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Purpose: Overuse injuries are common in sport, but complete understanding of injury risk factors remains incomplete. Although biomechanical studies frequently examine musculoskeletal injury mechanisms, human movement variability studies aim to better understand neuromotor functioning, with proposed connections between overuse injury mechanisms and changes in motor variability. Method: In a narrative review, we discuss the variability-overuse injury hypothesis, which suggests repeated load application leads to mechanical tissue breakdown and subsequent injury when exceeding the rate of physiological adaptation. Due to the multidisciplinary nature of this hypothesis, we incorporate concepts from motor control, neurophysiology, biomechanics, as well as research design and data analysis. We therefore summarize multiple perspectives while proposing theoretical relationships between movement variability and lower extremity overuse injuries. Results: Experimental data are presented and summarized from published experiments examining interactions between experimental task demands and movement variability in the context of drop landing movements, along with comparisons to previous movement variability studies. Conclusion: We provide a conceptual framework for sports medicine researchers interested in predicting and preventing sports injuries. Under performance conditions with greater task demands, we predict reduced trial-to-trial movement variability that could increase the likelihood of overuse injuries. 相似文献
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Tai Mei Kin Omar Abdull Kareem Mohamad Sahari Nordin Khuan Wai Bing 《School Leadership & Management》2015,35(3):266-299
The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ2 = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consuming. 相似文献
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This paper adds to the sparse literature on the consequences of education–occupation mismatches. It examines the income penalty for field of education–occupation mismatches for men and women with higher education degrees in Sweden and reveals that the penalty for such mismatches is large for both men and women. For mismatched men the income penalty is about twice as large as that found for US men, whereas for women the penalty is of about the same size as for US women. Controlling for cognitive ability further establishes that the income penalty is not caused by a sorting by ability, at least for Swedish men. The income penalty for men decreases with work experience, which is an indication that education-specific skills and work experience are substitutes to some extent. 相似文献
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Amrita Kaur Mohammad Noman Hasniza Nordin 《Assessment & Evaluation in Higher Education》2017,42(5):756-771
As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextually sensitive assessment protocol as inclusive and fair assessment. Data from students’ reflections and face-to-face interviews with open-ended questions suggested that, despite concerns such as potential bias, time and accommodation challenges, such assessment practices can make valuable contributions in creating a positive learning environment, improving relatedness and self-esteem and motivating and engaging students for better effort and effective learning. Implications for higher education practitioners with diverse learners are discussed. 相似文献
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Andrew D. Nordin Janet S. Dufek C. Roger James Barry T. Bates 《Journal of sports sciences》2017,35(18):1858-1863
Our purpose was to use group and single-case methods to examine inter-individual variability in the context of factors related to landing injuries. We tested the load accommodation strategies model (An exploration of load accommodation strategies during walking with extremity-carried weights. Human Movement Science, 35, 17–29) using landing impulse, revealing pre-landing strategies following height and external load manipulations. Ten healthy volunteers (8 male, 2 female, 24.0 ± 1.4 years, 1.72 ± 0.06 m, 73.5 ± 8.7 kg) were analysed across 12 trials in each of three load conditions (100% body weight [BW], 110% BW, 120% BW) from two landing heights (30 cm, 60 cm). Landing impulse (BW ? s) was computed for each participant-condition-trial, using impulse ratios (unit-less; BW ? s/BW ? s) to evaluate load accommodation strategies between adjacent load conditions (110%/100%, 120%/110%) at each landing height. Load accommodation strategy classifications were based on 95% confidence intervals (CIs) containing mechanically predicted impulse ratios (1.10 and 1.09 for 110/100% BW and 120/110% BW, respectively; α = 0.05). Mean group impulse ratios matched and exceeded predicted impulse ratios. Single-case analyses revealed a range of individual landing strategies that might be overlooked during group analyses, possibly uncovering individuals at greater risk of injury during landing activities. 相似文献
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ABSTRACT Loading rates have been linked to running injuries, revealing persistent impact features that change direction among three-dimensional axes in different footwear and footstrike patterns. Extracting peak loads from ground reaction forces, however, can neglect the time-varying loading patterns experienced by the runner in each footfall. Following footwear and footstrike manipulations during laboratory-based overground running, we examined three-dimensional loading rate-time features in each direction (X, Y, Z) using principal component analysis. Twenty participants (9 M, 11 F, age: 25.3 ± 3.6 y) were analysed during 14 running trials in each of two footwear (cushioned and minimalist) and three footstrike conditions (forefoot, midfoot, rearfoot). Two principal components (PC) captured the primary loading rate-time features (PC1: 42.5% and PC2: 22.8% explained variance) and revealed interaction among axes, footwear, and footstrike conditions (PC1: F (2.1, 40.1) = 5.6, p = 0.007, η 2 = 0.23; PC2: F (2.0, 38.4) = 62.3, p < 0.001, η 2 = 0.77). Rearfoot running in cushioned footwear attenuated impact loads in the vertical direction, and forefoot running in minimalist footwear attenuated impact loads in the anterior-posterior and medial-lateral directions relative to forefoot running in cushioned shoes. Loading patterns depend on footwear and footstrike interactions, which require shoes that match the runner’s footstrike pattern. 相似文献
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Bryan Haslam Long-Fang Tsai Ryan R. Anderson Seunghyun Kim Weisheng Hu Gregory P. Nordin 《Biomicrofluidics》2015,9(4)
A new microfluidic pump, termed a reflow pump, is designed to operate with a sub-μl sample volume and transport it back and forth between two pneumatically actuated reservoirs through a flow channel typically containing one or more sensor surfaces. The ultimate motivation is to efficiently use the small sample volume in conjunction with convection to maximize analyte flux to the sensor surface(s) in order to minimize sensor response time. In this paper, we focus on the operational properties of the pumps themselves (rather than the sensor surfaces), and demonstrate both two-layer and three-layer polydimethylsiloxane reflow pumps. For the three-layer pump, we examine the effects of reservoir actuation pressure and actuation period, and demonstrate average volumetric flow rates as high as 500 μl/min. We also show that the two-layer design can pump up to 93% of the sample volume during each half period and demonstrate integration of a reflow pump with a single-chip microcantilever array to measure maximum flow rate. 相似文献
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ABSTRACT Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as scientific management. Calls have been made to reconsider alternative interpretations of learning outcomes and a renewal of older perspectives on learning outcomes such as in Eisner’s works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner’s framing of teaching and learning. Analysing policy developments and the introduction of learning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education. 相似文献