The influence of` preseason training phase and training load on body composition and its relationship with physical qualities in professional junior rugby league players

ABSTRACT

This study investigated changes in body composition in relation to training load determined using RPE and duration (sRPE), and its relationship with physical qualities over a preseason period. Sixteen professional academy players (age = 17.2 ± 0.7 years; stature = 179.9 ± 4.9 cm; body mass = 88.5 ± 10.1 kg) participated in the study. Body composition was assessed before and after each training phase and physical qualities assessed at the start and end of preseason. Across the whole preseason period, skinfold thickness, body fat percentage and fat mass were most likely lower (ES = ?0.73 to ?1.00), and fat free mass and lean mass were likely to most likely higher (ES = 0.31 to 0.40). Results indicated that the magnitude of change appeared phase-dependent (ES = ?0.05 to ?0.85) and demonstrated large individual variability. Changes in physical qualities ranged from unclear to most likely (ES = ?0.50 to 0.64). Small to moderate correlations were observed between changes in body composition, and TL with changes in physical qualities. This study suggests training phase and TL can influence a player’s body composition; that large inter-participant variability exists; and that body composition and TL are related to the change in physical qualities.     

Conference communications

Abstract

The objective of this study was to provide anthropometric, physiological, and performance characteristics of an elite international handball team. Twenty-one elite handball players were tested and categorized according to their playing positions (goalkeepers, backs, pivots, and wings). Testing consisted of anthropometric and physiological measures of height, body mass, percentage body fat and endurance ([Vdot]O_2max), performance measures of speed (5, 10, and 30 m), strength (bench press and squat), unilateral and bilateral horizontal jumping ability, and a 5-jump horizontal test. Significant differences were found between player positions for some anthropometric characteristics (height and percentage body fat) but not for the physiological or performance characteristics. Strong correlations were noted between single leg horizontal jumping distances with 5-, 10-, and 30-m sprint times (r = 0.51–0.80; P < 0.01). The best predictors of sprint times were single leg horizontal jumping with the dominant leg and the distance measured for the 5-jump test, which when combined accounted for 72% of the common variance associated with sprint ability. In conclusion, performance abilities between positions in elite team-handball players appear to be very similar. Single leg horizontal jumping distance could be a specific standardized test for predicting sprinting ability in elite handball players.     

Science assessments for all: Integrating science simulations into balanced state science assessment systems

This article reports on the collaboration of six states to study how simulation‐based science assessments can become transformative components of multi‐level, balanced state science assessment systems. The project studied the psychometric quality, feasibility, and utility of simulation‐based science assessments designed to serve formative purposes during a unit and to provide summative evidence of end‐of‐unit proficiencies. The frameworks of evidence‐centered assessment design and model‐based learning shaped the specifications for the assessments. The simulations provided the three most common forms of accommodations in state testing programs: audio recording of text, screen magnification, and support for extended time. The SimScientists program at WestEd developed simulation‐based, curriculum‐embedded, and unit benchmark assessments for two middle school topics, Ecosystems and Force & Motion. These were field‐tested in three states. Data included student characteristics, responses to the assessments, cognitive labs, classroom observations, and teacher surveys and interviews. UCLA CRESST conducted an evaluation of the implementation. Feasibility and utility were examined in classroom observations, teacher surveys and interviews, and by the six‐state Design Panel. Technical quality data included AAAS reviews of the items' alignment with standards and quality of the science, cognitive labs, and assessment data. Student data were analyzed using multidimensional Item Response Theory (IRT) methods. IRT analyses demonstrated the high psychometric quality (reliability and validity) of the assessments and their discrimination between content knowledge and inquiry practices. Students performed better on the interactive, simulation‐based assessments than on the static, conventional items in the posttest. Importantly, gaps between performance of the general population and English language learners and students with disabilities were considerably smaller on the simulation‐based assessments than on the posttests. The Design Panel participated in development of two models for integrating science simulations into a balanced state science assessment system. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 363–393, 2012     

How Constructivist-Based Teaching Influences Students Learning Science

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.     

Sources of differential participation rates in school science: the impact of curriculum reform

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five‐year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio‐economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio‐economic status.     

The influence of gravimetric moisture content on studded shoe–surface interactions in soccer

It is desirable for the studs of a soccer shoe to penetrate the sport surface and provide the player with sufficient traction when accelerating. Mechanical tests are often used to measure the traction of shoe–surface combinations. Mechanical testing offers a repeatable measure of shoe–surface traction, eliminating the inherent uncertainties that exist when human participant testing is employed, and are hence used to directly compare the performance of shoe–surface combinations. However, the influence specific surface characteristics has on traction is often overlooked. Examining the influence of surface characteristics on mechanical test results improves the understanding of the traction mechanisms at the shoe–surface interface. This allows footwear developers to make informed decisions on the design of studded outsoles. The aim of this paper is to understand the effect gravimetric moisture content has on the tribological mechanisms at play during stud–surface interaction. This study investigates the relationships between: the gravimetric moisture content of a natural sand-based soccer surface; surface stiffness measured via a bespoke impact test device; and surface traction measured via a bespoke mechanical test device. Regression analysis revealed that surface stiffness decreases linearly with increased gravimetric moisture content (p = 0.04). Traction was found to initially increase and then decrease with gravimetric moisture content. It was observed that: a surface of low moisture content provides low stud penetration and therefore reduced traction; a surface of high moisture content provides high stud penetration but also reduced traction due to a lubricating effect; and surfaces with moisture content in between the two extremes provide increased traction. In this study a standard commercially available stud was used and other studs may provide slightly different results. The results provide insight into the traction mechanisms at the stud–surface interface which are described in the paper. The variation between traction measurements shows the influence gravimetric moisture content will have on player performance. This highlights the requirement to understand surface conditions prior to making comparative shoe–surface traction studies and the importance of using a studded outsole that is appropriate to the surface condition during play.     

Influences of Institutional Expenditure Patterns on the Development of Students' Leadership Competencies

The central purpose of this study was to examine the relationship between the expenditure patterns of over 300 colleges and universities and changes in students' perceptions of their leadership abilities over a 4-year period. Our findings, unlike those of most earlier studies, suggest that institutional expenditure patterns do have a statistically significant, albeit modest, influence on the growth of students' leadership abilities. These atypical findings, in the context of prior studies, may be due to conceptual and methodological attributes of this study that sought to alleviate the deficiencies in previous research noted by Wenglinsky, namely, the use of path analytic procedures to examine the indirect and direct effects of institutional expenditure patterns and distinguishing among different types of expenditure categories. The implications of these findings for those who study the effects of college on students and those responsible for promoting student learning are discussed.     

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.