The role of footwear in minimizing lower limb injury     

R.A. Barnes  P.D. Smith 《Journal of sports sciences》2013,31(4):341-353

The shoe can be thought of as a powerful tool for controlling human movement. A well‐designed shoe can assist in reducing the number of lower limb injuries arising from sport and training activities. The purpose of this paper is to present a summary of the main thrusts of research in this field by means of a digest of current thinking and practice.

The paper initially presents a survey of work in the biomechanical field with particular reference to the design of footwear. A review of the types of injury acquired by sportsmen in both training and playing is then followed by a discussion of aspects of footwear design and their role in both contributing to and preventing lower limb injury. Finally, the paper considers support and shock absorption techniques in the context of footwear design.

It is concluded that research has been wide‐ranging and thorough. However, the complexity of the biomechanical system being studied has prevented definitive recommendations for the prevention of injury being made in every case. Nonetheless, it is clear that a number of guiding principles have been established which should be the basis for future developments in footwear design to minimize the chance of lower limb injury.  相似文献   

Book review     

John M. Mackenzie  J.A. Mangan  Dennis Brailsford  Roy Small  Nicholas Orme  Ronald A. Smith 《国际体育史杂志》2013,30(2):239-257

A.K. Dickinson, P.J. Lee and P.J. Rogers (eds.), Learning History (London: Heincmann Educational Books, 1984) Pp.x + 230. £5.95.

William Boyd, School Ties (London: Hamish Hamilton, 1985). Pp.144, £8.95.

Randy Roberts, Papa Jack: Jack Johnson and the Era of White Hopes (New York: The Free Press/London: Collier Macmillan, 1983). Pp.274.

John Burrowes, Denny: The Life and Times of a Fighting Legend (London: Fontana, 1984, first published Edinburgh: Mainstream Publishing Company, 1982). Pp.xii + 277. £1.95 (paperback).

J.K. Anderson, Hunting in the Ancient World (Berkeley, Los Angeles & London: University of California Press, 1985). Pp. xiii + 192. £29.95 (hardback).

Thomas G. Bergin, The Game: The Harvard‐Yale Football Rivalry, 1875–1983 (New Haven, CT and London: Yale University Press, 1985). Pp.xiii + 367. £19.95.

John Harding, Football Wizard. The Story of Billy Meredith (Derby: Bredon

Books, 1985). Pp.240. £4.95.

Charles E. Funnell,By the Beautiful Sea: The Rise and High Times of That Great American Resort, Atlantic City (New Brunswick, N.J.: Rutgers University Press, 1983). Pp.209.

J.R.L. Anderson, High Mountains and Cold Seas (London: Victor Gollancz, 1982), Pp.366. £10.95.

Gerald Pawle, R.ES. Wyatt—Fighting Cricketer (London: George Allen & Unwin 1985). Pp.xvii + 278. £12.95.

Peter Wynne‐Thomas, ’Give Me Arthur’: A Biography of Arthur Shrewsbury (London: Arthur Barker, 1985). Pp.xi + 163. £9.95.

Michael D. Smith, Violence and Sport (Toronto: Butterworth, 1983) Pp.vii + 215. £20.00.  相似文献   

Predicting continued use of online teacher professional development and the influence of social presence and sociability     

Jo Ann Smith  Stephen A. Sivo 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):871-882

This study examined how a well‐established Technology Acceptance Model (TAM) could predict teachers' intentions to continue using e‐learning for professional development based on perceived ease of use and usefulness. Although studies have shown social interactions are important to teachers, no study has analyzed the mediating influence of social presence and sociability within e‐learning professional development. Therefore, the original TAM was expanded to encompass user perceptions of social presence and sociability. Structural equation modeling was used to measure the mediating affects on their intention to continue using e‐learning for their professional development. The results indicate that the expanded hypothesized model was a good predictor of continuance intention. Perceived ease of use, perceived usefulness and social presence were found to be significant determinants of teachers' intent to continue using e‐learning to meet their future professional development needs. The results have implications for educational leaders, designers and facilitators who want to promote teacher online professional development and embed e‐learning conditions that will be readily embraced by classroom teachers.  相似文献   

Student attitudes towards and use of ICT in course study,work and social activity: A technology acceptance model approach     

Rob Edmunds  Mary Thorpe  Grainne Conole 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):71-84

The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas.  相似文献   

The Multiple Subfunctions of Attention: Differential Developmental Gateways to Literacy and Numeracy     

Ann Steele  Annette Karmiloff‐Smith  Kim Cornish  Gaia Scerif 《Child development》2012,83(6):2028-2041

Attention is construed as multicomponential, but the roles of its distinct subfunctions in shaping the broader developing cognitive landscape are poorly understood. The current study assessed 3‐ to 6‐year‐olds (N = 83) to: (a) trace developmental trajectories of attentional processes and their structure in early childhood and (b) measure the impact of distinct attention subfunctions on concurrent and longitudinal abilities related to literacy and numeracy. Distinct trajectories across attention measures revealed the emergence of 2 attentional factors, encompassing “executive” and “sustained–selective” processes. Executive attention predicted concurrent abilities across domains at Time 1, whereas sustained–selective attention predicted basic numeracy 1 year later. These concurrent and longitudinal constraints cast a broader light on the unfolding relations between domain‐general and domain‐specific processes over early childhood.  相似文献   

Parenting and Child DRD4 Genotype Interact to Predict Children’s Early Emerging Effortful Control     

Heather J. Smith  Haroon I. Sheikh  Margaret W. Dyson  Thomas M. Olino  Rebecca S. Laptook  C. Emily Durbin  Elizabeth P. Hayden  Shiva M. Singh  Daniel N. Klein 《Child development》2012,83(6):1932-1944

Effortful control (EC), or the trait‐like capacity to regulate dominant responses, has important implications for children’s development. Although genetic factors and parenting likely influence EC, few studies have examined whether they interact to predict its development. This study examined whether the DRD4 exon III variable number tandem repeat polymorphism moderated the relation between parenting and children’s EC. Three hundred and eighty‐two 3‐year‐olds and primary caregivers completed behavioral tasks assessing children’s EC and parenting. Children’s DRD4 genotypes moderated the relation between parenting and EC: Children with at least one 7‐repeat allele displayed lower EC in the context of negative parenting than children without this allele. These findings suggest opportunities for modifying early risk for low EC.  相似文献   

Wellness Model of Supervision: A Comparative Analysis     

A. Stephen Lenz  Varunee Faii Sangganjanavanich  Richard S. Balkin  Marvarene Oliver  Robert L. Smith 《Counselor Education & Supervision》2012,51(3):207-221

This quasi‐experimental study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz & Smith, 2010 ) with alternative supervision models for developing wellness constructs, total personal wellness, and helping skills among counselors‐in‐training. Participants were 32 master's‐level counseling students completing their internship requirements in a counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a split plot analysis of variance indicated that participants in the WELMS condition increased their personal definitions of wellness and total wellness while developing their counseling skills at a similar level when compared with participants receiving other models of supervision.  相似文献   

Reading the water table: The interaction between literacy practices and groundwater management training in preparing farmers for climate change in South India     

Konda?Reddy?ChavvaEmail author  Cristine?A.?Smith 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(3):353-374

This article focuses on farmers’ use of literacy for individual decision-making on crop-water management and crop choices and investigates how farmer participants perceive the usefulness of Farmer Water School (FWS) training. It draws upon a study conducted with farmers of Kurnool district of Andhra Pradesh, India. This study has demonstrated that literacy skills, while valued, are not a prerequisite for all farmers to improve their groundwater and crop management, as long as training includes (1) the presence of at least some literate farmers, (2) activities that involve learning by doing, and (3) learning in small mixed groups of literate and non-literate participants. The study outcomes are of increasing relevance in the context of climate change and variability, as small and marginal farmers constitute over 87 per cent of Indian farmers. Their inability to cope with consequences of climate change could adversely affect the food security in the country.  相似文献   

A model of women’s educational factors related to delaying girls’ marriage     

Cristine A. Smith  Rebecca Paulson Stone  Sarah Kahando 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,25(2):533-555

Delaying girls’ early marriage is a critical public health and education goal in developing countries, in which their own or their mothers’ education may play an important role. This paper reviews the existing evidence of any relationship between girls’ schooling or women’s literacy education and delayed marriage for themselves or their daughters. The majority of research reports focus on the correlation between girls’ schooling and brides’ age at first marriage. But it is conceivable that adult women’s/mothers’ literacy education also has considerable influence on the age at which their daughters are married. Since this aspect has hitherto not been explicitly investigated, the authors propose a model – based on relevant research about the outcomes of girls’ schooling and women’s literacy education – of the mechanisms that mediate between women’s education and delayed marriage for their daughters. The authors argue for research that will inform policy makers interested in helping girls complete secondary schooling about the potential contributions of adult women’s literacy education to this goal.  相似文献   

Enhancing the transition of commencing students into university: an institution-wide approach     

K. J. Nelson  J. E. Smith  J. A. Clarke 《高等教育研究与发展》2012,31(2):185-199

The importance of the first year experience (FYE) to success at university is well documented and supported with the transition into university regarded as crucial. While there is also support for the notion that a successful FYE should have a whole-of-institution focus and models have been proposed, many institutions still face challenges in achieving institution-wide FYE program implementation. This paper discusses the origins, theoretical and empirical bases and structure of an institution-wide approach to the FYE. It uses a case study of the Transitions In Project (TIP) at the Queensland University of Technology to illustrate how institution-wide FYE program implementation can be achieved and sustained. The TIP had four interrelated projects focusing on at-risk students, first year curriculum, learning resources and staff development. The key aim of TIP was to identify good practice and institutionalise it in a sustainable way. The degree of success in achieving this is evaluated.  相似文献