title: Effect of footwear on Y-Balance Test performance & risk categorisation

authors: Beaven, Christopher Martyn

abstract: Introduction: The Y-Balance Test (YBT) assesses dynamic balance and screens for injury risk. However, there are inconsistent recommendations regarding footwear use during testing. Methods: Forty-two volunteers (26 females, 16 males) performed the YBT with their habitual athletic footwear and barefoot on both legs. In a single-legged stance, participants reached with the contralateral limb in the anterior, posteromedial, and posterolateral directions three times. Leg- length normalised composite scores (%) and anterior-reach differences (cm) were extracted and used to identify high-risk participants (i.e., anterior-reach difference ≥4 cm or composite score ≤94%). Results: Anterior, posteromedial, and anterior-reach difference measures were similar between conditions (P>0.05). Posterolateral (2.8±7.6 cm, P=0.001) and composite scores (93.4 vs 94.8%, P=0.018) were greater barefoot. The proportion of individuals at high-risk based on anterior- reach difference (odds ratio: 1.6, McNear test P =0.58) and composite scores (odds ratio: 2.2, P=0.21) was similar between conditions, although risk categorisation was inconsistent in 31 and 19% of cases, respectively. Discussion: Footwear altered the composite score such that the group average exceeded the high-risk threshold. While testing in athletic footwear may be more valid, researchers should be aware that risk categorisation is affected. Take home message: Care should be taken when comparing studies with different protocols.

text: Effect of footwear on Y-Balance Test performance & risk categorisation Introduction: The Y-Balance Test (YBT) assesses dynamic balance and screens for injury risk. However, there are inconsistent recommendations regarding footwear use during testing. Methods: Forty-two volunteers (26 females, 16 males) performed the YBT with their habitual athletic footwear and barefoot on both legs. In a single-legged stance, participants reached with the contralateral limb in the anterior, posteromedial, and posterolateral directions three times. Leg- length normalised composite scores (%) and anterior-reach differences (cm) were extracted and used to identify high-risk participants (i.e., anterior-reach difference ≥4 cm or composite score ≤94%). Results: Anterior, posteromedial, and anterior-reach difference measures were similar between conditions (P>0.05). Posterolateral (2.8±7.6 cm, P=0.001) and composite scores (93.4 vs 94.8%, P=0.018) were greater barefoot. The proportion of individuals at high-risk based on anterior- reach difference (odds ratio: 1.6, McNear test P =0.58) and composite scores (odds ratio: 2.2, P=0.21) was similar between conditions, although risk categorisation was inconsistent in 31 and 19% of cases, respectively. Discussion: Footwear altered the composite score such that the group average exceeded the high-risk threshold. While testing in athletic footwear may be more valid, researchers should be aware that risk categorisation is affected. Take home message: Care should be taken when comparing studies with different protocols.

year: 2018

title: Drivers use of in-vehicle information systems and perceptions of their effects on driving

authors: Starkey, Nicola J.

abstract: In recent years the number of cars on the road with manufacturer installed in-vehicle information systems (IVIS) has increased dramatically, and with smartphones connecting directly to these systems drivers can access a wide range of applications on the move. Some IVIS features are designed to improve safety (e.g., speed and collision warnings) but access via an IVIS to all apps on a smartphone has the potential to distract drivers and increase crash risk. We undertook this study to find out what IVIS features and apps drivers use and to ask about their effects on driving. An online survey completed by 1,017 drivers (50% female, 16–85 years) revealed the most common activity drivers engaged in was listening to music, followed by listening to directions. Fewer than half of the drivers reported conversing on a hands-free phone and 25% reported texting/sending emails or using social media. Frequency of engagement in secondary tasks decreased with age. Using hand-held mobiles was rated as having the greatest negative impact on driving, with drivers attempting to mitigate the risk by carrying out the activity in slow moving traffic or at traffic lights. Females rated the risk of most of the secondary tasks as greater than males. Almost half of the sample had access to speed warnings systems but only a small proportion had experience of lane departure, dangerous curve or intersection warning systems. Of those with access to driver safety systems, 50–70% never used them despite rating the system as useful and as having safety benefits. As the number of vehicles with manufacturer installed IVIS continues to increase on the road, drivers' engagement with them while driving is also likely to increase. To address this, there is a need for a multi-agency approach to educate drivers on the safe use of these systems and apps in their vehicles. Incentives for drivers to use the safety-related features may also be worth considering.

text: Drivers use of in-vehicle information systems and perceptions of their effects on driving In recent years the number of cars on the road with manufacturer installed in-vehicle information systems (IVIS) has increased dramatically, and with smartphones connecting directly to these systems drivers can access a wide range of applications on the move. Some IVIS features are designed to improve safety (e.g., speed and collision warnings) but access via an IVIS to all apps on a smartphone has the potential to distract drivers and increase crash risk. We undertook this study to find out what IVIS features and apps drivers use and to ask about their effects on driving. An online survey completed by 1,017 drivers (50% female, 16–85 years) revealed the most common activity drivers engaged in was listening to music, followed by listening to directions. Fewer than half of the drivers reported conversing on a hands-free phone and 25% reported texting/sending emails or using social media. Frequency of engagement in secondary tasks decreased with age. Using hand-held mobiles was rated as having the greatest negative impact on driving, with drivers attempting to mitigate the risk by carrying out the activity in slow moving traffic or at traffic lights. Females rated the risk of most of the secondary tasks as greater than males. Almost half of the sample had access to speed warnings systems but only a small proportion had experience of lane departure, dangerous curve or intersection warning systems. Of those with access to driver safety systems, 50–70% never used them despite rating the system as useful and as having safety benefits. As the number of vehicles with manufacturer installed IVIS continues to increase on the road, drivers' engagement with them while driving is also likely to increase. To address this, there is a need for a multi-agency approach to educate drivers on the safe use of these systems and apps in their vehicles. Incentives for drivers to use the safety-related features may also be worth considering.

year: 2020

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013