title: Outsourcing public relations pedagogy: Lessons from innovation, management futures, and stakeholder participation

authors: Willis, Paul

subjects: public relations

abstract: In this article, we advocate for innovation in public relations pedagogy by importing ideas and practices from four areas. The first area involves work on disruptive technology and education that applies lessons from Silicon Valley innovations to high school education. The second area considers how knowledge management and project management findings confirm the value of teaching as the cocreation of knowledge. The third draws parallels between the challenges of moving from traditional to future management and moving from traditional to future education. All three areas offer models for innovation by adopting a more improvisational, experimental, and risk-taking ethos in education. In the fourth area, we shift from theoretical advocacy to look at how these innovations feed into an example of public relations pedagogy as co-created stakeholder participation.

text: Outsourcing public relations pedagogy: Lessons from innovation, management futures, and stakeholder participation In this article, we advocate for innovation in public relations pedagogy by importing ideas and practices from four areas. The first area involves work on disruptive technology and education that applies lessons from Silicon Valley innovations to high school education. The second area considers how knowledge management and project management findings confirm the value of teaching as the cocreation of knowledge. The third draws parallels between the challenges of moving from traditional to future management and moving from traditional to future education. All three areas offer models for innovation by adopting a more improvisational, experimental, and risk-taking ethos in education. In the fourth area, we shift from theoretical advocacy to look at how these innovations feed into an example of public relations pedagogy as co-created stakeholder participation.

year: 2011-12

title: Rugby placekicking mechanics to inform coaching strategies and enhance performance

authors: Hébert-Losier, Kim

abstract: Introduction The ability to score from placekicks is a trait discriminating winning and losing in elite Rugby Union1. Placekicks account for 45% of points in international Rugby Union, with match outcomes reliant on placekicking success2. Clearly, improving placekicking success can alter match outcomes and should be a key focus in rugby skills coaching. Currently, coaching placekicking techniques mainly relies upon practical experience or findings from other sports or non-elite Rugby Union players tested in laboratory environments. These studies provide limited real-world guidance for placekickers and coaches. Our aim was to determine biomechanical variables that discriminate good and bad placekicking attempts in an ecologically valid environment. Methods Three competitive male placekickers performed 10 kicks outdoors, 35-meters from the goalposts. Placekicker and ball 3D biomechanics were collected at 300-Hz using a Qualysis 3D motion capture system. Coach and player perceptions and placekick outcomes were recorded to define the three best and three worst kicks for each placekicker. Differences between the best and worst kicks were examined using standardised effect sizes (ES). Results Seven variables meaningfully and consistently differentiated the best from worst placekicks in all three players (‘core variables’, Figure 1). In the best kicks, resultant and forward speed of centre of mass were slower at ball contact, but maintained better through contact; the kicking leg reached greater knee flexion during swing and was more flexed at the hip and knee at ball contact; and the trunk was less rotated outwards relative to the kicking direction. Twenty-seven variables were consistently associated with better kicking performance in all players, with a large ES in at least one player (‘meaningful variables’, Figure 1). These variables indicated that the best kicks demonstrated less sideways ball spin, speed, and direction; greater change in vertical and sideways foot speed during ball contact; a more “C” than “J” shape footpath; larger shoulder-to-hip separation; and less ankle motion during swing. Figure 1. Biomechanical variables associated with successful placekicking. Discussion This exploratory study identified biomechanical variables that discriminated the best from the worst placekicks in competitive rugby players. The identified differences can guide coaching of placekicking at a group level in absence of individual data. The variables and coaching cues that appear important in promoting successful placekicking outcomes include controlling centre of mass approach and follow-through speed, enhancing knee flexion and axial rotation range, being on-top of the ball at ball contact, swooping across the ball with the foot, and minimizing ball sideways movements. Acknowledgements We thank the participants and members from the University of Waikato Adams Centre for High Performance for their assistance. References 1. Lim et al., Int J Perform Anal Sport. 2009;9(3):354-367. 2. Quarrie and Hopkins, J Sci Med Sport. 2015;18(2):195-198.

text: Rugby placekicking mechanics to inform coaching strategies and enhance performance Introduction The ability to score from placekicks is a trait discriminating winning and losing in elite Rugby Union1. Placekicks account for 45% of points in international Rugby Union, with match outcomes reliant on placekicking success2. Clearly, improving placekicking success can alter match outcomes and should be a key focus in rugby skills coaching. Currently, coaching placekicking techniques mainly relies upon practical experience or findings from other sports or non-elite Rugby Union players tested in laboratory environments. These studies provide limited real-world guidance for placekickers and coaches. Our aim was to determine biomechanical variables that discriminate good and bad placekicking attempts in an ecologically valid environment. Methods Three competitive male placekickers performed 10 kicks outdoors, 35-meters from the goalposts. Placekicker and ball 3D biomechanics were collected at 300-Hz using a Qualysis 3D motion capture system. Coach and player perceptions and placekick outcomes were recorded to define the three best and three worst kicks for each placekicker. Differences between the best and worst kicks were examined using standardised effect sizes (ES). Results Seven variables meaningfully and consistently differentiated the best from worst placekicks in all three players (‘core variables’, Figure 1). In the best kicks, resultant and forward speed of centre of mass were slower at ball contact, but maintained better through contact; the kicking leg reached greater knee flexion during swing and was more flexed at the hip and knee at ball contact; and the trunk was less rotated outwards relative to the kicking direction. Twenty-seven variables were consistently associated with better kicking performance in all players, with a large ES in at least one player (‘meaningful variables’, Figure 1). These variables indicated that the best kicks demonstrated less sideways ball spin, speed, and direction; greater change in vertical and sideways foot speed during ball contact; a more “C” than “J” shape footpath; larger shoulder-to-hip separation; and less ankle motion during swing. Figure 1. Biomechanical variables associated with successful placekicking. Discussion This exploratory study identified biomechanical variables that discriminated the best from the worst placekicks in competitive rugby players. The identified differences can guide coaching of placekicking at a group level in absence of individual data. The variables and coaching cues that appear important in promoting successful placekicking outcomes include controlling centre of mass approach and follow-through speed, enhancing knee flexion and axial rotation range, being on-top of the ball at ball contact, swooping across the ball with the foot, and minimizing ball sideways movements. Acknowledgements We thank the participants and members from the University of Waikato Adams Centre for High Performance for their assistance. References 1. Lim et al., Int J Perform Anal Sport. 2009;9(3):354-367. 2. Quarrie and Hopkins, J Sci Med Sport. 2015;18(2):195-198.

year: 2018

title: What a difference a default setting makes

authors: Keegan, Te Taka Adrian Gregory

subjects: computer science

abstract: This paper examines the effect of the default interface language on the usage of a bilingual digital library. In 2005 the default interface language of a bilingual digital library was alternated on a monthly basis between Māori and English. A comprehensive transaction log analysis over this period reveals that not only did usage in a particular language increase when the default interface language was set to that language but that the way the interface was used, in both languages, was quite different depending on the default language.

text: What a difference a default setting makes This paper examines the effect of the default interface language on the usage of a bilingual digital library. In 2005 the default interface language of a bilingual digital library was alternated on a monthly basis between Māori and English. A comprehensive transaction log analysis over this period reveals that not only did usage in a particular language increase when the default interface language was set to that language but that the way the interface was used, in both languages, was quite different depending on the default language.

year: 2008