Introduction The hamstring muscles play a crucial role in sprint running, but are also highly susceptible to strain injuries, particularly within the biceps femoris long head (BFlh). This study compared the adaptations in muscle size and strength of the knee flexors, as well as BFlh muscle and aponeurosis size, after two eccentrically focused knee flexion training regimes: Nordic hamstring training (NHT) or lengthened state eccentric training (LSET, isoinertial weight-stack resistance in an accentuated hip-flexed position), to habitual activity (no training controls: CON).

Methods 42 healthy young males completed 34 sessions of NHT or LSET over 12 weeks or served as CON (n = 14/group). MRI-measured muscle volume of seven individual knee flexors and BFlh aponeurosis area, and maximum knee flexion torque during eccentric, concentric and isometric contractions were assessed pre- and post-training.

Results LSET induced greater increases in hamstrings (+18% vs +11%) and BFlh (+19% vs +5%) muscle volumes and BFlh aponeurosis area (+9% vs +3%) than NHT (all P ≤ 0.001), with no changes after CON. There were distinctly different patterns of hypertrophy between the two training regimes, largely due to the functional role of the muscles; LSET was more effective for increasing the size of knee flexors that also extend the hip (2.2-fold vs NHT), whereas NHT increased the size of knee flexors that do not extend the hip (1.9-fold vs LSET; both P ≤ 0.001). Changes in maximum eccentric torque differed only between LSET and CON (+17% vs +4%; P = 0.009), with NHT (+11%) in-between.

Conclusions These results suggest that LSET is superior to NHT in inducing overall hamstrings and BFlh hypertrophy, potentially contributing to better sprint performance improvements and protection against hamstring strain injuries than NHT.

Bilingual education has always been a cornerstone of Singapore’s education. Chinese Language (CL) is offered as a compulsory Mother Tongue Language (MTL) subject in all Singapore mainstream schools to students of Chinese ethnicity. With the intergenerational change of home language environment and increasingly diversified profile of CL students, supporting low-performing students has become an area of concern in the teaching of CL. In response, the Ministry of Education (MOE) implemented initiatives such as the Chinese Language Modular Curriculum in 2007 for Primary 2 to 6 levels and the Mother Tongue Support Programme (MTSP) in 2021 for Primary 3 and 4 levels. Yet, even with these initiatives, a structured learning support programme for lower primary low-performing students seems lacking, schools are expected to exercise their own discretion on how to customise intervention practices and support programmes for Primary 1 and 2 low-performing students of CL, and students excluded from the MTSP.

Therefore, this study aims to gain a deep understanding on how schools customise school-based support systems for the learning of low-performing students of CL, and to provide an in-depth description regarding the good practices that work together to create conducive conditions for the learning and development for these students.

To define good practices, this study uses a theoretical perspective based on Deci and Ryan’s self-determination theory (SDT) (1985, 2004) to discuss the need-supportive and need-thwarting factors within the schools practices. SDT postulates that humans are inherently motivated to learn and internalise knowledge, and this motivation will be fostered and sustained by supporting the basic psychological needs for autonomy, competence and relatedness. This study uses a multiple-case study design to answer two research questions:

1) How do schools support the learning of low-performing students of Chinese Language? What models, approaches, and strategies do schools/teachers use?

2) How do these models, approaches, and strategies support the psychological needs of low-performing students of Chinese Language? Why?

This study collects and analyses interview and observational data from three participating schools, elaborates on (i) the details of school support systems, focusing on conceptualisation, implementation, effectiveness and limitations of the various components of the systems, highlighting similarities and differences in several common procedural steps, including considerations on strengthening students' learning attributes, identification of low-performing students, deployment of teachers, and practices adopted by teachers in the classroom; (ii) how these nuances impact the support of the basic psychological needs of low-performing CL students, detailing the common need-supportive and need-thwarting factors and discussing their impacts.

This study provides a rich repertoire of data for school leaders, teachers and researchers seeking insights into the elements of an effective support system for low-performing students in Mother Tongue Languages and other subjects. Future studies can replicate this research across different levels, subjects, and school settings, and further empirical studies employing alternative measures can be conducted to assess the impact of each classroom condition and teacher behaviour on the psychological needs and motivation of low-performing students, providing a more substantive dimensions to the findings and phenomenon discussed in this study.

Purpose
The study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic.

Design/methodology/approach
Drawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns─newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns’ experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely.

Findings
Interns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace.

Originality/value
This study provides insight into interns’ experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.