The effect of ball-carrying technique and experience on sprinting in rugby union

There are several ways of carrying the ball in rugby union, which could influence the speed at which a player can run. We assessed 52 rugby players (34 males, 18 females) during a maximum sprint over 30 m without the ball, with the ball under one arm, and with the ball in both hands. Timing gates were used to measure time over the initial 10 m and the last 20 m. It has previously been reported (Grant et al., 2003) that running with the ball produces a slower sprinting speed than running without the ball. We hypothesized that the decrease in speed caused by carrying the ball would become less marked with the experience of the player. The male and female players were each divided into two groups: a "beginner" group that consisted of players in their first or second season and an "experienced" group that was composed of players who had played for more than two seasons. A 2 x 3 mixed-model analysis of variance was used to identify differences (P < 0.01) between the beginner and experienced groups in the three sprinting conditions. The times for the males for the first 10 m sprints without the ball, with the ball under one arm, and with the ball in both hands were 1.87 +/- 0.08 s, 1.87 +/- 0.08 s, and 1.91 +/- 0.1 s for the beginners, and 1.87 +/- 0.1, 1.88 +/- 0.1 and 1.88 +/- 0.12 for the more experienced players respectively. The times for the females for the first 10 m without the ball, with the ball under one arm, and with the ball in both hands were 2.13 +/- 0.16 s, 2.19 +/- 0.17 s, and 2.20 +/- 0.16 s for the beginners, and 2.03 +/- 0.12 s, 2.03 +/- 0.09 s, and 2.04 +/- 0.1 s for the more experienced players respectively. For the last 20 m of the 30-m sprint, there were differences between the different sprint conditions (P < 0.001) but no differences that were attributable to experience (P = 0.297). The times for the males over the last 20 m without the ball, with the ball under one arm, and with the ball in both hands were 2.58 +/- 0.19 s, 2.61 +/- 0.12 s, and 2.65 +/- 0.12 s for the beginners, and 2.59 +/- 0.12, 2.62 +/- 0.23, and 2.65 +/- 0.18 s for the more experienced players respectively. The times for the females over the last 20 m without the ball, with the ball under one arm, and with the ball in both hands were 3.25 +/- 0.38 s, 3.35 +/- 0.42 s, and 3.40 +/- 0.46 s for the beginners, and 3.04 +/- 0.32 s, 3.06 +/- 0.22 s, and 3.13 +/- 0.27 s for the more experienced players respectively. No gender-specific differences were detected. The results of this study suggest that practising sprints while carrying a ball benefits the early phase of sprinting while carrying the ball.     

Measuring what matters: Using technology to assess multidimensional learning

In this article we describe the challenges associated with assessing complex competencies envisioned as the targets of learning in the 21st century. Such competencies typically reflect the integration of multiple dimensions of knowledge and skill. Technology plays a crucial role in their assessment, from conceptualisation through design, data gathering and interpretation of results. We use the case of science proficiency to illustrate challenges associated with the assessment of the intended products of multidimensional learning and the benefits provided by technology. We frame assessment development as an evidence-centered design process and illustrate it by using cases drawn from middle school science. We then turn to ways in which assessment systems need to evolve to expand the scope of what can be done in the creation and use of valid, reliable and equitable assessments of complex, multidimensional learning. We conclude by discussing policy implications of technology-based assessment systems with an emphasis on measuring what matters versus measuring what is easy, since what we choose to assess will become the focus of instruction. Major advances in assessment policy and practice require investment in the development, validation and deployment of technology-based assessments that reflect the multidimensional competencies identified by contemporary research and theory.     

Comparing and assessing the consequences of two different approaches to measuring school effectiveness

Educational Assessment, Evaluation and Accountability - Nations, states, and districts must choose among an array of different approaches to measuring school effectiveness in implementing their...