title: Reliability of overground running measures from 2D video Analyses in a field environment.

authors: Murray, Lauralee

subjects: biomechanics

abstract: Two-dimensional running analyses are common in research and practice, and have been shown to be reliable when conducted on a treadmill. However, running is typically performed outdoors. Our aim was to determine the intra- and inter-rater reliability of two-dimensional analyses of overground running in an outdoor environment. Two raters independently evaluated 155 high-speed videos (240 Hz) of overground running from recreationally competitive runners on two occasions, seven days apart (test-retest study design). The reliability of foot-strike pattern (rear-foot, mid-foot, and fore-foot), foot-strike angle (°), and running speed (m/s) was assessed using weighted kappa (κ), percentage agreement, intraclass correlation coefficient (ICC), typical error (TE), and coefficient of variation (CV) statistics. Foot-strike pattern (agreement = 99.4%, κ = 0.96) and running speed (ICC = 0.98, TE = 0.09 m/s, CV = 2.1%) demonstrated excellent relative and absolute reliability. Foot-strike angle exhibited high relative reliability (ICC = 0.88), but suboptimal absolute reliability (TE = 2.5°, CV = 17.6%). Two-dimensional analyses of overground running outdoors were reliable for quantifying foot-strike pattern, foot-strike angle, and running speed, although foot-strike angle errors of 2.5° were typical. Foot-strike angle changes of less than 2.5° should be interpreted with caution in clinical settings, as they might simply reflect measurement errors.

text: Reliability of overground running measures from 2D video Analyses in a field environment. Two-dimensional running analyses are common in research and practice, and have been shown to be reliable when conducted on a treadmill. However, running is typically performed outdoors. Our aim was to determine the intra- and inter-rater reliability of two-dimensional analyses of overground running in an outdoor environment. Two raters independently evaluated 155 high-speed videos (240 Hz) of overground running from recreationally competitive runners on two occasions, seven days apart (test-retest study design). The reliability of foot-strike pattern (rear-foot, mid-foot, and fore-foot), foot-strike angle (°), and running speed (m/s) was assessed using weighted kappa (κ), percentage agreement, intraclass correlation coefficient (ICC), typical error (TE), and coefficient of variation (CV) statistics. Foot-strike pattern (agreement = 99.4%, κ = 0.96) and running speed (ICC = 0.98, TE = 0.09 m/s, CV = 2.1%) demonstrated excellent relative and absolute reliability. Foot-strike angle exhibited high relative reliability (ICC = 0.88), but suboptimal absolute reliability (TE = 2.5°, CV = 17.6%). Two-dimensional analyses of overground running outdoors were reliable for quantifying foot-strike pattern, foot-strike angle, and running speed, although foot-strike angle errors of 2.5° were typical. Foot-strike angle changes of less than 2.5° should be interpreted with caution in clinical settings, as they might simply reflect measurement errors.

year: 2018

title: Uncovering meanings: The discourses of New Zealand secondary teachers in context

authors: Alcorn, Noeline

subjects: context

abstract: Recent official policy discourses on student achievement have stressed the importance of teachers and the impact that effective teaching can have on student life chances and on national economic performance. There is also a body of research on the way teaching and learning are affected by school context. This article discusses research designed to investigate how and to what extent the contextual features of schools impacted on the beliefs New Zealand secondary teachers and principals held about teaching and learning, the extent to which they believed their agency could influence outcomes for their students, and the aspirations and goals they pursued. We interviewed principals and teachers in six secondary schools, two each in high, mid and low socio-economic areas. The findings show considerable commonality in teachers' pedagogical discourses and that the rhetoric of formal policy discourses is pervasive and normalized in schools. All the teachers believed they could make a difference to student achievement and life chances, tried to address diversity among their student bodies, and saw success as much wider than academic achievement. Concurrently we found that the institutional habitus of each school largely determined how discourses were enacted and that relationships, confidence, student-centredness and success were interpreted differently between schools. We argue that these differences must be taken into account if school policies and interventions are to be successful.

text: Uncovering meanings: The discourses of New Zealand secondary teachers in context Recent official policy discourses on student achievement have stressed the importance of teachers and the impact that effective teaching can have on student life chances and on national economic performance. There is also a body of research on the way teaching and learning are affected by school context. This article discusses research designed to investigate how and to what extent the contextual features of schools impacted on the beliefs New Zealand secondary teachers and principals held about teaching and learning, the extent to which they believed their agency could influence outcomes for their students, and the aspirations and goals they pursued. We interviewed principals and teachers in six secondary schools, two each in high, mid and low socio-economic areas. The findings show considerable commonality in teachers' pedagogical discourses and that the rhetoric of formal policy discourses is pervasive and normalized in schools. All the teachers believed they could make a difference to student achievement and life chances, tried to address diversity among their student bodies, and saw success as much wider than academic achievement. Concurrently we found that the institutional habitus of each school largely determined how discourses were enacted and that relationships, confidence, student-centredness and success were interpreted differently between schools. We argue that these differences must be taken into account if school policies and interventions are to be successful.

year: 2012

title: Testing a suicidal ideation-to-action framework among Queer and Takatāpui people in Aotearoa New Zealand: An examination of the three-step theory

authors: Schimanski, Irie

abstract: The three-step theory (3ST) of suicide is well-established in the general population and shows promise for explaining suicidal ideation among Queer samples. This study examined the applicability of the 3ST using data from 250 Queer (n = 213) and Takatāpui (n = 37) people aged 18-74 living in Aotearoa New Zealand. The analytic approach entailed hierarchical multiple regression, ANOVA, t-tests, and logistic regression. Step-one was partially supported, with discrimination and hopelessness independently associated with suicidal ideation, but not their interaction. Step-two was fully supported, showing social support associated with lower suicidal ideation when social support exceeded discrimination, compared with the inverse. Full support for step-three was observed, finding higher self-harm among participants with histories of attempted suicide than those who had never attempted. An adapted version of the 3ST for Queer and Takatāpui people is presented, offering novel approaches to testing the ideation-to-action framework with these communities.

text: Testing a suicidal ideation-to-action framework among Queer and Takatāpui people in Aotearoa New Zealand: An examination of the three-step theory The three-step theory (3ST) of suicide is well-established in the general population and shows promise for explaining suicidal ideation among Queer samples. This study examined the applicability of the 3ST using data from 250 Queer (n = 213) and Takatāpui (n = 37) people aged 18-74 living in Aotearoa New Zealand. The analytic approach entailed hierarchical multiple regression, ANOVA, t-tests, and logistic regression. Step-one was partially supported, with discrimination and hopelessness independently associated with suicidal ideation, but not their interaction. Step-two was fully supported, showing social support associated with lower suicidal ideation when social support exceeded discrimination, compared with the inverse. Full support for step-three was observed, finding higher self-harm among participants with histories of attempted suicide than those who had never attempted. An adapted version of the 3ST for Queer and Takatāpui people is presented, offering novel approaches to testing the ideation-to-action framework with these communities.

year: 2025-08-01