The developmental and professional activities of female international soccer players from five high-performing nations

ABSTRACT

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15–16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement.     

EFLM Position Statement: Our profession now has a European name: Specialist in Laboratory Medicine

We need a common name to have a clear identity which best describes the scope of the work we carry out for the patients.A clear and easily understood name which reflects the level of education and training of a specialist in the medical laboratory, and hence eligibility to be on the EC4 Register, is therefore needed, whatever academic background and whether polyvalent or sub-specialised.     

A Review of “Profiles of New York State—Facts,Figures & Statistics for 2,365 Populated Places in New York”

In 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas.     

The performance of the ice hockey slap and wrist shots: the effects of stick construction and player skill

The purpose of this study was to examine the interaction of players’ skill level, body strength, and sticks of various construction and stiffness on the performance of the slap and wrist shots in ice hockey. Twenty male and twenty female subjects were tested. Ten of each gender group were considered skilled and ten unskilled. In addition to general strength tests, each subject performed the slap and wrist shots with three stick shafts of different construction and stiffness. Shot mechanics were evaluated by simultaneously recording ground reaction forces from a force plate, stick movement and bending from high speed filming and peak puck velocity from a radar gun. Data were analysed with a 4-way repeated measures ANOVA for several dependent variables including peak puck velocity, peak Z (vertical) force, peak bending and stick to ground angles, peak angular deflection of the shaft, and hand placement on the stick. The results indicated that: 1) the slap shot was much faster than the wrist shot corresponding to greater vertical loading force, stick bending, and greater width of the hand placement; 2) the puck velocity was influenced by skill level and body strength but not stick type; and, 3) that skilled players were able to generate more vertical force and bend of the stick, in part, by adjusting their hand positions on the stick. Further studies are needed to address the specific influence of body strength and skill on the techniques of these shots and in relation to stick material and construction properties.     

Maple syrup urine disease: An uncommon cause for neonatal metabolic distress

Maple Syrup Urine Disease is an autosomal recessive disorder caused by a deficiency in the activity of the branched-chain α-ketoacid dehydrogenase complex. This rare disorder represents one of the causes of acute neonatal illness which results in devastating disturbances of neurological development. On investigation of 1750 infants with neurological impairment for inborn errors of amino acid metabolism, 4 neonates with classical maple syrup urine disease were detected. These otherwise normal neonates presented in the first week after birth with seizures, lethargy and refusal of feeds, hypoglycemia and metabolic acidosis. The plasma and urine concentrations of the branched-chain amino acids were increased and there was ketoaciduria. Two of these neonates expired before specific treatment could be instituted. Routine biochemical screening of neonates with acute illness could unearth many cases of this rare inherited metabolic disease.     

What is modelled during observational learning?

In this article, we examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data. Initially, we review work involving neuroimaging techniques and infant imitation. We then evaluate data from behavioural experiments involving adults, wherein a variety of attempts have been made to isolate the critical or minimal information constraining the acquisition of coordination. This body of research has included comparisons between video and point-light displays, manipulations to the amount and type of information presented in the display, the collection of point-of-gaze data, and manipulations to the task context in terms of outcome goals. We conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (i.e. outcome constraints) and, in contrast with traditional theoretical modelling, more global aspects of a model (i.e. the relative motions within and between joints) do not appear to be the primary method for constraining action execution.