwear and gait-retraining intervention in runners     

Joe P. Warne  Barry P Smyth  John O’C Fagan  Michelle E. Hone  Chris Richter  Alan M. Nevill 《Journal of sports sciences》2017,35(15):1538-1546

An evaluation of a six-week Combined minimal footwear transition and gait-retraining combination vs. gait retraining only on impact characteristics and leg stiffness. Twenty-four trained male runners were randomly assigned to either (1) Minimalist footwear transition Combined with gait-retraining over a six-week period (“Combined” group; n = 12) examined in both footwear, or (2) a gait-retraining group only with no minimalist footwear exposure (“Control”; n = 12). Participants were assessed for loading rate, impact peak, vertical, knee and ankle stiffness, and foot-strike using 3D and kinetic analysis. Loading rate was significantly higher in the Combined group in minimal shoes in pre-tests compared to a Control (P ≤ 0.001), reduced significantly in the Combined group over time (P ≤ 0.001), and was not different to the Control group in post-tests (P = 0.16). The impact peak (P = 0.056) and ankle stiffness reduced in both groups (P = 0.006). Loading rate and vertical stiffness was higher in minimalist footwear than conventional running shoes both pre (P ≤ 0.001) and post (P = 0.046) the intervention. There has a higher tendency to non-rearfoot strike in both interventions, but more acute changes in the minimalist footwear. A Combined intervention can potentially reduce impact variables. However, higher loading rate initially in minimalist footwear may increase the risk of injury in this condition.  相似文献   

Editorial     

Geri Smyth 《欧洲师范教育杂志》2015,38(4):429-430

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The realities of change in higher education – Edited by Lynne Hunt     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):757-758

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Broadband videoconferencing as a tool for learner-centred distance learning in higher education   总被引：1，自引：0，他引：1  

Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):805-820

This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner‐centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision‐making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner‐centered interactions when the majority of students are learning from locations quite remote from the main campus.  相似文献   

An action research enquiry into child voice in the primary classroom by empowering children to arrange and implement their own timetable     

Emer McVeety  Margaret Farren 《Educational Action Research》2020,28(3):383-404

ABSTRACT

This paper describes one child voice enabling strategy that allowed children in sixth class in an urban primary school in Ireland to have a say in the organisation of their learning. The lack of involvement that children have in the organisation of their school week was questioned and this prompted an investigation into a new approach to enabling child voice in the classroom. Action research is an iterative process that develops through a self-reflective spiral of planning, acting and observing, re-planning and further implementation. Each cycle followed a similar approach, of planning, acting, observing and reflecting. This research found that child voice can be effectively incorporated into the organisation of their learning when neither the teacher nor the children take total control but work together as equal individuals. In this enquiry the children design, implement and adhere to their own weekly timetable while adhering to the regulations set out by the Ireland’s Department of Education and Skills (DES). This research which aims to consider child voice when determining a timetable can be seen as a first step to integrate child-centred approaches into the classroom.  相似文献   

Responding to the Field and to the Academy: Ontario's evolving PhD     

Catherine M. Allen  Elizabeth M. Smyth  Merlin Wahlstrom 《高等教育研究与发展》2002,21(2):203-214

The knowledge economy has increased the demands on our university systems to create innovative, flexible doctoral programs. Some countries have responded to this challenge by developing professional doctorates. In the province of Ontario (Canada), the trend appears to be to re-invent the traditional PhD rather than to develop professional doctorates. This paper traces historical, political, economic and social reasons for this trend. It focuses, in particular, on the case of the longstanding Doctor of Education (EdD) at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). Enrolment in the EdD program has dropped significantly in the past few years. Drawing on a variety of sources including evaluation data from PhD and EdD students, this paper examines reasons for this development. The authors conclude that the same climate that is fostering professional doctorates is also changing the landscape for PhD education, making the degree more responsive to the needs of educational stakeholders.  相似文献   

Research‐As‐Practice: Experiences in a Graduate Course for Experienced Teachers     

John Smyth  Barrie Dickie  Richard Tinning 《高等教育研究与发展》1986,5(2):147-159

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Puncturing notions of precarity through critical educational research on young lives in Australia: towards a critical ethnography of youth     

John Smyth 《Ethnography and Education》2016,11(2):129-141

This papers deals in a polemical fashion with what is arguably one of the most contentious issues in education – the disengagement of increasing numbers of young people from schooling. It makes the argument that what is occurring is that global forces are conspiring to position young people as a form of ‘social waste’ and that allowing them to be unproblematically portrayed as constituting a precariat is an over-simplification if not a misrepresentation. In making the case for a different approach, conceived in terms of a critical ethnography of student disengagement, the paper invokes a political economy approach in which learning is seen as a political act engaged in by young people. The paper concludes with a series of propositions intended to provide a different and more critically ethnographic inflection on what is occurring.  相似文献   

Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education*     

John Smyth 《Educational theory》1990,40(2):267-280

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Toward Educative Forms of Teacher Evaluation     

Andrew Gitlin  John Smyth 《Educational theory》1990,40(1):83-94

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