Kinematics of the field hockey penalty corner push-in

The aims of the study were to determine those variables that significantly affect push-in execution and thereby formulate coaching recommendations specific to the push-in. Two 50 Hz video cameras recorded transverse and longitudinal views of push-in trials performed by eight experienced and nine inexperienced male push-in performers. Video footage was digitized for data analysis of ball speed, stance width, drag distance, drag time, drag speed, centre of massy displacement and segment and stick displacements and velocities. Experienced push-in performers demonstrated a significantly greater (p < 0.05) stance width, a significantly greater distance between the ball and the front foot at the start of the push-in and a significantly faster ball speed than inexperienced performers. In addition, the experienced performers showed a significant positive correlation between ball speed and playing experience and tended to adopt a combination of simultaneous and sequential segment rotation to achieve accuracy and fast ball speed. The study yielded the following coaching recommendations for enhanced push-in performance: maximize drag distance by maximizing front foot-ball distance at the start of the push-in; use a combination of simultaneous and sequential segment rotations to optimise both accuracy and ball speed and maximize drag speed.     

ADMINISTRATIVE PRESSURE TO PRACTICE UNETHICALLY AND BURNOUT WITHIN THE PROFESSION OF SCHOOL PSYCHOLOGY

This investigation involved the surveying of school psychology practitioners (N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one‐third of participants claimed to have been pressured to behave unethically, with directives most commonly consisting of instructions to withhold recommendations for support services and to agree with inappropriate special education placement decisions. Practitioners who experienced administrative pressure reported higher levels of burnout, less satisfaction with their current position and the profession, and a greater desire to leave their job and the field of school psychology. The findings are presented within the context of current and projected shortages of practicing school psychologists. Implications for preventing burnout and promoting school psychologists’ occupational well‐being are discussed.