Sprint mechanical properties in soccer players according to playing standard,position, age and sex

ABSTRACT

The purpose of this study was to quantify possible differences in sprint mechanical outputs in soccer according to soccer playing standard, position, age and sex. Sprint tests of 674 male and female players were analysed. Theoretical maximal velocity (v₀), horizontal force (F₀), horizontal power (P_max), force-velocity slope (S_FV), ratio of force (RF_max) and index of force application technique (D_RF) were calculated from anthropometric and spatiotemporal data using an inverse dynamic approach applied to the centre-of-mass movement. Players of higher standard exhibited superior F₀, v₀, P_max, RF_max and D_RF scores (small to large effects) than those of lower standard. Forwards displayed clearly superior values for most outputs, ahead of defenders, midfielders and goalkeepers, respectively. Male >28 y players achieved poorer v₀, P_max and RF_max than <20, 20–24 and 24–28 y players (small to moderate), while female <20 y players showed poorer values than 20–24 and >24 y players for the same measures (small). The sex differences in sprint mechanical properties ranged from small to very large. These results provide a holistic picture of the force-velocity-power profile continuum in sprinting soccer players and serve as useful background information for practitioners when diagnosing individual players and prescribing training programmes.     

Building a More Diverse and Inclusive Cataloging Cooperative

Abstract

The Program for Cooperative Cataloging’s Strategic Directions document for 2018-2021 mark the first explicit mention of diversity and inclusion in PCC strategic planning, but the organization has a significant record of supporting diversity, inclusion and collaboration within the library cataloging community throughout its 25?year history. This paper will outline what the PCC has done to be more diverse and inclusive in its work and collaborations, and offer recommendations on where PCC should go next to even further support diversity, equity, and inclusion with collaboration in the future.     

The Prevalence of Additional Problems among Mentally Retarded Pupils as Compared to Mentally Normal Pupils1

Abstract:Haugen, R. 1981. The Prevalence of Additional Problems among Mentally Retarded Pupils as Compared to Mentally Normal Pupils. Scandinavian Journal of Educational Research 25,189‐200. The concept of additional problems is introduced in relation to mentally retarded pupils (MRP). It is defined as a significant discrepancy between a pupil's a) MA and achievements in reading‐writing, mathematics, and speech, b) CA and achievements in vision, hearing, fine and gross motor expression, and c) ‘normal’ somatic and emotional behavior and actual somatic and emotional behavior. The results strongly confirm the hypothesis that the prevalence of additional problems among MRP is greater as compared to mentally normal pupils with respect to all the nine variables under comparison.     

EDUCATIONISTS AND ACADEMICS: RATINGS OF COMMUNITY COLLEGE INSTRUCTORS

Relationships between student ratings, instructor pedagogical training, subject‐matter preparation in teaching field, and length of teaching experience were examined for community college university transfer instructors. Moderate but statistically signficant relationships were found between pedagogical training, amount of subject‐matter preparation in teaching area, and the rating subscale of Course Organization and Planning. Results indicated that students tend to give higher ratings to instructors with pedagogical training, while instructors with greater amounts of graduate‐level, subject‐matter preparation tend to receive lower ratings.     

Academic Self‐concept,Implicit Theories of Ability,and Self‐regulation Strategies

The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.     

National structures for building and managing sport facilities: a comparative analysis of the Nordic countries

Abstract

Sport facilities are instrumental in keeping the population fit and healthy. Governments worldwide are thus engaged in devising policies, programs and projects for building such facilities, with the aim of providing citizens with opportunities for a healthy lifestyle. This feature is prominent in the Nordic countries, which have incorporated sport, leisure and physical activity into their universal welfare models. Understanding policies and politics for building sports facilities has therefore become a cornerstone in the understanding of conditions for sport and physical activity for all. In this paper, we investigate and compare the national structures for building and managing sports facilities in the Nordic countries, in order to add to the understanding of how policies and politics for building sport facilities can add to or hamper the sport-for-all ambitions salient in most of today’s western societies.