Individual effects on biomechanical variables during landing in tennis shoes with varying midsole density

The aim of this study was to determine whether individuals responded uniquely to three different pairs of tennis shoes that differed only in midsole hardness. Kinematic and kinetic data were collected while the subjects (n = 3) performed a stereotyped lateral movement wearing each of the three pairs of tennis shoes. The results were analysed statistically for each subject separately. Variables were identified as discriminators between shoes for individual subjects based upon the results of separate discriminant analyses. After these analyses, a multivariate analysis of variance (MANOVA) was used for each subject to determine whether the discriminator variables differed significantly between shoes. A scoring system was devised that used the results of the MANOVA to assign scores to shoes for each variable. Cumulative scores for shoes (for each subject) were compared to determine which shoe was best for a subject. The results indicated that each subject responded uniquely to the shoes, and each demonstrated a preference for a particular pair of shoes. A need for single-subject designs exists when evaluating variations in athletic shoes.     

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations.     

Creating Collaborative Workstations for Reference and Public Use in Academic Libraries

ABSTRACT

The current focus on libraries as place involves the collaborative needs of library users for features such as movable furniture, group work areas, and amenities such as coffee shops. Additional attention needs to focus on how the technology infrastructure can support collaborative work in academic libraries. The one-user-one-machine setup common in many academic libraries does not do this. A collaborative workstation that is inexpensive and readily assembled is described along with equipment needs and costs. The impact of such a collaborative workstation for both reference work and public use is discussed.     

Flirting Competence: An Experimental Study on Appropriate and Effective Opening Lines

An experiment was conducted to examine the appropriateness and effectiveness of five flirtatious opening lines enacted by a male participant to initiate conversation with a female participant. Video messages were constructed to represent the following opening lines: direct introductions, direct compliments, humor attempts, cute–flippant lines, and third-party introductions. Participants were 642 college students who viewed one of these five videos and reported on the appropriateness and effectiveness of an opening line after controlling for perceptions of actor physical attractiveness. Results indicated that participants rated the third-party introduction and direct introduction opening lines as the most appropriate, whereas the third-party introduction was perceived as the most effective. Direct compliments, humor attempts, and cute–flippant lines were rated as equally inappropriate and ineffective.     

An adaptive filtering algorithm to estimate sprint velocity using a single inertial sensor

The assessment of sprint velocity is useful for evaluating performance and guiding training interventions. In this paper, we describe an adaptive filtering algorithm to estimate sprint velocity using a single, sacrum-worn magneto-inertial measurement unit. Estimated instantaneous velocity, average 10 m interval velocity, and peak velocity during 40 m sprints from the proposed method were compared to a reference method using photocell position-time data. Concurrent validity of the proposed method was assessed using mean absolute error and mean absolute percent error for all velocity estimates. The significance of the mean error was assessed using a factorial ANOVA for average interval velocity and a paired-samples t test for peak velocity. Reliability was assessed using Bland–Altman 95% limits of agreement for repeated measures. Average interval velocity was underestimated early in the sprint (??0.25 to ??0.05 m/s) and overestimated later (0.13 m/s) with mean absolute error between 0.20 m/s (3.95%) and 0.62 m/s (7.78%). The average mean absolute error was 0.45 m/s (7.02%) for instantaneous velocity and 0.63 m/s (7.84%) for peak velocity. The limits of agreement grew progressively wider at greater distances (??0.59 to 0.34 m/s for 0–10 m and ??1.32 to 1.59 m/s for 30–40 m). The estimation error from the proposed method is comparable to other wearable sensor-based methods and suggests its potential use to assess sprint performance.     

The impact of in-season national team soccer play on injury and player availability in a professional club

This study investigated the impact of in-season national team duty on injury rates and player availability in a professional soccer club. Time-loss injuries and exposure time during club and national team duties were recorded prospectively over 5 seasons (2009–2014). A time-loss injury was sustained by 37.7% of squad members participating in national duty, all injuries occurring in match-play. The incidence (per 1000 h exposure) for national team player match-play injuries did not differ (P = 0.608) to that for all players in club competitions: 48.0 (95% CI 20.9–75.5) vs. 41.9 (95% CI 36.5–47.4), incidence rate ratio = 1.2 (CI: 0.8–2.4). The majority (58%) of national team injuries resulted in a layoff ≤1 week. Of all working days lost to injury generally, 5.2% were lost through injury on national duty. Injury incidence in the week following national duty was comparable (P = 0.818) in players participating or not: 7.8 (95% CI 3.6–12.0) vs. 7.1 (95% CI: 4.6–9.6), incidence rate ratio = 1.1 (CI: 0.7–2.7). While approximately 40% of participating players incurred a time-loss injury on national duty, no training injuries were sustained and injuries made up a negligible part of overall club working days lost to injury. Following duty, players had a similar injury risk to peers without national obligations.     

Bone dynamics: Stress,strain and fracture

Bone is a dynamic tissue whose functional mass is controlled by the balance between the endocrine drive towards bone resorption and the mechanically‐engendered drive towards bone formation. Strain is the key intermediate variable between loading forces and bone remodelling. Animal studies have shown that static loading of bone has no osteogenic effect; bone loss occurs as if there were no loading at all. However, dynamic loading, that is, cyclic change in internal strain, is strongly osteogenic, with relatively few cycles required for maximum effect. However, if a sufficient number of cycles is applied, repetitive loading can cause stress fractures. This number decreases as internal strains increase. Thus strain redistribution within bone, as caused by muscle fatigue or improper sports equipment, is a significant cause of fracture.     

Effect of the Great Activity Programme on healthy lifestyle behaviours in 7–11 year olds

Abstract

The study investigated the effect of a school-based healthy lifestyles intervention on physical activity and dietary variables. In total 378 children (177 intervention, 201 control; age 9.75 ± 0.82 years (mean ± s)) took part in the 7-month intervention comprising: preparation for and participation in 3 highlight events (a dance festival, a walking event and a running event); an interactive website for pupils, teachers and parents; and vacation activity planners. Primary outcome measures were objectively measured physical activity (pedometers and accelerometers), endurance fitness and dietary variables. Multi-level modelling was employed for data analysis. The increase in physical activity was greater in the intervention group than the control group (steps: 1049 vs 632 daily steps each month; moderate to vigorous physical activity (MVPA) total: 4.6 min · day^?1 · month^?1 vs 1.3 min · day^?1 · month^?1; MVPA bouts: 5.4 min · day^?1 · month^?1 vs 2.6 min · day^?1 · month^?1; all P < 0.05). The increase in multi-stage fitness test distance was greater for intervention participants (46 vs 29 m · month^?1 of intervention, group × month interaction, P < 0.05). There were no differences between groups in dietary variables, body composition, knowledge of healthy lifestyles or psychological variables. Thus an intervention centred around highlight events and including relatively few additional resources can impact positively on the objectively measured physical activity of children.