1,307 research outputs found
A qualitative examination of factors related to the decrease in physical activity behavior in adolescent girls during the transition from primary to secondary school
No full textDuring secondary school, a positive environment can be created by ensuring a choice of activities in Physical Education lessons; allowing a girls-only environment, to reduce the focus on competence and competition, and recognizing the importance of social support. These could enhance self-perceptions, reduce self-presentational concerns, increase enjoyment, and subsequently reduce the decrease in physical activity behavior during this key transitional period
Pause… breathe & stretch: creating an evidence-based yoga resource for mainstream schools
No full textPhysical activity (PA) benefits a range of neurological and mental health difficulties and is
also positively associated with positive outcomes on cognitive function and academic attainment in children and young people (YP). Despite these well-documented benefits of PA, current statistics reveal a concerning mental health landscape among children and YP. Recent UK figures from 2023 indicate that around 20% of 8–16-year-olds presented with a probable mental health disorder. This is a major public health concern as evidence suggests that mental health in YP is a predictor for physical health and learning outcomes, as well as mental wellbeing and life satisfaction in adulthood. Globally, about one billion children and YP attend school on any given day and spend a large amount of their waking week in schools. As such, schools provide an opportune setting for health promotion programmes. Increasing YP’s opportunities to be physically active in schools may be one method to target the mental health prevalence in children and YP.
A mode of PA that requires limited equipment and cost is yoga, which is a multi-component
and an inherently mindful practice. Yoga includes the use of physical movements and postures
combined with breathing, relaxation, and mindful techniques to improve self-regulation through awareness of bodily sensations and thoughts. There is emerging evidence that yoga can enhance physical and mental health in children and YP and may offer a complimentary or even preventative measure for mental wellbeing. However, as schools are complex systems, it is critical to explore if and how yoga could be offered as part of the school day.
The overall aim of this thesis was to make evidence-based recommendations for the
implementation of yoga in schools. To achieve this aim, the thesis had four objectives:
1. Scope the relationship between yoga programmes in schools and mental health and
cognitive outcomes (Chapter Two)
2. Identify the barriers and facilitators to implementing yoga in the school environment
(Chapter Three)
3. Develop a school-based yoga resource (Chapter Four)
4. Evaluate the feasibility of the resource (Chapter Five).
To achieve this aim, the Creating Active Schools (CAS) and Medical Research Council’s (MRC)
most recent guidance for developing and evaluating complex interventions was followed alongside behaviour change theory to create an accessible and low-cost school-based yoga programme (SBYP).
Chapter Two presents a scoping review of 59 studies synthesising the evidence of yoga in
schools and mental health and cognitive outcomes in neurotypical and neurodiverse youth (those who require additional support that is different from that received by those of the same age to ensure they benefit from education). Substantial evidence to support the use of SBYPs for the improvement of anxiety, self-concept, resilience, depression, self-esteem, subjective and psychological well-being, executive function, inhibition, working memory, attention and academic performance in neurotypical populations was found. Evidence to support SBYP in neurodiverse populations with improvements in self-concept, subjective well-being, executive function, academic performance, and attention was also found. The findings of this study provided a clear synthesis of the research field providing strong support for the use of SBYP for mental and cognitive health, as well as highlighting clear gaps in evidence between the two populations. Furthermore, only two studies in the review were conducted in the UK over 13 and 15 years ago. It was, therefore, difficult to conclude whether these programmes would be usable today or if programmes from other countries would be transferable to the UK context. Therefore, UK-specific research was required to address these uncertainties.
Chapter Three presents a qualitative study involving three key UK-based stakeholders and
drawing on behaviour change theory to identify the barriers and facilitators experienced by
stakeholders of yoga in schools and to gather recommendations for the development of future
interventions. The COM-B model was used to provide an understanding of the capabilities,
opportunities, and motivations experienced by providers and users of yoga in schools. Therefore, to address the study’s aim and to aid in the development of a future SBYP, focus groups were conducted. Eight secondary schoolteachers participated in one of three focus groups; eight yoga instructors in one of two focus groups; and seven school students (12-15 years old) in one of two focus groups. All but one of the study’s participants (n=22) were female. One of the main findings from the study was that schoolteachers have used yoga in the school environment previously but lack the psychological capability of knowledge and understanding of yoga to feel confident delivering it. Furthermore, all stakeholders stipulated that the classroom can be an inappropriate environment to host traditional types of yoga. Other barriers discussed were limited resources (time, space, and funding), and negative perceptions and beliefs from school staff and students. It was suggested that through the provision of physical opportunities, such as the training of school staff, and by creating a classroom-friendly resource, SBYPs may be more acceptable in the future. This study provided
crucial UK-focused insights that could be used to facilitate the development and subsequent
evaluation of a new SBYP.
Chapter Four details the development of the key output of this thesis; a safe, age
appropriate, and low-cost classroom-based yoga resource. Using the MRC guidance, The Behaviour Change Wheel (BCW), findings from focus groups, and additional input from experts in other professional fields, a new SBYP, ‘PAUSE… Breath & Stretch’, was developed. PAUSE is a collection of four main components including: visual classroom poster with yoga movements and breathing techniques; an additional guidance booklet and online learning HUB for teachers and a 2.5-hour teacher training session. Experts from numerous other professional fields reviewed and provided additional input to ensure the resource was robust and safe for the target population. For teachers to effectively teach their students, building teacher self-efficacy within education programmes is critical and intervention success may be dependent on it. Therefore, these resources were developed to be educational for schoolteachers as well as to provide a responsive toolkit to use during class time. To facilitate schoolteachers using the resource, each component included behaviour change techniques (BCT) designed to enable behaviour change.
Following the MRC guidance for developing complex interventions, the next stage was to
understand the feasibility of the intervention. Chapter Five therefore presents a feasibility study of PAUSE with 3 local secondary schools. This study explored schoolteacher knowledge and self-efficacy before and after attending the resource training session and at the end of the intervention duration. The study’s four main objectives included: understand how teachers use the resource week to week; assess the fidelity, usability and feasibility of the SBYP with schoolteachers; assess the acceptability and impact of the SBYP with schoolteachers and YP and; provide recommendations for refining the programme based on schoolteachers and YP’s experiences. A mixed methods design was adopted, which involved 8 secondary school teachers (from the Wellbeing, English, Food and Textiles and Information Technology departments) participating from 3 local schools. Teachers were asked to report on self-efficacy pre and post training sessions and at the end of the study. Researcher observations of the programme’s fidelity to ensure safety and provide additional feedback were conducted. Teachers also recorded weekly diaries to measure resource usage. Lastly, students and
teachers completed questionnaires at the end of the study to measure enjoyment and acceptability as well as provide qualitative feedback for resource refinements.
The results from this study indicated that the resources improved teachers’ confidence to deliver yoga with most stating they would continue to use PAUSE in the classroom. Furthermore, both students and teachers reported benefits after using PAUSE and that the resources were well designed and enjoyable. The findings inferred that the data collection methodology would need to be reviewed in further trials to support participation. However, overall, findings indicated that PAUSE has the potential to be integrated successfully into secondary schools.
This thesis has several important implications for future research and practice regarding the
promotion of yoga in schools. Firstly, this body of research adds to the evidence base supporting the use of yoga in schools to support children’s and YP’s wellbeing. Secondly, this thesis provides clear recommendations for researchers to develop and enhance future SBYPs.
Thirdly, a new feasible and acceptable yoga resource for schools in the UK to use was
developed using intervention frameworks and behaviour change theory. There are now clear
pathways for PAUSE programme refinement to improve the resources usability. The next step
should include a larger trial to understand the transferability of PAUSE to other areas within the UK and across a broader range of ages. Further, programme theory should be developed to understand how PAUSE could improve mental health and physical activity measures
Understanding the walking behaviour of older adults in walking groups.
No full textBackground:
Older adults are one of the least active groups within the population. Despite well
documented health benefits of being physically active, older adults in the main are not
sufficiently active to enjoy such health benefits. Walking is the most popular form of
physical activity (PA) for older adults, and is the most promising form of PA to reduce
inactivity. Group based walking is also known to be popular with older adults because it
offers enhanced social opportunities. Understanding why older adults start and especially
continue to walk in groups is important to effectively promote walking in this age group.
Paths for All (PfA) is a Scottish charity that champions walking, and was the practice partner
for this thesis. Overall the three studies in this thesis aimed to identify the individual, social
and environmental factors that are linked to the initiation and continuation of older adult
group walking.
Methods and results per study:
Study one: a qualitative systematic review was conducted to identify individual, social and
environmental factors linked to the initiation and continuation of older adults involved in
group walking. From the 14 studies included in the qualitative systematic review, the
review found that group walking is globally popular among older adults within their 60s to
80s, in groups as far afield as Asia, America and Europe. The review also identified 10
themes and 63 sub-themes. It is evident that multiple factors influence both initiation and
continuation, and these are often interlinked, with shared features such as friendliness,
safety and enjoyment. Both individual and social factors appear to be more influential than
environmental factors during both phases. Both initiation and continuation had themes
that were phase specific, but shared some themes and sub-themes such as enjoyment of
walking, keeping fit, managing health conditions, self-efficacy, social support from fellow
walkers plus fun and laughter. There were no shared environmental sub-themes. Further,
although individual and social factors were present in both phases, the quality of these
factors appears enhanced over time e.g., enhancement in self-efficacy and social
connectedness. The review also identified that the factors related to the initiation and
continuation of walking appear to be perceived by older adults as beneficial to physical,
mental and social health. Given the importance of both individual and social factors, the
subsequent studies considered each of these in detail.
Study two: a quantitative study informed by self-determination theory called WE:ROAM (N
= 49) was undertaken to consider motivational changes in walking between two time
points. Measurement for time point one was taken during the initiation phase of walking
which was from week one to 6 months inclusive. Measurement for time point two was
taken during the continuation phase, from 6 months onward. There was at least six months
between the collection of data from time point one and time point two. This study
identified that there were no significant or meaningful changes to the walking behaviour or
motivational variables, contrary to the SDT pathway between phases. However, there were
some relationships of significance between motivational variables at one time point,
partially supporting the SDT pathway. Autonomy appears most strongly related to
behavioural regulation, possibly suggesting that choice and control are important to
motivation. In addition, relatedness was correlated with intrinsic motivation and vitality,
suggesting that connection to others is related to vitality and quality of motivation. There
were few relationships between the SDT variables and walking outcomes, which is also
contrary to the SDT pathway. The lack of SDT pathway changes over time may be because
the changes could have occurred prior to the first data collection. Although the findings of
this study were not as expected, they do provide insight into the role of motivation on
walking in groups. The findings indicate that autonomy satisfaction appears to be a
particularly important need because it has the strongest relationships with behavioural
regulations. It also seems that the level of relatedness satisfaction is strongly related to
vitality and intrinsic motivation.
Study three: a focus group qualitative study (N =39) called WE:ROASE was undertaken to
explore social factors linked to the initiation of group walking, and if those social factors
were the same or different at the continuation phase. The WE:ROASE study identified that
social themes attached to the initiation and continuation phases were similar, and clustered
into four key areas related to: experiencing social support; seeking and experiencing social
connections; links with the community and neighbourhood; and experiencing the positive
nature of the social environment. Although similar between phases, the quality and
strength of the themes during the continuation phase increased. This study also identified
four social context stages experienced by walkers between the initiation and continuation
of group walking: initiation with phase 1 pre-joining/joining plus phase 2 settling in; and
continuation with phase 3 bedding in plus phase 4 belonging and leading.
Conclusions:
Walking groups are globally popular among older adults from ages 60 to 80, and are
perceived to be beneficial to physical, mental and social health. It is evident that multiple
factors influence both initiation and continuation of older adult group walking in line with
the ecological framework, and these are often interlinked. Factors at the initiation and
continuation phases of group walking are phase specific, but share some similarities. The
strength and quality of these shared factors are enhanced or become more pronounced
during the continuation phase. Individual and social factors appear to be more influential at
both phases of group walking than environmental. Changes in motivational factors between
the initiation and continuation of walking may happen within weeks rather than months of
walking, but older adult walkers may join groups with adaptive motivational regulation,
high need satisfaction and vitality
Role of social support on physical activity in adolescent girls
No full textBackground: Adolescent girls are insufficiently active to achieve health benefits.
As a result they have been targeted as a priority group for increasing physical activity
levels. However, physical activity interventions for this population have had limited
effect. A better understanding of the correlates of physical activity in adolescent girls
may better inform intervention design. Social support describes interactions,
resources, and assistance from others to influence physical activity behaviour. Social
support has been linked to physical activity in adolescent girls and could be a
modifiable correlate of physical activity. This thesis aimed to identify: (1) if there is
a positive association between social support and physical activity in adolescent
girls, and if so, (2) explore the potential pathways through which social support
influences behaviour.
Method: Firstly, a systematic review and meta-analysis was conducted to explore
the role of different providers (e.g. parents/friends) and types of social support (e.g.
emotional/instrumental) on adolescent girls’ physical activity, providing effect size
estimations for different combinations of associations. Secondly, an analysis of an 8-
week school based physical activity intervention for adolescent girls was conducted.
This involved a mediation analysis to examine: (1) if self-efficacy mediated
associations between social support and physical activity at baseline; and (2) if social
support or self-efficacy mediated the effectiveness of the intervention. Finally, a
qualitative study using constructivist grounded theory was conducted to investigate
the mechanisms through which social support influences physical activity behaviour
through conducting individual interviews with adolescent girls (n = 18).
Results: The systematic review and meta-analysis identified small but significant
positive associations between social support and physical activity in adolescent girls.
Similar magnitudes were identified for parent and friend support effect sizes. The
mediation analysis found that self-efficacy mediated the relationship between social
support and physical activity, however, social support did not mediate the
effectiveness of a physical activity intervention for adolescent girls. The results of
the grounded theory study suggest that social support can influence adolescent girls’
physical activity through enjoyment, self-efficacy, overcoming barriers to physical
activity, motivation, and performance improvements, as well as enabling physical
activity.
Conclusions: Whilst only small significant associations between social support
and physical activity in adolescent girls were identified, social support may also
indirectly influence physical activity through enjoyment, self-efficacy, overcoming
barriers, motivation, performance improvements and enabling physical activity.
There may be promise in targeting these constructs through social support behaviour
change strategies in physical activity interventions for adolescent girls
Physical activity for children and young people aged 5-18 years during COVID-19. Stay safe; be active.
No full textFawkner, S., Niven, A., Hanson, S., Williamson, C., & Hanson, C. (2020). Physical activity for children and young people aged 5-18 years during COVID-19. Stay safe; be active. https://blogs.bmj.com/bjsm/2020/04/13/physical-activity-for-children-and-young-people-aged-5-18-years-during-covid-19-stay-safe-be-active
Walking for health in adolescent girls
No full textResearch has highlighted that adolescent girls are insufficiently active which has
serious implications for their current and future health. Walking is recognised as an
effective way of implementing regular, health enhancing physical activity (PA) into
the daily routine of the general population and in an adolescent population walking is
a convenient alternative to active play and sports participation. However it is
currently difficult to promote walking and walking initiatives with adolescent girls
due to lack of well-established evidence regarding both the quantity and quality of
walking that might be advocated to promote PA and health. Therefore the aim of
this thesis was to provide step based guidelines with regard to both the quantity and
quality of walking required for health and thus inform walking interventions in
adolescent girls. In order to achieve this aim four studies were undertaken. Study
one explored the most appropriate way to assess walking activity, specifically
whether walking on a treadmill accurately replicates walking overground in
adolescent girls. Treadmill walking was found to overestimate the metabolic cost of
walking in this population. This indicated that studies with the aim of exploring or
promoting moderate intensity walking should focus on overground walking. Study 2
explored the quality of walking (steps·min-¹) required to achieve moderate intensity
physical activity (MPA) overground. The influence of different anthropometric
measures on step rate (steps·min-¹) equating to MVPA were also compared. Results
suggest that a generic step rate of 120 steps·min-¹ and 7200 steps in 60 minutes may
be advocated to achieve MPA in adolescent girls. However inter-individual variation
in step rate associated intensity was observed and it was suggested that a step rate
range based on the girl’s body mass may be beneficial for use with adolescent girls.
Study 3 considered the most appropriate step measurement instrument to assess free-living
walking. Five commercially available instruments (activPAL™ and
pedometers; Omron HJ-720-ITC, Omron HJ-304-E, New Lifestyles NL-1000,
Yamax CW-701) were compared to direct observation hand-tally step counts, during
continuous (study 3a) and incidental (study 3b) walking overground. The New
lifestyles NL-1000 was most consistently accurate in quantifying steps and ‘activity
time’ during continuous walking, but not during incidental walking. However due to
the ease of use and additional youth friendly design features, the New Lifestyles NL-
1000 was utilised in study 4. Study 4 explored the quantity of walking (steps·day-¹)
required for health in adolescent girls. The results indicated that in terms of walking
activity, ‘healthy’ adolescent girls do not walk significantly more in term of
steps∙day⁻¹ or time spent in activity than girls classified as at ‘health risk’. Therefore
specific thresholds for quantity and quality of walking required for health could not
be defined for this population. Overall findings of this thesis highlight, that walking
should be assessed overground with an appropriate measurement instrument. A step
rate of 120 steps·min-¹ and 7200 steps in 60 minutes may be advocated to achieve
MPA in adolescent girls. However further research is required to explore the
relationship between walking and health in this population before we can promote an
appropriate threshold of walking that is conducive to good health in adolescent girls
From the Editor-in-Chief: Changes to Enhance the Author Experience
No full textJMBE Editor-in-Chief, Dr. Samantha Elliott, thanks past volunteers for their efforts and discusses several new author enhancements related to the recently expanded scope, including video tutorials, a self-assessment tool, and a thematic issue
Class-based interventions to promote physical activity and reduce sedentary behaviour: exploring the impact on children’s physical activity, educational, and psychological outcomes
No full textSchools play a vital role in promoting healthy lifestyles, but the predominantly sedentary nature of classroom settings contributes to high levels of inactivity in children. Traditional school-based physical activity interventions usually involve additional time for physical activity outside of academic class hours, which can be difficult to implement considering children’s competing priorities. In the last decade, there has been a growing focus on interventions which integrate physical activity into the curriculum in school settings. With the development of technology, a growing number of interventions have applied wearable activity trackers in physical activity promotion among children. Previous research suggested that pedometer-based integrated curriculum interventions effectively increase physical activity in school-aged children. However, there is a lack of investigation into psychological and educational outcomes and participant experiences, indicating a need for comprehensive future studies to understand the full impact and mechanisms of interventions. This PhD project reviewed the existing literature on classroom-based physical activity and sedentary behaviour intervention studies and explored the feasibility, participants’ experiences and perceptions, and the effects of the Datafit project, a multi-component integrated-curriculum pedometer intervention. This PhD thesis consisted of three studies.
The first study was a meta-analysis and systematic review which examined the influence of classroom-based physical activity and sedentary behaviour interventions on children’s classroom behaviour, academic achievement, and cognitive abilities. The current review included randomised controlled studies conducted in the classroom during school hours among typically developing school-age children (5-18 years). The review protocol was registered on PROSPERO (CRD42018107809). Eight electronic literature databases were searched, including MEDLINE, EMBASE, ERIC, PsycINFO, SPORTDiscus, SCOPUS, ASSIA, and Web of Science. The final database search was conducted in August 2023. Meta-analyses were conducted using the Comprehensive Meta-analysis software, version 2.2.06. Random effects models were used to calculate the effect sizes. The risk of bias was assessed using the ‘Quality Assessment Tool for Quantitative Studies’ developed by the Effective Public Health Practice Project in 1998. In total, 20 studies were included in the systematic review and 15 in the meta-analysis. A significant positive effect was observed on the following outcomes: on-task behaviour, maths performance, spelling performance, reading performance, inhibition, and moderate to vigorous intensity physical activity (MVPA). There was no significant effect on cognitive flexibility, verbal memory, visual-spatial memory, and sedentary behaviour. Results of the moderator analysis indicated that shorter-term interventions (< 6 months) had a better effect on children’s on-task behaviour and verbal memory than longer-term interventions (≥ 6 months). Meanwhile, intervention type could be a potential moderator, with classroom activity breaks showing a better effect on children’s inhibition than physically active lessons. This review found that classroom-based physical activity and sedentary behaviour interventions had a positive impact on children’s classroom behaviour, academic achievement, inhibition, and physical activity levels. These findings supported policy initiatives encouraging the integration of physical activity into the classroom and a need to further explore feasible and acceptable intervention designs.
Study 2 was a feasibility study which explored the feasibility and effect of the Datafit project, a multi-component integrated-curriculum pedometer intervention. The Datafit project was a health intervention aimed at promoting physical activity and data literacy among young people through a wearable activity tracker (i.e. Moki). It engaged children in physical activity while educating them on maths and data literacy through step count feedback and reports. During the 4-week intervention, pupils (n=20, mean age 10.2 ± 0.4 years old, 10 males) were encouraged to take more steps by comparing the daily feedback on step counts, setting personal and group challenges, and reading the weekly report graphs. Meanwhile, the teacher taught pupils about data literacy using numbers and graphs from the Moki band data. This study explored the feasibility of the Datafit project, the effect of the intervention on children’s psychological determinants of physical activity and academic outcomes, and the teacher’s and pupils’ perceptions and experience of the project. This research took a mixed-methods approach. For the quantitative part, a pre- and post-design was adopted to examine the effect of the intervention. For the qualitative part, focus groups among pupils and an interview with the teacher were conducted, and thematic analysis was used to explore their experiences and perceptions of the project. Twenty pupils from a primary six (P6) class in a primary school in Edinburgh, Scotland, participated in this study. Overall, the intervention showed good feasibility in the school environment among P6 pupils. Pupils and the teacher enjoyed the project and found it helpful in promoting physical activity and enhancing maths and data literacy learning. Statistical analysis showed significant changes in introjected and intrinsic regulation, classroom behaviour, and learning content. Feedback from focus groups and the interview suggested a broader positive impact on physical activity, psychological determinants of physical activity, and educational outcomes. This study demonstrated the feasibility and potential benefits of the Datafit project. The next study was therefore designed to further explore the effects and experiences of the intervention using a more robust controlled design.
Study 3 was a cluster-randomised controlled trial. It investigated the effect of the Datafit project on pupils’ physical activity, psychological determinants of physical activity, cognitive abilities, and learning outcomes, explored pupils’ and the teacher’s experience and perceptions, explored the mechanism of the intervention, and made suggestions for future research. Similar to Study 2, this study also took a mixed-methods design. For the quantitative part, a cluster-randomised controlled design was adopted, and Generalized Linear Mixed Models (GLMMs) were used to examine the effect. For the qualitative part, two focus groups among pupils and an interview with the teacher were arranged to explore their experience and perception of the project and the mechanism of the intervention. Fifty-three pupils (mean age 10.60 ± 0.27 years old, 24 males) from two primary six classes in a primary school in Edinburgh, Scotland, participated in this study. Analysis revealed a significant positive intervention effect on children’s self-reported and objectively measured physical activity level, whereas no significant effect was found on psychological determinants of physical activity, cognitive abilities, and learning outcomes. However, evidence from the teacher interview and pupils’ focus groups indicated the intervention helped in promoting physical activity and the learning of maths and data literacy. Pupils and the teacher generally had a positive experience with the Datafit project. The qualitative analysis also revealed components that might be effective in the current intervention. This study demonstrated the potential of a creative approach to integrating physical activity into the academic curriculum. This intervention increased children’s physical activity levels without negatively influencing children’s educational outcomes and cognitive abilities, thereby alleviating educators’ concerns and facilitating the dissemination of such interventions.
The encouraging findings from the meta-analysis indicated the need for the development and investigation of interventions which integrate physical activity into the curriculum in school settings. The following two studies explored the effect and participants’ experience of a multi-component integrated-curriculum pedometer intervention. To our knowledge, this is the first study exploring the effect of such intervention on children’s physical activity levels, psychological determinants of physical activity, educational outcomes, and cognitive abilities. This series of studies has showcased the potential of a creative approach to integrating physical activity into the academic curriculum, thus providing information for educators and future research
Kinematic Patterns Associated with the Vertical Force Produced during the Eggbeater Kick
No full textThe purpose of this study was to determine the kinematic patterns that maximized the vertical force produced during the water polo eggbeater kick. Twelve water polo players were tested executing the eggbeater kick with the trunk aligned vertically and with the upper limbs above water while trying to maintain as high a position as possible out of the water for nine eggbeater kick cycles. Lower limb joint angular kinematics, pitch angles and speed of the feet were calculated. The vertical force produced during the eggbeater kick cycle was calculated using inverse dynamics for the independent lower body segments and combined upper body segments, and a participant-specific second degree regression equation for the weight and buoyancy contributions. Vertical force normalized to body weight was associated with hip flexion (Average, r=0.691; Maximum, r=0.791; Range of Motion, r=0.710), hip abduction (Maximum, r=0.654), knee flexion (Average, r=0.716; Minimum, r=0.653) and knee flexion-extension angular velocity (r=0.758). Effective orientation of the hips resulted in fast horizontal motion of the feet with positive pitch angles. Vertical motion of the feet was negatively associated with vertical force. A multiple regression model comprising the non-collinear variables of maximum hip abduction, hip flexion range of motion and knee flexion angular velocity accounted for 81% of the variance in normalized vertical force. For high performance in the water polo eggbeater kick players should execute fast horizontal motion with the feet by having large abduction and flexion of the hips, and fast extension and flexion of the knees
Death Writes: Microbursts & The Clearing: a discussion on text, subject and craft with Elizabeth Reeder and Amanda Thomson - collaborators on microbursts and with Samantha Clark author of The Clearing
No full textDeath Writes is part of the University of Glasgow's interdisciplinary Arts-Lab, Reading and Writing Death and Dying.
Elizabeth Reeder, Amanda Thomson (collaborators on Microbursts) and Samantha Clark (author of The Clearing) will read and talk about their books and the writing, design and editorial processes they underwent. Both books deal with the intense time of being within parental illness, and consider experiences of illness, mental health, parental death, and various types of grief in ways that weave through and utilise artistic and multi-modal processes
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