Association of the Functional Movement Screen™ with match-injury burden in men’s community rugby union

Evidence supporting use of the Functional Movement Screen (FMS^TM) to identify athletes’ risk of injury is equivocal. Furthermore, few studies account for exposure to risk during analysis. This study investigated the association of FMS^TM performance with incidence and burden of match-injuries in adult community rugby players. 277 players performed the FMS^TM during pre-season and in-season time-loss injuries and match exposure were recorded. The associations between FMS^TM score, pain, and movement-pattern asymmetries with match-injury incidence (≥8-days time-loss/1000hours), severe match-injury incidence (>28-days time-loss/1000hours), and match-injury burden (total time-loss days/1000hours for ≥8-days match-injuries) were analysed using Poisson regression. Multivariate analysis indicated players with pain and movement-pattern asymmetry during pre-season had 2.9 times higher severe match-injury incidence (RR, 90%CI = 2.9, 0.9–9.7) and match-injury burden (RR, 90%CI = 2.9, 1.3–6.6). Players with a typically low FMS^TM score (mean – 1SD threshold) were estimated to have a 50% greater match-injury burden compared to players with a typically high FMS^TM score (mean + 1SD threshold) as match-injury burden was 10% lower per 1-unit increase in FMS^TM score. As the strongest association with injury outcome was found for players with pain and asymmetry, when implementing the FMS^TM it is advisable to prioritise these players for further assessment and subsequent treatment.     

An Innovative Approach to Involving Parents in the Education of their Early Years Children

This paper describes and evaluates a project undertaken with parents from an inner city primary school in Hartlepool, UK, devised to help realise children's potential and raise standards. In order to achieve this, it was necessary to create a partnership between parents, school and the child in an environment characterised by the ‘core conditions’ (Rogers, 1957). It was hoped to increase the self‐esteem of the parents and to give them an understanding of the preschool curriculum in order to develop their skills, knowledge and confidence. It was also the intention of the project to involve these, and other parents, in school life and to enable them to take ownership of their own children's education. The multimedia approach involved video, photographs, word processing and press and radio interviews. The process encouraged the fulfilment of the objectives described above. The paper concludes by describing the successful outcomes of the project and indicates some possible developments.