title: Validation of LEOMO inertial measurement unit sensors with marker-based three-dimensional motion capture during maximum sprinting in track cyclists

authors: Thompson, Roné

subjects: Cycling

abstract: LEOMO™ is a commercial inertial measurement unit system that provides cycling-specific motion performance indicators (MPIs) and offers a mobile solution for monitoring cyclists. We aimed to validate the LEOMO sensors during sprint cycling using gold-standard marker-based three-dimensional (3D) motion technology (Qualisys, AB). Our secondary aim was to explore the relationship between peak power during sprints and MPIs. Seventeen elite track cyclists performed 3 × 15s seated start maximum efforts on a cycle ergometer. Based on intraclass correlation coefficient (ICC3,1), the MPIs derived from 3D and LEOMO showed moderate agreement (0.50 < 0.75) for the right foot angular range (FAR); left foot angular range first quadrant (FARQ1); right leg angular range (LAR); and mean angle of the pelvis in the sagittal plane. Agreement was poor (ICC < 0.50) between MPIs derived from 3D and LEOMO for the left FAR, right FARQ1, left LAR, and mean range of motion of the pelvis in the frontal and transverse planes. Only one LEOMO-derived (pelvic rotation) and two 3D-derived (right FARQ1 and FAR) MPIs showed large positive significant correlations with peak power. Caution is advised regarding use of the LEOMO for short maximal cycling efforts and derived MPIs to inform peak sprint cycling power production.

text: Validation of LEOMO inertial measurement unit sensors with marker-based three-dimensional motion capture during maximum sprinting in track cyclists LEOMO™ is a commercial inertial measurement unit system that provides cycling-specific motion performance indicators (MPIs) and offers a mobile solution for monitoring cyclists. We aimed to validate the LEOMO sensors during sprint cycling using gold-standard marker-based three-dimensional (3D) motion technology (Qualisys, AB). Our secondary aim was to explore the relationship between peak power during sprints and MPIs. Seventeen elite track cyclists performed 3 × 15s seated start maximum efforts on a cycle ergometer. Based on intraclass correlation coefficient (ICC3,1), the MPIs derived from 3D and LEOMO showed moderate agreement (0.50 < 0.75) for the right foot angular range (FAR); left foot angular range first quadrant (FARQ1); right leg angular range (LAR); and mean angle of the pelvis in the sagittal plane. Agreement was poor (ICC < 0.50) between MPIs derived from 3D and LEOMO for the left FAR, right FARQ1, left LAR, and mean range of motion of the pelvis in the frontal and transverse planes. Only one LEOMO-derived (pelvic rotation) and two 3D-derived (right FARQ1 and FAR) MPIs showed large positive significant correlations with peak power. Caution is advised regarding use of the LEOMO for short maximal cycling efforts and derived MPIs to inform peak sprint cycling power production.

year: 2024-03-05

title: Promoting higher levels of reflective writing in student journals

authors: Hume, Anne Christine

subjects: levels of reflective writing

abstract: This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.

text: Promoting higher levels of reflective writing in student journals This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.

year: 2009

title: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school

authors: Kay, Joan-Marie

subjects: Maori Achievement

abstract: This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

text: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

year: 2008