A comparison of methods to estimate anaerobic capacity: Accumulated oxygen deficit and W’ during constant and all-out work-rate profiles

This study investigated (i) whether the accumulated oxygen deficit (AOD) and curvature constant of the power–duration relationship (W′) are different during constant work-rate to exhaustion (CWR) and 3-min all-out (3MT) tests and (ii) the relationship between AOD and W′ during CWR and 3MT. Twenty-one male cyclists (age: 40 ± 6 years; maximal oxygen uptake [V?O_2max]: 58 ± 7 ml · kg^?1 · min^?1) completed preliminary tests to determine the V?O₂–power output relationship and V?O_2max. Subsequently, AOD and W′ were determined as the difference between oxygen demand and oxygen uptake and work completed above critical power, respectively, in CWR and 3MT. There were no differences between tests for duration, work, or average power output (P ≥ 0.05). AOD was greater in the CWR test (4.18 ± 0.95 vs. 3.68 ± 0.98 L; P = 0.004), whereas W′ was greater in 3MT (9.55 ± 4.00 vs. 11.37 ± 3.84 kJ; P = 0.010). AOD and W′ were significantly correlated in both CWR (P < 0.001, r = 0.654) and 3MT (P < 0.001, r = 0.654). In conclusion, despite positive correlations between AOD and W′ in CWR and 3MT, between-test differences in the magnitude of AOD and W′, suggest that both measures have different underpinning mechanisms.     

Towards a model for measuring holistic performance of professional Football clubs

This paper introduces an experimental model to measure the holistic performance of professional football clubs. The model utilizes a selection of established financial and sporting indicators, which are weighted in accordance with their perceived relative importance and in relation to components of financial management and governing body regulations. The paper uses data pertaining to clubs competing in the English Premier League to demonstrate the outputs of the model. The authors argue that although the model is experimental, it still provides a useful platform to analyse performance of football clubs through further scientific investigation.     

Football,sport and the development of young people’s life skills

The development of life skills has been associated with participation in sport, football and other physical activities. A factor in enabling this ambition to be realized is the actions and behaviours of sports coaches. Drawing on the concept of positive youth development through sport, the first part of this paper considers the types of environments coaches need to create in order for players to develop life skills. The second part of this paper discusses formal coach education and its role in developing coaches’ knowledge of life skills development. The third and final section of this paper offers an alternative explanation of how people’s exposure to certain social contexts results in the development of life skills. A review of literature in these areas reveals that the role sport and football has played in players’ development of life skills is unclear and in need of future research attention.     

Identification of types of landings after blocking in volleyball associated with risk of ACL injury

Landing with a low knee flexion angle after volleyball block jumps may be associated with an increased risk of anterior cruciate ligament (ACL) injury. The aim of the present study was to identify the types of volleyball landings after blocks where the knee flexion angle is found to be under a critical knee flexion angle value of 30° at the instant of the first peak of the ground reaction force (GRF). Synchronized kinematic and kinetic data were collected for each trial. T-tests were used to determine if each knee flexion angle at the instant of the peak GRF was significantly different from the critical value of 30°. A repeated measures ANOVA was used to compare knee flexion angle, time to first peak and the magnitude of the first peak of the resultant GRF and knee stiffness. Significantly lower knee flexion angles were found in the “go” landing (p?=?.01, ES?=?0.6) and the “reverse” landing (p?=?.02, ES?=?0.6) only. The results for knee flexion angle and GRF parameters indicated a significant difference between a “reverse” and “go” and other types of landings, except the “side stick” landing for GRF. The “reverse” and “go” landings may present a risk for ACL injury due to the single-leg landing of these activities that have an associated mediolateral movement.     

Influence of cold-water immersion on limb blood flow after resistance exercise*

This study determined the influence of cold (8°C) and cool (22°C) water immersion on lower limb and cutaneous blood flow following resistance exercise. Twelve males completed 4 sets of 10-repetition maximum squat exercise and were then immersed, semi-reclined, into 8°C or 22°C water for 10-min, or rested in a seated position (control) in a randomized order on different days. Rectal and thigh skin temperature, muscle temperature, thigh and calf skin blood flow and superficial femoral artery blood flow were measured before and after immersion. Indices of vascular conductance were calculated (flux and blood flow/mean arterial pressure). The colder water reduced thigh skin temperature and deep muscle temperature to the greatest extent (P?<?.001). Reductions in rectal temperature were similar (0.2–0.4°C) in all three trials (P?=?.69). Femoral artery conductance was similar after immersion in both cooling conditions, with both conditions significantly lower (55%) than the control post-immersion (P?<?.01). Similarly, there was greater thigh and calf cutaneous vasoconstriction (40–50%) after immersion in both cooling conditions, relative to the control (P?<?.01), with no difference between cooling conditions. These findings suggest that cold and cool water similarly reduce femoral artery and cutaneous blood flow responses but not muscle temperature following resistance exercise.     

Definition and model of life skills transfer

For a sport skill to be considered a life skill, it must be successfully transferred and applied beyond sport. Life skills transfer is an essential process, but it has yet to be fully delineated within the sport psychology literature. The purpose of the current paper is to present a definition and model of life skills transfer and outline future research needs. A critical review of the literature within sport psychology and other learning-based disciplines is offered to assess our current understanding of learning transfer. A definition and model of transfer are then presented, focusing on the athlete learner’s experience of life skills transfer. Within the model, we first examine how athletes bring personal assets and autobiographical experiences to sport. Second, we explore how sport is a learning environment with distinctive demands, programme designs, and coach characteristics and strategies. Third, we explain how transfer contexts provide environmental conditions, which, depending on how they are interpreted or experienced, can help or hinder the transfer of life skills. Ultimately, we postulate that an individual experiences life skills transfer as an ongoing process whereby he/she continually interacts and interprets his/her environments to produce positive or negative life skills transfer outcomes.