title: Play, pause, and skip: touch screen media player interaction on the move

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: Our active lifestyles see us playing, pausing, and skipping through life all the while our phones are in our hands. For many, completing the daily grind requires regular audio and visual media accompaniment and for this we interact with our phones as we skip, run, and jump. In this respect, a unique form of digital library is our mobile media player of choice. These media players serve as both the interface for listening to and watching these audio and visual media as well as the media library and storage. We argue therefore that the interface design considerations of the media library as well as the media interaction require user centered investigation. We tested button placement variations and analyzed the user preferences as well as user interaction with these mobile media player prototypes while on the move. Early insights suggest users prefer what they are most accustomed to, yet issues of accuracy with interface designs that are unfamiliar require further investigation.

text: Play, pause, and skip: touch screen media player interaction on the move Our active lifestyles see us playing, pausing, and skipping through life all the while our phones are in our hands. For many, completing the daily grind requires regular audio and visual media accompaniment and for this we interact with our phones as we skip, run, and jump. In this respect, a unique form of digital library is our mobile media player of choice. These media players serve as both the interface for listening to and watching these audio and visual media as well as the media library and storage. We argue therefore that the interface design considerations of the media library as well as the media interaction require user centered investigation. We tested button placement variations and analyzed the user preferences as well as user interaction with these mobile media player prototypes while on the move. Early insights suggest users prefer what they are most accustomed to, yet issues of accuracy with interface designs that are unfamiliar require further investigation.

year: 2019

title: Practical Hydration Solutions for Sports.

authors: Belval, Luke N.

subjects: athletics

abstract: Personalized hydration strategies play a key role in optimizing the performance and safety of athletes during sporting activities. Clinicians should be aware of the many physiological, behavioral, logistical and psychological issues that determine both the athlete's fluid needs during sport and his/her opportunity to address them; these are often specific to the environment, the event and the individual athlete. In this paper we address the major considerations for assessing hydration status in athletes and practical solutions to overcome obstacles of a given sport. Based on these solutions, practitioners can better advise athletes to develop practices that optimize hydration for their sports.

text: Practical Hydration Solutions for Sports. Personalized hydration strategies play a key role in optimizing the performance and safety of athletes during sporting activities. Clinicians should be aware of the many physiological, behavioral, logistical and psychological issues that determine both the athlete's fluid needs during sport and his/her opportunity to address them; these are often specific to the environment, the event and the individual athlete. In this paper we address the major considerations for assessing hydration status in athletes and practical solutions to overcome obstacles of a given sport. Based on these solutions, practitioners can better advise athletes to develop practices that optimize hydration for their sports.

year: 2019

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005