Influence of the helical and six available Cardan sequences on 3D ankle joint kinematic parameters

Cardan/Euler and helical angles are the popular methods of quantifying angular kinematics. Cardan angles are sequence dependent and crosstalk can influence the kinematic calculations. The International Society of Biomechanics (ISB) recommends a sagittal, coronal, and then transverse (XYZ) sequence of rotations, although it has been proposed that when calculating rotations outside of the sagittal plane, this may not be the most appropriate method. This study investigated the influence of the helical and six available Cardan sequences on three-dimensional (3D) ankle joint kinematics. Kinematic data were obtained using an eight-camera motion analysis system as participants ran at 4.0 m/s ± 5%. Repeated measures ANOVAs were used to compare kinematic parameters, and intra-class correlations were employed to identify evidence of crosstalk across planes. The results indicate that in the transverse and coronal planes, peak angle and range of motion values using the YXZ and ZXY sequences were significantly greater than the other sequences. Furthermore, utilization of YXZ and ZXY sequences was associated with the strongest correlations from the sagittal plane, and the XYZ sequence was found to be associated with the lowest correlations. It appears that for the representation of 3D ankle joint kinematics, the XYZ sequence is associated with minimal planar crosstalk and as such its use is encouraged.     

Height,mass and skeletal maturity of elite Portuguese soccer players aged 11–16 years

Height, mass and skeletal maturity (Fels method) were assessed in 135 elite youth soccer players aged 10.7-16.5 years (only two boys were ?11.0 years). Sample sizes, years of training and current weekly training volume by two-year age groups were: 11-12 years ( n = 63), 2.6 - 1.0 years and 4.1 - 1.7 h; 13-14 years ( n = 29), 3.1 - 1.6 years and 4.5 - 1.7 h; 15-16 years ( n = 43), 4.7 - 2.4 years and 6.1 - 2.0 h. The oldest age group included membersof the national youth team.Heights and masses were compared to US reference values,and skeletal age and chronological age were contrasted. The players were also classified as late, average ('on time') and early maturers on the basis of differences between skeletal and chronological age, with the average category including boys with skeletal ages within - 1 year of chronological age. The mean heights and masses of 11- to 12-year-old soccer players equalled the US reference values, while those of players aged 13-14 and 15-16 years were slightly above the reference values. The mean skeletal age approximated mean chronological age in players aged 11-12 years (12.4 - 1.3 and 12.3 - 0.5 years, respectively), while mean skeletal age was in advance of mean chronological age in the two older groups (14.3 - 1.2 and 13.6 - 0.7 years, respectively, in 13- to 14-year-olds; 16.7 - 1.0 and 15.8 - 0.4 years, respectively, in 15- to 16-year-olds). Seven boys in the oldest age group were already skeletally mature and were not included when calculating differences between skeletal and chronological age. The proportion of late maturing boys in this sample of elite soccer players decreased with increasing chronological age. Among 11- to 12-year-old players, the percentages of late and early maturing boys were equal at 21% ( n = 13). Among 13- to 14-year-old players, the percentages of late and early maturing boys were 7% ( n = 2) and 38% ( n = 11) respectively, while among players aged 15-16 years the percentages of late and early maturing boys were 2% ( n = 1) and 65% ( n = 28) respectively. The results of this comparative analysis suggest that the sport of soccer systematically excludes late maturing boys and favours average and early maturing boys as chronological age and sport specialization increase. It is also possible that late maturing boys selectively drop-out of soccer as age and sport specialization increase.     

Training coaches to observe and remember

This study tested a video training method that was intended to improve the observational skills of soccer coaches. Three groups of soccer coaches were tested prior to and following a training period. The experimental group was exposed to a video training programme that was designed to highlight certain key elements of soccer team performance. Although both control groups were exposed to the same video excerpts as the experimental group, they were given different orienting activities. The subjects in control group 2 were asked to discuss these excerpts with a colleague and then write a report on what they had seen, while control group 1 members repeated prior test conditions that required them to remember certain events that preceded the scoring of goals. The results indicate that, although all coaches were incapable of remembering more than 40% of pertinent information, the subjects in the experimental group improved their ability to recall all events that surrounded the 'taking of shots'.     

Cognitive Styles: an integrated model

Abstract Cognitive styles are potentially useful in education as a means of characterizing stable individual differences that influence the effectiveness of teaching and learning. However, anyone interested in using styles in either research or practice is faced with a literature that is not only disorganized but also dated. Little basic research is being done to clarify the conceptual and measurement problems that bedevil the field. One way to revive interest in basic research would be to link ‘traditional’ conceptions of cognitive styles with the more vigorous field of cognitive psychology. This might result in new ways of conceptualizing individual styles, as well as resolving the problem of the relationships between styles. In this paper, I take a step in this direction by integrating some of the more common conceptions of cognitive styles into an information processing model of cognition.