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Abstract: : (1) Background: This study aimed to examine the differences in the kinetic energy of the body’s center of mass between successful and unsuccessful attempts at transitioning from a basket to a handstand on the parallel bars. Special attention was given to the analysis of kinetic energy as a key factor in the efficient execution of this complex element. (2) Methods: The sample consisted of 10 successful and 10 unsuccessful attempts performed by an elite gymnast (a multiple-medalist in World and European Championships). All attempts and kinematic data were recorded and analyzed using high-frequency cameras (300 Hz) and the Ariel Performance 3D video system, respectively. Successful and unsuccessful performances were compared using a paired-sample t-test. (3) Results: Significant differences in kinetic energy were observed in the first part of the anti-gravitational phase of movement between successful and unsuccessful attempts. Successful attempts demonstrated a more favorable position at the beginning of this phase, allowing better utilization of accumulated kinetic energy—a higher position of the feet and hips, and a smaller shoulder joint angle at the moment the shoulder passed through the lower vertical. (4) Conclusions: Successful attempts in gymnastics are characterized by better biomechanical optimization and efficient kinetic energy use, achieved through an earlier entry into the second phase of movement with optimal body positioning, leading to greater peripheral and angular velocities crucial for performance.
Keywords: energy, gymnastics, kinematic analysis, parallel bars, biomechanics
Published in DiRROS: 27.01.2025; Views: 16; Downloads: 6
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Abstract: The chapter is based on summarised findings of both the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment (presented in volume 1) and analyses of current European Union and national policy frameworks (presented in this volume), and elaborates on the conditions needed to ensure the scalability, transferability and thus sustainability of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project outcomes and the systematic policy and political support needed on the European Union and national levels. It sets out 39 guidelines organised in 5 areas: 1) Including social and emotional and diversity awareness content in teachers’ professional development; 2) Supporting the development and implementation of teachers’ social and emotional competencies and diversity awareness programmes; 3) Considering the role of working conditions in teachers’ well-being; 4) Enhancing teachers’ professional status in society; and 5) Improving policy frameworks for supporting teachers’ social and emotional competencies and diversity awareness on all levels of the European Union’s multi-level governance. While considering the differences in current national policy arrangements and challenges to teachers’ well-being and the development of their social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field-trial countries (Austria, Croatia, Portugal, Slovenia, Sweden), the chapter also introduces specific guidelines concerning ways to foster teachers’ SEDA development in their respective national contexts.
Keywords: education, European Union, field trial countries, HAND:ET, social and emotional competencies, diversity awareness, initial and continuous professional development, professional development, working conditions, teachers' professional status in society
Published in DiRROS: 27.01.2025; Views: 11; Downloads: 5
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Abstract: The chapter presents the embodiment of teachers’ social and emotional competencies, and diversity awareness in European Union policies in a longer-term perspective. It demonstrates how teachers’ social and emotional competencies and diversity awareness have slowly entered the European Union agenda ever since the European Community was set up in 1951. This path has been marked by supporting teachers’ mobility (1990s), strengthening their intercultural competencies (2010s) and, finally, establishing teachers’ well-being as a high political priority (2020s). The chapter shows that teachers’ competencies (also those implicitly related to social and emotional competencies and diversity awareness) are treated mostly as support for students’ outcomes and assuring quality and effective education and training and, to a large extent the exposure of their importance in European Union policy documents, is influenced by external factors (the economic, migrant and COVID crises). By describing past and particularly current European Union strategic priorities concerning the development of teachers’ well-being and social and emotional competencies, and diversity awareness, the chapter outlines the European Union policy framework in which the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project was initiated and to whose realisation it is expected to contribute.
Keywords: education, European Union, teacher policy, historical development, social and emotional competencies, diversity awareness, well-being
Published in DiRROS: 27.01.2025; Views: 16; Downloads: 6
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Abstract: The chapter provides a review of current policy frameworks supporting teachers’ social and emotional competencies and diversity awareness in Croatia. It shows that although these competencies of teachers are not explicitly addressed in educational legislation, strategies and other relevant policy documents, implicitly the need for healthy (social and emotional) development of students is implied. Despite teachers’ social and emotional competencies and diversity awareness not being systemically supported in initial and continuous professional development programmes in Croatia, several examples of such courses and programmes are identified. The integrated supervision for teachers and other professional staff conducted by the National Education and Teacher Training Agency addresses the development of both teachers’ social and emotional competencies and diversity awareness competencies and their needs in the field. In the National Plan for Development of the Education and Training System until 2027, the pressing challenges facing the teaching profession (teacher shortages, working conditions, professional status in society) are planned to be addressed with several measures for advancing teachers’ professional development. The research findings presented in the chapter hold several policy implications indicating that the development of teachers’ social and emotional competencies and diversity awareness should be incorporated into the planned renewal of teacher professional development and thereby be better systemically supported.
Keywords: education, teachers, social and emotional competencies, diversity awareness, professional development, policy, Croatia
Published in DiRROS: 27.01.2025; Views: 15; Downloads: 7
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Abstract: This chapter explores three key areas. The first one centres on the significance of social and emotional competencies along with diversity awareness (SEDA) for teach‐ers. SEDA competencies play an important role in teachers’ personal and professional development, promoting their growth and fostering students’ progress in these areas. The second area provides an overview of the project HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges (“HAND:ET”). This project seeks to support teachers in developing SEDA competencies, equipping them to navigate the complexities of their daily work in ever more diverse classrooms and adapt to new challenges. The third area delves into the core concepts of the HAND:ET project, their interconnectedness, and the anticipated outcomes. The central elements of the HAND:ET project follow the complexity of educational processes within classrooms and schools and can be grouped into core concepts, tools and outcomes. The main concepts encompass social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) as well as diversity awareness. These concepts are deliv‐ered through the tools of mindfulness, empathic curiosity, and reflection. The outcomes directly expected are teachers possessing enhanced SEDA competencies, with indirect effects expected to include positive relationships within classrooms and schools.
Keywords: education, HAND:ET project, teachers, social and emotional competencies, diversity awareness, core concepts
Published in DiRROS: 27.01.2025; Views: 17; Downloads: 7
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