At the College our staff are engaged in a diverse range of research projects utilising their academic expertise combined with their industry experience. This work demonstrates our strong commitment to higher education and continues to enhance the learning experience of all students at the College.
The Effect of New Evolution Starting Blocks on Track Start Performance
A comparative study into the biomechanical effect of the NESB versus the CSB on starting performance, by Lizzie Knight
The New Evolution Starting Block (NESB) (Omega, OSB12) has been introduced into major competitions and will be used in the forthcoming 2012 Olympics. There is currently little research comparing the New Evolution Block with the Conventional Starting Block (CSB). Research will be carried out in Southampton, with the City of Southampton Swimming Club, comprising ten country, national and international level swimmers as participants. All swimmers must use the track start as their favoured method.
The research process will begin by pre-testing track start performance using the CSB, where swimmers will be required to complete five maximal 25 metre sprints from a dive. All trials will be filmed using one high speed video camera (Casio, HS EX-FH25) from the sagittal plane. This will allow temporal measures of block time and flight time to be established. In addition, an analysis of body position will be made, focusing on rear leg and knee angle. Further to this, a standardised measure of time to reach 7.5 metres will be recorded.
The next stage of testing will consist of four practice sessions using the NESB to allow for familiarisation. During each of these practice sessions, five trials will be filmed compared with the measures recorded during the CSB pre-testing, to allow for assessment of any learning effect using the NESB. Following the four familiarisation sessions, one final testing session will be held using the NESB. The same procedures will be followed to allow for comparison between starting performance when using the CSB and NESB.
The analysis will involve taking each swimmer’s individual mean, for each variable measured, under each of the six trials (the two testing sessions with the CSB and NESB, and the four practice sessions with the NESB). Following this, a group mean will be calculated for all variables measured under each of the six trials. A paired samples t-test will be used to evaluate the difference between the two testing sessions, to establish if there is a significant difference in track start performance between CSB and NESB trials (statistical significance will be accepted at the 0.05 level). In addition to this, limits of agreement analysis using the Bland and Altman method will be used to assess for changes in the four familiarisation sessions using the NESB.
Research Committee funding allowed the purchase of the high speed video camera (Casio, HS EX-FH25) which will be used to film all the trials and allow additional analysis of a number of biomechanical factors. It will be a valuable resource to the College sports science laboratory and can be used in conjunction with the Quintic Biomechanics Analysis software currently in use.
What’s next?
All necessary equipment has been sourced and delivered. The block now needs to be fitted to the poolside, which requires an additional element to be made up by the pool’s maintenance manager. Once this is complete the research will begin, with all data collection taking place over the next few months and should be completed by the end of summer 2011.
This is just the first step in this area of research; there is huge potential for this to progress in terms of looking at the effect of different types of start, and the effect of resistance training.
Weight Management for Diabetic and Obese Individuals – Best Practice?
A study into the efficacy of a six week nutritional and exercise programme within an obese or diabetic population, by Will Sibley
In a competitive dietary market within a population that is growing in cases of obesity and diabetes, we are looking to blend group support and social cohesion with individualised eating and training programmes, in order to develop a ‘gold standard’ approach to weight management for a specific population group. The research is necessitated by the industry but also adds a valuable, vocational dimension to the College’s BSc (Hons) Degree in Sport Science (Exercise and Health Management).
The project utilises the basic principles of increasing activity and reducing calorie intake, however this wasn’t blanket advice throughout the group, rather individual support and programming within a group environment. This group environment scenario has consistently remained popular with many commercial weight management programmes, however the added benefit of combining this with an individualised component is quite unique and could potentially make all the difference.
Participants of the project are sixteen third year Degree students who are either diabetic and or obese and have obtained GP referrals. The project began with an initial assessment of each participant’s diet, followed by a six week educational programme where dietary recommendations were made. Participants of the group took turns to deliver the educational sessions, which also consisted of a group weigh-in. Each participant was assigned a personal trainer and was required to complete a regular 40 minute workout session (40 minutes was average, some participants did more or less depending on ability). Exercise programmes with personal trainers have taken place within the Beyond Fitness gym and Research Committee funding has facilitated the purchase of specialist computer software package, Microdiet, for advanced dietary analysis, along with a specialist nutrition laptop.
Degree students' involvement in data collection for this project means that they are working to the required standard to progress to Level 4 REPs after graduation. They will be better prepared to join this competitive industry, with specialised knowledge that is a cut above their contemporaries'. The College has to date refrained from offering Level 4 due to the difficulties foreseen in monitoring the 150 hours of vocational experience required. However the REP is becoming increasingly keen for the College to take part and should an application for accreditation be made in the future, this research project will no doubt give credence.
What’s next?
The raw dietary data has been collected and is currently being analysed with a view to determining whether this methodology has improved dietary intake (quality and quantity) and body composition so far. However, the really interesting stage is still to come; there will be a 6 month (Nov 2011) and 12 month (May 2012) follow up of body composition analysis in order to see whether any results of the six week nutritional and exercise programme had a lasting effect. At this point we will be able to determine whether a ‘gold standard’ approach to weight management has been found. This study will hopefully be repeated with next year’s students, involving the implementation of any recommendations that are made to this year’s study.
Continuous Partial Attention Narrative (CPAN)
A study into the development of CPAN, as a new form of narrative that mirrors the way that young people ('Digital Natives') interact with the world around them, by Lawrence Magee
Digital Natives function with many interfaces, they can be in a text exchange, an msn exchange, downloading an album, playing music, updating their facebook account, watching football on TV and involved in a conversation all simultaneously. This is not so much multi tasking which is about trying to achieve several things at once, it is more about scanning incoming alerts and developing a feel for the world around you, it is about absorbing your digital environment more than undertaking tasks.
The idea was to test this theory by re-creating a scenario in which an audience is required to follow a narrative through absorbing different media simultaneously. This narrative was presented through the different mediums of film (HD on three 50 inch TV screens, including an original soundtrack), twenty identical and pre-programmed mobile phones, and paperwork which consisted of character information. Mobile phones were handed out to audience members who received texts at specific points throughout the film linking directly to the action portrayed; audience members were told that they were effectively holding the protagonist's phone and that all texts received were for him.
Lawrence Magee was aware of the work that Jeremy Bubb was doing at Roehampton developing multiple boxes on one screen and asked him to get involved in the project. After agreeing the aims and objectives of the project Jeremy started writing a script which was to work on the three screens and with texts as a key factor in the storyline. Tony Leigh of Winchester University is particularly interested in camerawork and agreed to work on the filming of the project. The editing was done by a member of the MCA team at the College and an Editing graduate of the National Film School. Luke Quinn was very interested in the idea of three screen editing and was delighted to get involved. The editing was one of the most interesting periods, with a realisation that normal editing conventions are redundant in a three screen setting. The first stage in developing CPAN was to develop and film the story and edit it for three separate screens. The second stage involved adding the text technology.
Audience members were required to give feedback via a handset after the screening was finished. The questions asked of the audiences brought up some interesting results. Unfortunately the software that we used to capture the results was not as sophisticated as expected and some information was not possible to analyse. We could only see whole group numbers and not follow single user answers. Due to the way we screened the film to different groups we were able to establish some information based on academic level and subject. Those who watched the film fell into the following groups: Group 1: Level 3 Film Students, Group 2: Level 2 Media Students, Group 3: Level 3 Music Students, Group 4: Level 3 Photography and Group 5: Staff / HE.
What’s next?
The test group used was unfortunately not representative of society as a whole and we would like to undertake another more thorough testing of a bigger cross section of society. We are particularly interested in the views of older people and would like to further examine the apparent differences between subjects and levels as well as age and gender. We would also like to develop CPAN as a form of narrative and have the opportunity to be more creative in this new and exciting medium.
Comparison of C.F.D and Wind Tunnel Testing
A comparative study looking to analyse how closely the airflow data results of a model being used in a wind tunnel reflect C.F.D software predictions, by Mary Hilditch & Louise Stanton
Whilst the C.F.D (Computational Fluid Dynamics) method is very effective in demonstrating the qualitative effect of airflow on a model, in order to fully analyse how good their designs really are, students studying Degrees in Aeronautical Engineering need access to a wind tunnel. Both methods can indicate potential design problems and often the actual effect is different to what was expected, plus there can of course be issues with the build quality of the model which aren’t foreseen at the design stage. Being able to use both methods of testing simultaneously will enhance students’ understanding of the principles involved and highlight any differences in the design guidance provided.
In previous years, students at the College have used the wind tunnel facilities at Farnborough Air Sciences Trust (FAST) but in order for Degree students to be able to use the wind tunnel in their dissertations and have regular access, it is essential for the College to have its own wind tunnel.
What’s next?
The College was donated a wind tunnel last year and Research Committee funding has since facilitated the purchase of all the relevant materials and measurement instrumentation necessary for it to be made fully functional. It is estimated that this equipment will be ready in autumn 2011, for students studying the Foundation Degree in Aeronautical Engineering to begin the testing process for this interesting project.
How a Name Influences the Perception of a Room
A study to find out whether giving a room a name provides it with a sense of identity which subsequently has any effect on the perception of it by the people who use it, by Peter Taylor & Beccy Wigglesworth
The area to be used for testing is the Hampshire Business School (HBS), where currently rooms are simply numbered and there is a feeling amongst staff that this lends itself to an institutionalised atmosphere, causing students to feel like they are still in school. Therefore on completion of this research it is hoped that HBS will feel much more like a professional, business-like environment.
Research on this topic is sparse but after looking at some general guidance on room naming it became apparent that choosing a name that is relevant, straightforward and memorable, and without the potential to carry unintended meanings, is much harder than it seems. There are all kinds of implications that can just as easily have a negative effect as much as a positive one. The overwhelming advice from marketing agencies was to link the names to the type of business you are in. Henceforth began the search for education related themes. The difficulty here was avoiding overly specific themes, such as ‘subjects’ which reduce the flexibility of what the room is used for; all the classrooms are utilised for various business-related lessons and therefore need to remain interchangeable when timetabling. After deciding on ten potential themes, each was rated against four sets of criteria: relevance to education, no unintended meanings, straightforward and memorable, other difficulties. The theme that rated most favourably was ‘colours’. Aside from the criteria tests, this theme has recurred throughout the College for a number of years, e.g. ‘show your true colours’, which adds an additional relevance to the College.
Rooms were named as follows: Q3 – Blue Room, Q4 – Green Room, Q8 – Red Room, Q13 – Orange Room, Q14 – Yellow Room.
With the names for rooms decided it was then necessary to conduct a survey in order to ascertain the students’ current perceptions of the room, i.e. pre-naming. This initial data was collected from 124 students (across a range of courses and ages). Questions were: Do the rooms feel like a professional environment? Do the rooms feel like School? How does the room make you feel? The next step was to put room signs in place, and purchase and hang pictures embedding the colours in their respective rooms. Pictures chosen include subjects of flora, landscape and students (student pictures are taken from various College events where students are wearing the relevant colours).
What’s next?
A repeat of the initial survey will be conducted in September 2011, when the rooms are named and their relevant artwork is fully in place. This will allow for a comparison of how the naming of the rooms has affected student perceptions. Whilst the potential benefits are somewhat intangible the surveys will hopefully reveal a clear pattern for analysis.
There is the potential to develop this research in terms of looking at a comparison of each room individually and the effects of the individual colours chosen. There is also the potential to look at naming rooms elsewhere throughout the College should the results reflect a positive outcome.
Teaching Programming to F.E. Students
A study into effective teaching of computer programming for FE students, by Sarah Gooderham & Usman Abdullahi
Computing lecturers Sarah Gooderham and Usman Abdullahi are looking to improve FE students’ logic and problem solving abilities with a view to ultimately increasing their engagement with the computer programming elements of their course.
The need to conduct this research has arisen from an observation that FE students in particular aren’t ‘learning the language’, grasping the fundamental principles and being inspired by the potential computer programming has to offer. Sadly in essence they are not truly connecting with the subject they are studying. From teaching a wide range of students within the College it has been noted that the adult learners connect much better to the course, why then do the FE students struggle?
From a societal context it could potentially be argued that students of the FE age group simply do not see the need for computer programming; whilst they enjoy utilising programs already in existence to create enjoyable games, when it comes to the basic need to write a program in order to solve a problem there is simply not the need - there are already phone apps out there that will perform the same function, or failing this, the problem can surely be ‘googled’. Hence the lack of connection with FE students could be far more deeply ingrained than we realise; they simply haven’t been brought up with the same ‘need’ and a keenness to solve problems themselves. Whilst this is quite generalising of the entire FE student body there may be some truth to the idea that they do react differently to problems than other groups, therefore we want to find out whether there is in fact a better way to teach the course that is more suited to their needs, a more interactive method for example?
Students currently use the programming development environments of Blue J and Greenfoot, both of which are fairly user friendly, by providing basic code components, helping to structure codes, identify errors and containing a debugger. Greenfoot in particular would seemingly appeal to FE students as not only do lots of games utilise this environment, but also it is free to download at home, making it very easy to access at all times. Therefore, in practical terms, would it be effective to change the programming development environments? If the problem isn’t with the current programming development environments then it might be a barrier in terms of the human mind and its varying logical capabilities. If a student doesn’t have an aptitude for logical thinking and problem solving, can there be a future for them in computer programming? It will therefore be necessary to initially devise a method of testing logic and problem solving ability before we can even start to devise a different approach to teaching FE students ‘the language’ of computer programming.
A shortage of computer programmers in this country means that much work is currently being outsourced to different countries. Improving the quality of computer programming within the College and furthermore inspiring students to pursue this further will be hugely beneficial to their chances of finding employment in the sector.
What’s next?
Working with a dedicated control group comprising first year Level 3 students, a series of logic and problem solving tests will be carried out at the beginning of term (Sept 2011), followed by supervised logic and problem solving sessions for one hour per week, lasting the duration of one academic year. Following analysis of the results in order to assess whether their keenness to solve problems and think logically has improved over the course of the sessions, they then aim to develop an alternative teaching solution that allows for more engagement with the subject and continues to challenge students’ logic and problem solving capabilities.
Watch this space for updates to these exciting projects...