CITATIONS TO BIOMECHANICS ARTICLES FROM FOUR DATABASES

Four (Dimensions, Google Scholar, Scopus, Web of Science) multi-disciplinary databases were searched for journal articles published by one scholar to document the coverage of exercise and sports biomechanics. Cleaned searches returned 65 to 93 articles in common between these databases from 116 journals articles published between 1989 and 2019. Citations and mean citation rates were qualitatively higher for Google Scholar (3206 & 3.2) than the other three databases (1100-1400 & 1.6-2.1). Strong positive correlations (0.88-0.96) of citations between databases indicated that for this case, study citations from subscription databases (Scopus & Web of Science) could be predicted (SEE 3 to 7) from the free databases (Dimensions and Google Scholar). This case study indicated incomplete coverage and subtle inconsistences are likely between these databases in exercise and sport biomechanics. Skillful searching of multiple databases is recommended

A QUANTITATIVE COMPARISON OF TWO BIOMECHANCIS CONCEPT INVENTORY VERSIONS

This study quantified student responses between two different versions (1 and 3) of the Biomechanics Concept Inventory (BCI) assessment. Fifty students from a comprehensive university in the USA took both BCI versions on the first (pre) and last (post) day of an introductory undergraduate biomechanics course. Students scored significantly higher on BCI 3 for the post-test and gain score (i.e.: difference between pre and post). Eight of the twelve competency areas resulted in significantly different correct scores between versions. Correlations of competencies between versions ranged from -0.13 to 0.43, however, only two were significant. Discriminant analysis of the competency areas determined that BCI 1 predicted overall assessment performance better than BCI 3. The disparate results between versions should be considered in determining which to use

Active Learning Training and Classroom Renovation: Exploring Student and Faculty Perceptions in Health and Human Performance Disciplines

Active learning spaces form an important part of university learning environments and have the potential to enhance student learning, yet studies on student and faculty perceptions of collaborative learning pedagogies indicate many remain resistant. To overcome this resistance, an academic department developed and implemented an active learning initiative to assist faculty transiting to teach in a classroom newly renovated for active learning pedagogies. Five semi-structured focus groups explored perceptions of faculty and students in the inaugural classes in the renovated space to identify what they perceived enhanced or detracted from faculty delivery of content and student learning experiences. Thematic analysis revealed three themes: Positive improvements in the physical classroom environment, enhanced student engagement, and improved instructional methodology because of faulty training and classroom renovation. Key findings indicated primarily positive perceptions of the renovated physical environment, especially the tables and mobile white boards; however, participants also noted some frustrations with the furniture, classroom layout, and technology influencing student engagement and effectiveness of active learning strategies. Overall, data supported the conclusion that the classroom renovation and faculty training program effectively facilitated positive learning experiences and student-instructor interactions

Student and Faculty Perception of Engagement in Two Active Learning Classroom Designs

Faculty and student perception of engagement in two (mobile desks or mobile tables and chairs) low-tech active learning classroom (ALC) designs were compared. Student (n = 413) perceptions of engagement were measured with the Engaged Learning Index (ELI) and the Social Context and Learning Environments (SCALE) instruments at the beginning and end of a semester in a large, multi-disciplinary department. Faculty (n = 14) rated perception of engagement using only the SCALE instrument. Perceptions of engagement from faculty and students using SCALE were significantly more positive for both ALCs compared to perceptions of traditional classrooms. There was no clear evidence of differences in student and faculty perceptions of engagement between the two ALC designs. No or small differences between the two ALC designs means departments might consider cost, maintenance, and other pragmatic factors in ALC design

Active learning classroom design and student engagement: An exploratory study

Three student engagement measures were collected for a class taught by an experienced instructor in two active learning classrooms with dissimilar seating arrangements. Student perception of engagement was similar between the learning spaces. However, instructor perception and researcher observation indicated greater engagement in the classroom with mobile tables compared to the classroom with mobile desks. STROBE classroom observations indicated qualitatively different student-to-student (8% greater), student-to-instructor (3% greater), and student self- (6.5% less) engagement in the mobile table classroom over the mobile desks classroom. Instructor and student perceptions may interact to affect student engagement with various designs of active learning classrooms

FOURTH NORTH AMERICAN SURVEY OF UNDERGRADUATE BIOMECHANICS INSTRUCTION IN KINESIOLOGY/EXERCISE SCIENCE

A web-based survey of introductory biomechanics instructors in Kinesiology/Exercise Science departments from North America was conducted to document current instructor and course characteristics. Responses from 165 faculty from the USA and Canada were compiled and compared to previous surveys. Survey respondents tended to have doctoral training in biomechanics and reported nominally larger percentages, relative to previous surveys, of courses entitled “biomechanics” and mechanical content. The respondents also reported greater diversity of course prerequisites, less emphasis on anatomy, and less familiarity with NASPE guidelines for the course than reported in previous surveys

Misuse of “Power” and other mechanical terms in sport and exercise science research

In spite of the Système International d’Unitès (SI) that was published in 1960, there continues to be widespread misuse of the terms and nomenclature of mechanics in descriptions of exercise performance. Misuse applies principally to failure to distinguish between mass and weight, velocity and speed, and especially the terms "work" and "power." These terms are incorrectly applied across the spectrum from high-intensity short-duration to long-duration endurance exercise. This review identifies these misapplications and proposes solutions. Solutions include adoption of the term "intensity" in descriptions and categorisations of challenge imposed on an individual as they perform exercise, followed by correct use of SI terms and units appropriate to the specific kind of exercise performed. Such adoption must occur by authors and reviewers of sport and exercise research reports to satisfy the principles and practices of science and for the field to advance

sj-docx-2-sph-10.1177_19417381231223540 – Supplemental material for Upper Extremity Musculoskeletal Profiles in Tennis Players: A Systematic Review

Supplemental material, sj-docx-2-sph-10.1177_19417381231223540 for Upper Extremity Musculoskeletal Profiles in Tennis Players: A Systematic Review by Natalie L. Myers, James L. Farnsworth, Sean M. Kennedy and Duane V. Knudson in Sports Health</p