Effects of flexibility and strength training on peak hamstring musculotendinous strains during sprinting

BackgroundHamstring injury is one of the most common injuries in sports involving sprinting. Hamstring flexibility and strength are often considered to be modifiable risk factors in hamstring injury. Understanding the effects of hamstring flexibility or strength training on the biomechanics of the hamstring muscles during sprinting could assist in improving prevention strategies and rehabilitation related to these injuries. The purpose of this study was to determine the effects of altering hamstring flexibility or strength on peak hamstring musculotendinous strain during sprinting.MethodsA total of 20 male college students (aged 18–24 years) participated and were randomly assigned to either a flexibility intervention group or a strength intervention group. Each participant executed exercise training 3 times a week for 8 weeks. Flexibility, sprinting, and isokinetic strength testing were performed before and after the 2 interventions. Paired t tests were performed to determine hamstring flexibility or strength intervention effects on optimal hamstring musculotendinous lengths and peak hamstring musculotendinous strains during sprinting.ResultsParticipants in the flexibility intervention group significantly increased the optimal musculotendinous lengths of the semimembranosus and biceps long head (p ≤ 0.026) and decreased peak musculotendinous strains in all 3 bi-articulate hamstring muscles (p ≤ 0.004). Participants in the strength-intervention group significantly increased the optimal musculotendinous lengths of all 3 hamstring muscles (p ≤ 0.041) and significantly decreased their peak musculotendinous strain during sprinting (p ≤ 0.017).ConclusionIncreasing hamstring flexibility or strength through exercise training may assist in reducing the risk of hamstring injury during sprinting for recreational male athletes.     

Needs of elementary and middle school teachers developing online courses for a virtual school

Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.     

Leading the way: Inside the experiences of high‐achieving African American male students

More than two‐thirds of all African American males who begin college never finish. This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?