Performing the vertical jump: movement adaptations for submaximal jumping

The purpose of this study was to gain insight into the kinematics and kinetics of the vertical jump when jumping for different heights and to investigate movement effectiveness as a criterion for movement control in submaximal jumping. In order to jump high a countermovement is used and large body segments are rotated, both of which consume energy which is not directly used to gain extra jump height. It was hypothesized that the energy used to reach a specified jump height is minimized by limiting the non-effective energy consumed. Standing vertical jumps attempting 100%, 75%, 50%, and 25% of maximal height were performed by a group of 10 subjects. Force and motion data were recorded simultaneously during each performance. We found that jump height increased due to increasing vertical velocity at take off. This was primarily related to an increase in countermovement amplitude. As such, flexion amplitude of the hip joint increased with jump height whereas the ankle and knee joint flexion did not. These findings revealed that for submaximal jumping a consistent strategy was used of maximizing the contribution of distal joints and minimizing the contribution of proximal joints. Taking into account the high inertia of proximal segments, the potential energy deficit due to countermovement prior to joint extension, the advantageous horizontal orientation of the foot segment during stance and the tendon lengths in distal muscles, it was concluded that movement effectiveness is a likely candidate for the driving criterion of this strategy.     

Reflexive action research: Developing knowledge through practice

This paper gives an overview of different ways of conducting counselling and psychotherapy research. An approach to research is described which overcomes the research‐practice gap: reflexive action research. It is argued that this approach to research is particularly appropriate and relevant for practitioners since it draws upon skills and awareness necessary for clinical work, and can complement positivist methods of research which are already well established in the profession. The wider use of systematic clinical case studies is suggested as a means of promoting the reflexive action research approach. Further consideration of issues of validity and reliability is required on the part of those intending to apply this approach within the field of therapy research.     

Microphenomena research,intersubjectivity and client as self-healer

This article describes an approach to counselling and psychotherapy which complements dominant discourse approaches to clinical evaluation based on New Public Management systems which underpin the Improved Access to Psychological Therapies scheme within the field of therapy. It is based on an approach to research and practice development which I will call practitioner microphenomena research. In order to demonstrate the method, I will examine an extract from a single case study of a client with major depressive disorder from the point of view of intersubjective theory and a little-known approach to therapy called anthroposophic psychotherapy based on the work of Rudolf Steiner. I will show how the two clinical methods are well suited to examining the microphenomena of practice and can be integrated into a coherent whole. A central feature of the account will be the anthroposophical view about the central importance of our individuality or ‘I’ which has similarities with the Jungian self but is still distinct from it.     

Fleeting encounter

Abstract

This short paper describes a recent visit to an exhibition of modern art. It examines my impressions in the light of contemporary psychodynamic theory. The exhibition was called ‘Some Went Mad, Some Ran Away…’ It included the work of fifteen modern artists, mainly created between 1992 and 1994, and selected by the British artist Damien Hirst. The exhibition leaflet said that the artists had used ‘real objects, body-casts, natural and man-made forms, sculpture, painting and photography, to set up a number of provocative juxtapositions’.     

Children's emotions and coping with interpersonal stress as correlates of social competence

Identifying correlates of children's emotional reactions and coping can provide information about developmental processes and identify useful strategies for improving children's adaptation to stress. We investigated associations of social competence with children's responses to standardised, controllable interpersonal stressors. The stressors included bullying, arguing with a parent, and not being picked for a team sport. We expected greater competence to be associated with certain coping responses, and expected that coping would be better explained by also considering emotional reactions. Children (N = 230, Grades 3 to 7) reacted to three videotaped stressors, and children and parents completed questionnaires. Children rated as more competent used active and challenge coping strategies, such as problem solving and support seeking, more than other children, and they also responded with more sadness. Children's competence was associated with fear, but only in bivariate correlations, and was not associated with angry responses. In a structural equation model, emotions were associated with more coping responses, and the emotional reaction of sadness accounted for the link between children's social competence and adaptive (i.e., challenge) coping. Findings suggest that competent children use more adaptive coping, and this is accounted for by their greater feelings of sadness when dealing with controllable interpersonal stressors.     

Neurobiological and Cognitive Profile of Young Binge Drinkers: a Systematic Review and Meta-Analysis

Neuropsychology Review - This review provides the first systematic and quantitative synthesis of the literature examining the relationship between binge drinking, cognition, brain structure and...     

Effect of a 9-wk. after-school multiskills club on fundamental movement skill proficiency in 8- to 9-yr.-old children: an exploratory trial

This exploratory study examined the effects of a 9-wk. after-school multiskills club on fundamental movement skill proficiency in 8- to 9-yr.-old children. Two schools were randomly assigned to either a control (n = 15 children) or multiskill club (n = 19 children) condition. The multiskill club received 18 coaching sessions designed to improve fundamental movement skills. The control group followed normal routines. 7 skills were assessed using process-oriented measures with video analysis. Participation in the multiskill club yielded significant improvements in proficiency at posttest only in static balance, while potentially practically important improvements were observed in performance of the catch, throw, and kick skills. The after-school multiskill club offered a viable opportunity for movement skill acquisition, but any such programme would need to run for a longer duration to assess whether this type of activity could benefit all skills.     

A psychodynamic approach to suicide: a critical and selective review

This paper begins by critically exploring Freudian and post-Freudian understandings of suicide, although due to limitations of space it is not comprehensive. Several examples drawn from clinical practice are then considered in relation to the theoretical ideas previously discussed. The paper then moves on to reconsider psychodynamic approaches to suicidal clients from a Levinasian ethical position. The possibility that suicide may be a logical part of what it is to be human, rather than an indication of mental illness, is advanced.     

Use of an analogue method to examine children’s appraisals of threat and emotion in response to stressful events

An analogue methodology was used to present a set of realistic, salient stressors to children in grades 3, 5, and 7. Children (N = 146) viewed eight videotaped vignettes depicting interpersonal and non-interpersonal stressors; these were expected to differentially threaten psychological needs for relatedness, competence and autonomy and provoke different emotional reactions. Analyses showed that scenarios portrayed stressors that were commonly experienced by children and evoked a differentiated profile of appraisals and emotions. When tenets of the motivational theory of stress and coping were tested, scenarios more threatening to needs were more distressing, sadness was linked to relatedness and competence threat appraisals, and fear was a more common reaction to parent stressors that involved dyadic conflict. After accounting for threat appraisals and previous experience of stressors, younger children and girls appraised events as more distressing than older children and boys. Future research could use the analogue procedure to focus on children’s development of regulation and coping with stress.