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Reliability of medial versus lateral video analysis for footstrike assessment in treadmill and overground running
(Elsevier, 2026-05-01) Shao, Sikun; Chen, Yinjie; Mo, Shiwei; Hébert-Losier, Kim; Cheung, Roy T. H.
Although video analysis is widely used to assess footstrike pattern (FSP) and footstrike angle (FSA), the reliability of these measures from medial and lateral views remains poorly understood, particularly across treadmill and overground running. This study evaluated the intra-rater, inter-rater and inter-side reliability of FSP classification and FSA measurement between treadmill and overground running. This study involved seven novice runners on an indoor treadmill and nine experienced runners during an outdoor marathon-distance run. Synchronized medial- and lateral-view videos were recorded and analyzed twice by three trained raters using Kinovea software. FSP was categorized as rearfoot, midfoot or forefoot strike, and FSA was measured as the angle between the shoe sole and running surface at initial contact. A total of 1,680 treadmill and 134 overground footfalls were analyzed. Reliability was assessed using Cohen's or Fleiss’ kappa (k) for FSP classification and intraclass correlation coefficient (ICC) for FSA measurement. Excellent intra-rater (Cohen's k ≥ 0.89, ICC(1,1) ≥ 0.96) and inter-rater reliability (Fleiss’ k ≥ 0.85, ICC(2,1) ≥ 0.95) were indicated during treadmill running. For overground running, reliability remained good but comparatively lower (Cohen's k ≥ 0.74, ICC(1,1) ≥ 0.86; Fleiss’ k ≥ 0.64, ICC(2,1) ≥ 0.84). Inter-side reliability between medial and lateral views was excellent on the treadmill (k ≥ 0.88, ICC ≥ 0.94) but only fair to moderate overground (k ≥ 0.48, ICC ≥ 0.68). While video-based footstrike assessment is highly reliable in controlled laboratory settings, its application in field-based conditions requires caution due to diminished inter-side agreement.
Choosing the right time to learn evolving data streams
(IEEE, 2023) Bernardo, Alessio; Della Valle, Emanuele; Bifet, Albert
Continuous data generation over time presents new challenges for Machine Learning systems, which must develop real-time models due to memory and latency limitations. Streaming Machine Learning algorithms analyze data streams one sample at a time, progressively updating their models. However, is it necessary to utilize all the data for model updates? This paper introduces the Online Ensemble SPaced Learning (OE-SPL) strategy, an ensemble meta-strategy that combines online ensemble learning and the Spaced Learning heuristic to rapidly learn underlying concepts without using all samples. We evaluated OE-SPL on synthetic and real data streams containing various concept drifts, providing statistical evidence that OE-SPL achieves comparable performance to state-of-the-art ensemble models while recovering from multiple concept drift occurrences more efficiently, using less time and RAM-Hours.
Through the lens of disabled students: How we access and engage with higher education in Aotearoa New Zealand
(University of Newcastle, 2025) Blickem, Chelsea J.; Anderson, Jessica; van Dijk, Nikita; Herb, Annika; Lloyd, Clare; Richardson, Anthony; Corino, Maria-Teresa
This chapter presents findings from an accessibility audit undertaken by disabled students on a university campus in Aotearoa New Zealand. The audit captured disabled students’ experiences as they engaged with learning, teaching and social campus spaces. Despite government and institutional policy, commitments, and discourse, the authors highlight the everyday barriers that may be overlooked and explore their experiences of access and mobility, as well as inconsistent accommodations that can lead to stigma, social exclusion, and concern for safety. Importantly, the chapter situates findings within Te Tiriti o Waitangi obligations and Māori perspectives on disability, acknowledging the need for culturally responsive solutions. This chapter illuminates the complex accessibility challenges faced by disabled students but also serves as a powerful tool for advocacy and change. By centring disabled students’ voices and experiences, this work contributes to calls for change in how educational institutions conceptualise and implement accessibility measures, moving beyond compliance-based approaches toward more comprehensive understanding of accessibility as a human right.
Scholarly responses to ‘students’ experiences of open distance learning: A Samoan case study’
(University of Sydney, 2023) Chan, Philip Wing Keung; Baice, Tim; Fonua, Sonia M.; Diamond, Zane; Ji, Grace; Levy, Benjamin; Zeng, Shaoru Annie
This is foundational to the collective success of educational facilitators and learners in knowledge ecologies that are grounded in relationality. In summary, ODL can be an important tool to increase access and the number of teachers, but it needs to be contextually adapted, not just by the learners but also by curricular designers.
Managing digital citizens: Online safety and the rise of private actors in New Zealand schools
(Taylor & Francis, 2026) Doyle, Andrew; Estellés, Marta; Forbes, Dianne Leslie
Online safety has increasingly become an issue in schools worldwide. For both teachers and students, online safety problems, from sleep deprivation through to sextortion, present unprecedented challenges beyond the control of school management. The pressing nature of online safety issues combined with other material conditions, such as underfunded public systems and neoliberal administration models, has presented a breeding ground for private organisations to flourish in this field. In this study, we examine how schools enact online safety, the educational approaches underpinning these efforts and the conditions favouring the privatisation of online safety services. The context of the research is New Zealand – a country whose education system has experienced a sharp rise in privatisation over the last few decades. The study draws on ethnographic data with four high schools, involving school leaders, teachers, students and private organisations – for profit and non-profit – providing services to these schools. Our findings point at the unrealistic expectation of demanding schools guarantee young people’s safety online and the problems associated with the increasing privatisation of the field, including the lack of critical approaches to digital citizenship education. The article concludes with recommendations for policy makers, including legislative measures to hold online platforms accountable for online harm.