The influence of shoe drop on the kinematics and kinetics of children tennis players     

Alexis Herbaut  Pascale Chavet  Maxime Roux  Nils Guéguen  Christophe Gillet  Franck Barbier 《European Journal of Sport Science》2016,16(8):1121-1129

This study investigated the immediate effects of reducing the shoe drop (i.e. the difference between the heel and the forefoot height) on the kinematics and kinetics of the lower extremities of children tennis players performing a tennis-specific movement. Thirteen children tennis players performed a series of simulated open stance forehands wearing 3 pairs of shoes differing only in the drop: 0 (D0), 6 (D6) and the control condition of 12?mm (D12). Two embedded forceplates and a motion capture system were used to analyse the ground reaction forces and ankle and knee joint angles and moments of the leading lower limb. In D6 compared with D12, the peak impact force was reduced by 24% (p?=?.004) and the ankle was less dorsiflexed at foot strike (p?=?.037). In D0 compared with D12, the peak impact force was reduced by 17% (p?=?.049), the ankle was less dorsiflexed at foot strike (p?=?.045) and the knee was more flexed at foot strike (p?=?.007). In addition, 4 out of 13 participants (31%) presented a forefoot strike pattern for some of the trials in D0. No difference was observed across shoe conditions for the peak knee extensor moment (p?=?.658) or the peak ankle plantarflexor moment (p?=?.071). The results provide preliminary data supporting the hypothesis that for children tennis players, using a 6-mm lower shoe drop might reduce heel impact forces and thus limit potentially impact-related injuries.  相似文献   

Shoe drop reduction influences the lower limb biomechanics of children tennis players during an open stance forehand: A longitudinal study     

Alexis Herbaut  Emilie Simoneau-Buessinger  Franck Barbier  Christophe Gillet  Maxime Roux  Nils Guéguen 《European Journal of Sport Science》2017,17(10):1261-1269

Compared to traditional tennis shoes, using 0-drop shoes was shown to induce an immediate switch from rear- to forefoot strike pattern to perform an open stance tennis forehand for 30% of children tennis players. The purpose of the study was to examine the long-term effects of a gradual reduction in the shoe drop on the biomechanics of children tennis players performing open stance forehands. Thirty children tennis players participated in 2 laboratory biomechanical test sessions (intermediate: +4 months and final: +8 months) after an inclusion visit where they were randomly assigned to control (CON) or experimental (EXP) group. CON received 12-mm-drop shoes twice, whereas EXP received 8?mm then 4-mm-drop shoes. Strike index indicated that all CON were rearfoot strikers in intermediate and final test sessions. All EXP were rearfoot strikers in intermediate test session, but half the group switched towards a forefoot strike pattern in final test session. This switch resulted in a decreased loading rate of the ground reaction force (?73%, p?=?.005) but increased peak ankle plantarflexors moment (+47%, p?=?.050) and peak ankle power absorption (+107%, p?=?.005) for these participants compared with CON. Biomechanical changes associated with the long-term use of partial minimalist shoes suggest a reduction in heel compressive forces but an increase in Achilles tendon tensile forces.  相似文献   

Career education: a survey of teacher preparation institutions     

P Gillet 《Exceptional children》1978,44(7):516-518

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Illustrating the Central Limit Theorem     

D J Colwell  J R Gillet 《Teaching Statistics》1994,16(2):38-38

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Scapular kinematics during scaption in competitive swimmers     

Y. Blache  B. Gillet  J. Selin  V. Sevrez  I. Rogowski 《European Journal of Sport Science》2018,18(5):659-666

This study aimed (1) to describe and compare scapular kinematics between three groups of swimmers of different levels and a group of non-swimmers, and (2) to assess whether swimming practice alters the asymmetries in scapular kinematics between the dominant and non-dominant sides, both during unilateral arm raising and lowering in the scapular plane. Scapular kinematics were assessed bilaterally during arm raising and lowering in the scapular plane using an electromagnetic system in 42 healthy males, which were split into four groups: control (n?=?11), adolescent elite swimmers (n?=?11), adult elite swimmers (n?=?10), and club-level adult swimmers (n?=?10). One-Way ANOVA SPM(t) on two repeated measures showed that the three groups of swimmers had more protracted shoulder between 30° and 90° of arm raising and lowering (p?p?p?≤?.02), who presented similar scapular positioning in internal rotation. In conclusion, the findings of the study pointed out that swimming practice generated protracted shoulders and removed bilateral differences in scapular upward rotation during scaption, while accumulation of swimming practice at elite level enlarged scapular internal rotation.  相似文献   

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab     

de Jong  Ton  Gillet  Denis  Rodríguez-Triana  María Jesús  Hovardas  Tasos  Dikke  Diana  Doran  Rosa  Dziabenko  Olga  Koslowsky  Jens  Korventausta  Miikka  Law  Effie  Pedaste  Margus  Tasiopoulou  Evita  Vidal  Gérard  Zacharia  Zacharias C. 《Educational technology research and development : ETR & D》2021,69(2):417-444

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

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