The effects of shoe temperature on the kinetics and kinematics of running

The aim of the current investigation was to examine the effects of cooled footwear on the kinetics and kinematics of running in comparison to footwear at normal temperature. Twelve participants ran at 4.0 m/s ± 5% in both cooled and normal temperature footwear conditions over a force platform. Two identical footwear were worn, one of which was cooled for 30 min. Lower extremity kinematics were obtained using a motion capture system and tibial accelerations were measured using a triaxial accelerometer. Differences between cooled and normal footwear temperatures were contrasted using paired samples t-tests. The results showed that midsole temperature (cooled = 4.21 °C and normal = 23.25 °C) and maximal midsole deformation during stance (cooled = 12.85 mm and normal = 14.52 mm) were significantly reduced in the cooled footwear. In addition, instantaneous loading rate (cooled = 186.21 B.W/s and normal = 167.08 B W/s), peak tibial acceleration (cooled = 12.75 g and normal = 10.70 g) and tibial acceleration slope (cooled = 478.69 g/s and normal = 327.48 g/s) were significantly greater in the cooled footwear. Finally, peak eversion (cooled = −10.57 ° and normal = −7.83°) and tibial internal rotation (cooled = 10.67 ° and normal = 7.77°) were also shown to be significantly larger in the cooled footwear condition. This study indicates that running in cooled footwear may place runners at increased risk from the biomechanical parameters linked to the aetiology of injuries

A tale of two modes : initial reflections on an innovative MOOC

Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been claimed for these courses to transform education, in practice the majority are deeply conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approaches that scale, many courses rely heavily on very traditional methods such as mini-lectures and quizzes. In particular, learner support is proving to be insufficient for many participants. This paper reports initial results and experience from developing and presenting a MOOC which provides both “traditional” and supported modes. We present the motivation and objectives for the course, discuss initial results and reflect on lessons learned in the process

Exploring the impact of a flexible, technology-enhanced teaching space on pedagogy

Approaches to teaching and learning are increasingly influenced by the introduction of new technologies and innovative use of space. Recognising the need to keep up to date many institutions has created technology-rich, flexible spaces. Studies so far have concentrated on how students use such facilities; however, their availability also strongly impacts on teaching staff, presenting new possibilities and challenges. To encourage the development of activities that make the most of these resources, the University of Warwick launched the Teaching Grid (2008), a flexible space with state-of-the-art technology. Advisers support colleagues in developing and delivering novel, experimental teaching sessions. This paper reports on use of the facility during its first three years, considering the effects on pedagogy of experimental use of space and technology; this is correlated to an increase in number and variety of teaching and learning activities which, it is suggested, enhances the student experience

The influence of barefoot and barefoot inspired footwear on the kinetics and kinematics of running in comparison to conventional running shoes.

Barefoot running has experienced a resurgence in footwear biomechanics literature, based on the supposition that it serves to reduce the occurrence of overuse injuries in comparison to conventional shoe models. This consensus has lead footwear manufacturers to develop shoes which aim to mimic the mechanics of barefoot locomotion. This study compared the impact kinetics and 3-D joint angular kinematics observed whilst running: barefoot, in conventional cushioned running shoes and in shoes designed to integrate the perceived benefits of barefoot locomotion. The aim of the current investigation was therefore to determine whether differences in impact kinetics exist between the footwear conditions and whether shoes which aim to simulate barefoot movement patterns can closely mimic the 3-D kinematics of barefoot running. Twelve participants ran at 4.0 m.s-1±5% in each footwear condition. Angular joint kinematics from the hip, knee and ankle in the sagittal, coronal and transverse planes were measured using an eight camera motion analysis system. In addition simultaneous tibial acceleration and ground reaction forces were obtained. Impact parameters and joint kinematics were subsequently compared using repeated measures ANOVAs. The kinematic analysis indicates that in comparison to the conventional and barefoot inspired shoes that running barefoot was associated significantly greater plantar-flexion at footstrike and range of motion to peak dorsiflexion. Furthermore, the kinetic analysis revealed that compared to the conventional footwear impact parameters were significantly greater in the barefoot condition. Therefore this study suggests that barefoot running is associated with impact kinetics linked to an increased risk of overuse injury, when compared to conventional shod running. Furthermore, the mechanics of the shoes which aim to simulate barefoot movement patterns do not appear to closely mimic the kinematics of barefoot locomotion

Impact of harness attachment point on kinetics and kinematics during sled towing.

Resisted sprint training is performed in a horizontal direction, and involves similar muscles, velocities and ranges of motion (ROM) to those of normal sprinting. Generally, sleds are attached to the athletes via a lead (3m) and harness; the most common attachment points are the shoulder or waist. At present, it is not known how the different harness point's impact on the kinematics and kinetics associated with sled towing (ST). The aim of the current investigation was to examine the kinetics and kinematics of shoulder and waist harness attachment points in relation to the acceleration phase of ST. Fourteen trained males completed normal and ST trials, loaded at 10% reduction of sprint velocity. Sagittal plane kinematics from the trunk, hip, knee and ankle were measured, together with stance phase kinetics (third foot-strike). Kinetic and kinematic parameters were compared between harness attachments using one-way repeated measures analysis of variance. The results indicated that various kinetic differences were present between the normal and ST conditions. Significantly greater net horizontal mean force, net horizontal impulses, propulsive mean force and propulsive impulses were measured (p>0.05). Interestingly, the waist harness also led to greater net horizontal impulse when compared to the shoulder attachment (p = 0.000). In kinematic terms, ST conditions significantly increased peak flexion in hip, knee and ankle joints compared to the normal trials (p<0.05). Results highlighted that the shoulder harness had a greater impact on trunk and knee joint kinematics when compared to the waist harness (p<0.05). In summary, waist harnesses appear to be the most suitable attachment point for the acceleration phase of sprinting. Sled towing with these attachments resulted in fewer kinematic alterations and greater net horizontal impulse when compared to the shoulder harness. Future research is necessary, in order to explore the long-term adaptations of these acute changes

Technology-supported active learning in a flexible teaching space

Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy

Swimming using surface acoustic waves

Microactuation of free standing objects in fluids is currently dominated by the rotary propeller, giving rise to a range of potential applications in the military, aeronautic and biomedical fields. Previously, surface acoustic waves (SAWs) have been shown to be of increasing interest in the field of microfluidics, where the refraction of a SAW into a drop of fluid creates a convective flow, a phenomenon generally known as SAW streaming. We now show how SAWs, generated at microelectronic devices, can be used as an efficient method of propulsion actuated by localised fluid streaming. The direction of the force arising from such streaming is optimal when the devices are maintained at the Rayleigh angle. The technique provides propulsion without any moving parts, and, due to the inherent design of the SAW transducer, enables simple control of the direction of travel

Amino acid availability acts as a metabolic rheostat to determine the magnitude of ILC2 responses

Group 2 innate lymphoid cells (ILC2) are functionally poised, tissue-resident lymphocytes that respond rapidly to damage and infection at mucosal barrier sites. ILC2 reside within complex microenvironments where they are subject to cues from both the diet and invading pathogens—including helminths. Emerging evidence suggests ILC2 are acutely sensitive not only to canonical activating signals but also perturbations in nutrient availability. In the context of helminth infection, we identify amino acid availability as a nutritional cue in regulating ILC2 responses. ILC2 are found to be uniquely preprimed to import amino acids via the large neutral amino acid transporters Slc7a5 and Slc7a8. Cell-intrinsic deletion of these transporters individually impaired ILC2 expansion, while concurrent loss of both transporters markedly impaired the proliferative and cytokine-producing capacity of ILC2. Mechanistically, amino acid uptake determined the magnitude of ILC2 responses in part via tuning of mTOR. These findings implicate essential amino acids as a metabolic requisite for optimal ILC2 responses within mucosal barrier tissues