title: The Nature of Conversation of Primary Students in Technology Education: Implications for Teaching and Learning

authors: Fox-Turnbull, Wendy

subjects: Technology Education

abstract: Classroom conversations are core to establishing successful learning for students. This research explored the nature of conversation in technology education in the primary classroom and the implications for teaching and learning. Over a year, two units of work in technology were taught in two primary classrooms. Most data was gathered in Round 2 during the implementation of the second unit titled ‘Props for the School Production’. It used qualitative methodology and an ethnographic approach using participant observations, Stimulated Recall interviews with autophotography, semi-structured interviews with participants and their teachers, and students’ work samples, to develop a rich description of classroom conversation in technology. 
Initial data identified four significant stages of learning within the second technology unit; these included Stage 1 Character and Function, Stage 2 Planning, Stage 3 Mock-up and Stage 4 Construction. Four over-arching elements of conversation, each with various sub elements, were identified as flowing through the classroom conversations. These were Funds of Knowledge, Making Connections and Links, Management of Learning, and Technology Knowledge and Skills. These elements describe the sources and the purpose of conversation. For example, conversations identified as Funds of Knowledge showed students brought knowledge and or skills learned from home and their community to their technology learning. In Making Connections and Links, students implemented knowledge from school based learning. Management of Learning included classroom conversations initiated by both teachers and students, which enhanced or managed students’ learning in some way. In the fourth element, technological knowledge and skills learned were evidenced. 
Further analysis of the elements identified three over-arching themes of conversations. The first, ‘Deployment’, describes knowledge and skills brought by students to their technological practice and included the elements Funds of Knowledge and Making Connections and Links. The second, ‘Conduit’, described techniques and strategies used by teachers and students to maximise learning opportunities acting as a conduit between other knowledge and technological knowledge, and was mainly situated within the Management of Learning element. The third theme, ‘Knowledge’, showed the exact nature of technology learning obtained by the students though the bringing together of the first two themes, rather like a set of interconnected cogs.
The study makes a significant contribution to understanding how students learn in technology education. It develops current understanding of the nature of talk and the role it plays in learning technology. It also presents new findings on the Funds of Knowledge students bring to technology and it challenges existing findings on students’ ability to transfer knowledge from one domain to other. Finally, it identifies a gap in existing research into students’ abilities to investigate and select appropriate materials for intermediate and final outcomes.

text: The Nature of Conversation of Primary Students in Technology Education: Implications for Teaching and Learning Classroom conversations are core to establishing successful learning for students. This research explored the nature of conversation in technology education in the primary classroom and the implications for teaching and learning. Over a year, two units of work in technology were taught in two primary classrooms. Most data was gathered in Round 2 during the implementation of the second unit titled ‘Props for the School Production’. It used qualitative methodology and an ethnographic approach using participant observations, Stimulated Recall interviews with autophotography, semi-structured interviews with participants and their teachers, and students’ work samples, to develop a rich description of classroom conversation in technology. 
Initial data identified four significant stages of learning within the second technology unit; these included Stage 1 Character and Function, Stage 2 Planning, Stage 3 Mock-up and Stage 4 Construction. Four over-arching elements of conversation, each with various sub elements, were identified as flowing through the classroom conversations. These were Funds of Knowledge, Making Connections and Links, Management of Learning, and Technology Knowledge and Skills. These elements describe the sources and the purpose of conversation. For example, conversations identified as Funds of Knowledge showed students brought knowledge and or skills learned from home and their community to their technology learning. In Making Connections and Links, students implemented knowledge from school based learning. Management of Learning included classroom conversations initiated by both teachers and students, which enhanced or managed students’ learning in some way. In the fourth element, technological knowledge and skills learned were evidenced. 
Further analysis of the elements identified three over-arching themes of conversations. The first, ‘Deployment’, describes knowledge and skills brought by students to their technological practice and included the elements Funds of Knowledge and Making Connections and Links. The second, ‘Conduit’, described techniques and strategies used by teachers and students to maximise learning opportunities acting as a conduit between other knowledge and technological knowledge, and was mainly situated within the Management of Learning element. The third theme, ‘Knowledge’, showed the exact nature of technology learning obtained by the students though the bringing together of the first two themes, rather like a set of interconnected cogs.
The study makes a significant contribution to understanding how students learn in technology education. It develops current understanding of the nature of talk and the role it plays in learning technology. It also presents new findings on the Funds of Knowledge students bring to technology and it challenges existing findings on students’ ability to transfer knowledge from one domain to other. Finally, it identifies a gap in existing research into students’ abilities to investigate and select appropriate materials for intermediate and final outcomes.

year: 2013

title: Effects of a weighted club warm-up on golfing performance and biomechanics

authors: Wardell, George Leslie

subjects: Golf

abstract: Increasing financial incentives associated with tournament results in golf has led to players, coaches, and sport scientists researching different methods of enhancing performance, especially for the long game (> 91.44 m or 100 yards). Indeed, golfing performance has become increasingly reliant on long game performance due to developments in technology, equipment, physical preparation, and golf swing biomechanics. Golfers are using a variety of warm-up strategies to improve driving performance, including the use of weighted equipment. SuperSpeed Golf™ incorporates the use of differing weighted clubs in a golf-specific warm-up, claiming to enhance clubhead speed for up to 30 minutes post use. SuperSpeed Golf™ asserts that over 600 Professional Golfers Association (PGA) players are currently using the product. Although post activation potentiation and overspeed training literature is cited in support of the use of weighted implements in ball striking sports, there is currently a lack of scientific evidence to substantiate the enhancement in performance from using the SuperSpeed Golf™ clubs and recommended warm-up protocol. Therefore, the aims of this Thesis were to: (1) systematically review and quality appraise articles addressing golf and 3D biomechanics (Chapter One); (2) systematically review and quality appraise articles addressing weighted equipment used during warm-ups for ball striking sports (Chapter Two); (3) investigate the acute effects of using the SuperSpeed clubs and recommended warm-up protocol on golf driving performance and biomechanics (Chapter Three); and (4) investigate the persistence of the effects of the SuperSpeed warm-up protocol on clubhead, ball, and swing biomechanics during a simulated golf tournament scenario (Chapter Four).

As part of the systematic review in Chapter One, 23 articles on golf and 3D biomechanics in professional or high level amateurs (handicap < 5.0) were assessed for their methodological quality, with only two articles achieving a strong quality score based on the Effective Public Health Practice Project (EPHPP) quality assessment tool. From the reviewed studies, the biomechanical measures most consistently reported to relate to clubhead and ball speed were pelvis and torso axial rotation, pelvis and torso rotational velocity, X-factor, and X-factor stretch.

As part of the systematic review in Chapter Two, seven articles on weighted equipment used during warm-ups for ball striking sports were assessed for their methodological quality, with only one article achieving a strong quality score based on the EPHPP quality assessment tool. All articles meeting inclusion addressed the sport of baseball. From the reviewed studies, the use of weighted equipment as a means to enhance subsequent swing performance in baseball was either ineffective or detrimental. The lack of research in ball striking sports outside of baseball and the generally weak quality of articles in the area highlight the need for better quality studies in different ball striking sports. Based on the current systematic review findings, there is limited evidence to substantiate the use of weighted equipment in golf as means to enhance subsequent performance.

In Chapter Three, 12 (7 males, 5 females) high level amateurs (handicap < 3.0) completed a golf-specific control and weighted club (SuperSpeed Golf™) warm-up protocol followed by 5 swings using their own driver assessed using 3D motion analysis (500 Hz, Qualisys AB, Sweden). Swing, angular velocity, X-factor, and centre of mass (COM) parameters were extracted and compared between warm-up conditions using Cohen’s standardised effect size (ES). The SuperSpeed warm-up protocol led to significant (p < 0.05) small (ES > 0.2) and likely (greater than 75% likelihood) changes in clubhead speed (2.6 mph faster), angular velocity of the torso (18.2 °/s faster) and lead arm (36.0 °/s faster), and COM position at the top of backswing in the x direction (0.59 cm closer to the target) and at impact in the y direction (0.34 cm more to the left of the target). However, no significant change was seen in ball speed, leading to a significant moderate and likely negative change in smash factor (-0.3 clubhead speed to ball speed ratio), suggesting that the increased clubhead speed was not efficiently transferred to the ball at impact.

In Chapter Four, the same 12 (7 males, 5 females) high level amateurs (handicap < 3.0) completed five sets of five swings walking 400 m between sets under the two randomised warm-up conditions (golf-specific control and SuperSpeed). The persistence of any meaningful effects detected in the initial set was assessed across sequential sets. The significant small and likely changes in clubhead speed, smash factor, angular velocity of the torso and lead arm, and two COM variables subsequent the SuperSpeed warm-up compared to the control warm-up in the initial set were no longer meaningful from the second set onward after walking the distance of a simulated golf hole. These findings suggest that the SuperSpeed warm-up protocol performed pre-tournament does not meaningfully improve golfing performance in a golf-specific context from the second hole onwards.

Results from the two systematic reviews highlight the need for better quality methodological studies in golf biomechanics and use of weighted implements in ball striking sports. From the golf biomechanics literature reviewed, pelvis and torso axial rotation, rotational velocity, X-factor, and X-factor stretch were identified as factors related to driving performance. Although the weighted equipment literature reviewed did not substantiate its use as part of warm-up for performance enhancement, the literature was limited to baseball, warranting further research specifically in golf. The two experimental studies compared the effects of using the SuperSpeed Golf™ weighted clubs and warm-up protocol versus a golf-specific control warm-up protocol in high level amateur golfers. Although SuperSpeed significantly and meaningfully increased clubhead speed and influenced a subset of swing biomechanics acutely, these changes were no longer meaningful after walking the distance of a simulated golf hole. The Royal and Ancient rules of golf prohibit the use of ergogenic aids like the SuperSpeed clubs once tournament play has started. Therefore, the financial, time, and practical value of investing in the SuperSpeed GolfTM weighted clubs product are questionable as might only improve performance on the first hole. Future research is needed to determine the influence of prior exposure to SuperSpeed GolfTM and of changing the sequence or weights of the clubs on the acute and persistence of potentiation effects. The current experimental studies were laboratory-based and involved high level amateurs; hence, generalisation to on-course environments and lesser or better-skilled golfers needs confirmation.

text: Effects of a weighted club warm-up on golfing performance and biomechanics Increasing financial incentives associated with tournament results in golf has led to players, coaches, and sport scientists researching different methods of enhancing performance, especially for the long game (> 91.44 m or 100 yards). Indeed, golfing performance has become increasingly reliant on long game performance due to developments in technology, equipment, physical preparation, and golf swing biomechanics. Golfers are using a variety of warm-up strategies to improve driving performance, including the use of weighted equipment. SuperSpeed Golf™ incorporates the use of differing weighted clubs in a golf-specific warm-up, claiming to enhance clubhead speed for up to 30 minutes post use. SuperSpeed Golf™ asserts that over 600 Professional Golfers Association (PGA) players are currently using the product. Although post activation potentiation and overspeed training literature is cited in support of the use of weighted implements in ball striking sports, there is currently a lack of scientific evidence to substantiate the enhancement in performance from using the SuperSpeed Golf™ clubs and recommended warm-up protocol. Therefore, the aims of this Thesis were to: (1) systematically review and quality appraise articles addressing golf and 3D biomechanics (Chapter One); (2) systematically review and quality appraise articles addressing weighted equipment used during warm-ups for ball striking sports (Chapter Two); (3) investigate the acute effects of using the SuperSpeed clubs and recommended warm-up protocol on golf driving performance and biomechanics (Chapter Three); and (4) investigate the persistence of the effects of the SuperSpeed warm-up protocol on clubhead, ball, and swing biomechanics during a simulated golf tournament scenario (Chapter Four).

As part of the systematic review in Chapter One, 23 articles on golf and 3D biomechanics in professional or high level amateurs (handicap < 5.0) were assessed for their methodological quality, with only two articles achieving a strong quality score based on the Effective Public Health Practice Project (EPHPP) quality assessment tool. From the reviewed studies, the biomechanical measures most consistently reported to relate to clubhead and ball speed were pelvis and torso axial rotation, pelvis and torso rotational velocity, X-factor, and X-factor stretch.

As part of the systematic review in Chapter Two, seven articles on weighted equipment used during warm-ups for ball striking sports were assessed for their methodological quality, with only one article achieving a strong quality score based on the EPHPP quality assessment tool. All articles meeting inclusion addressed the sport of baseball. From the reviewed studies, the use of weighted equipment as a means to enhance subsequent swing performance in baseball was either ineffective or detrimental. The lack of research in ball striking sports outside of baseball and the generally weak quality of articles in the area highlight the need for better quality studies in different ball striking sports. Based on the current systematic review findings, there is limited evidence to substantiate the use of weighted equipment in golf as means to enhance subsequent performance.

In Chapter Three, 12 (7 males, 5 females) high level amateurs (handicap < 3.0) completed a golf-specific control and weighted club (SuperSpeed Golf™) warm-up protocol followed by 5 swings using their own driver assessed using 3D motion analysis (500 Hz, Qualisys AB, Sweden). Swing, angular velocity, X-factor, and centre of mass (COM) parameters were extracted and compared between warm-up conditions using Cohen’s standardised effect size (ES). The SuperSpeed warm-up protocol led to significant (p < 0.05) small (ES > 0.2) and likely (greater than 75% likelihood) changes in clubhead speed (2.6 mph faster), angular velocity of the torso (18.2 °/s faster) and lead arm (36.0 °/s faster), and COM position at the top of backswing in the x direction (0.59 cm closer to the target) and at impact in the y direction (0.34 cm more to the left of the target). However, no significant change was seen in ball speed, leading to a significant moderate and likely negative change in smash factor (-0.3 clubhead speed to ball speed ratio), suggesting that the increased clubhead speed was not efficiently transferred to the ball at impact.

In Chapter Four, the same 12 (7 males, 5 females) high level amateurs (handicap < 3.0) completed five sets of five swings walking 400 m between sets under the two randomised warm-up conditions (golf-specific control and SuperSpeed). The persistence of any meaningful effects detected in the initial set was assessed across sequential sets. The significant small and likely changes in clubhead speed, smash factor, angular velocity of the torso and lead arm, and two COM variables subsequent the SuperSpeed warm-up compared to the control warm-up in the initial set were no longer meaningful from the second set onward after walking the distance of a simulated golf hole. These findings suggest that the SuperSpeed warm-up protocol performed pre-tournament does not meaningfully improve golfing performance in a golf-specific context from the second hole onwards.

Results from the two systematic reviews highlight the need for better quality methodological studies in golf biomechanics and use of weighted implements in ball striking sports. From the golf biomechanics literature reviewed, pelvis and torso axial rotation, rotational velocity, X-factor, and X-factor stretch were identified as factors related to driving performance. Although the weighted equipment literature reviewed did not substantiate its use as part of warm-up for performance enhancement, the literature was limited to baseball, warranting further research specifically in golf. The two experimental studies compared the effects of using the SuperSpeed Golf™ weighted clubs and warm-up protocol versus a golf-specific control warm-up protocol in high level amateur golfers. Although SuperSpeed significantly and meaningfully increased clubhead speed and influenced a subset of swing biomechanics acutely, these changes were no longer meaningful after walking the distance of a simulated golf hole. The Royal and Ancient rules of golf prohibit the use of ergogenic aids like the SuperSpeed clubs once tournament play has started. Therefore, the financial, time, and practical value of investing in the SuperSpeed GolfTM weighted clubs product are questionable as might only improve performance on the first hole. Future research is needed to determine the influence of prior exposure to SuperSpeed GolfTM and of changing the sequence or weights of the clubs on the acute and persistence of potentiation effects. The current experimental studies were laboratory-based and involved high level amateurs; hence, generalisation to on-course environments and lesser or better-skilled golfers needs confirmation.

year: 2019

title: Effective teaching for indigenous and minoritized students

authors: Bishop, Russell

subjects: effective teaching profile

abstract: Te Kotahitanga is a kaupapa Māori research and professional development project currently operating in 33 mainstream secondary schools. This project was developed in response to the ongoing problem of educational disparities for Māori students, one of New Zealand's most pressing educational issues. From initial conversations with Maori students, their families, their principals and their teachers about what constituted effective teaching understandings and practice for Maori students, we developed an Effective Teaching Profile. This Profile is central to the professional development work that has been implemented in Te Kotahitanga schools with notable increases in a range of outcomes for Maori students.

text: Effective teaching for indigenous and minoritized students Te Kotahitanga is a kaupapa Māori research and professional development project currently operating in 33 mainstream secondary schools. This project was developed in response to the ongoing problem of educational disparities for Māori students, one of New Zealand's most pressing educational issues. From initial conversations with Maori students, their families, their principals and their teachers about what constituted effective teaching understandings and practice for Maori students, we developed an Effective Teaching Profile. This Profile is central to the professional development work that has been implemented in Te Kotahitanga schools with notable increases in a range of outcomes for Maori students.

year: 2010