Reliability and validity of two tests of soccer skill

Twenty-four players from the 1st/2nd (elite) and 24 players from the 3rd/4th (non-elite) university football teams were recruited to evaluate the Loughborough Soccer Passing Test (LSPT) and Loughborough Soccer Shooting Test (LSST) as tools to assess soccer skill. The LSPT requires players to complete 16 passes as quickly as possible. The LSST requires players to pass, control, and shoot the ball to targets on a full-sized goal. Participants completed two main trials each separated by at least one day. During both trials, the participants were given practice efforts before recording the mean of the next two (LSPT) or 10 (LSST) attempts as the performance score. For the LSPT, the mean time taken, added penalty time, and overall performance time were less in the elite players (elite: 43.6 s, s = 3.8; non-elite: 52.5 s, s= 7.4; P= 0.0001). For the LSST, there was no difference in the mean points scored per shot between groups (elite: 1.34, s = 0.46; non-elite: 1.28, s = 0.53). However, the elite players had higher mean shot speed (elite: 80 km h(-1), s = 4.5; non-elite: 74 km h(-1), s = 4.2; P < 0.0001) and performed each shot sequence faster (elite: 7.87 s, s= 0.29; non-elite: 8.07 s, s= 0.35; P= 0.037) than the non-elite players. Performance on both tests was more repeatable in elite players. In conclusion, the LSPT and LSST are valid and reliable protocols to assess differences in soccer skill performance.     

Carbohydrate ingestion and soccer skill performance during prolonged intermittent exercise

Abstract

The aim of this study was to investigate the effect of ingesting a carbohydrate-electrolyte solution, during the 90-min Loughborough Intermittent Shuttle Test, on soccer skill performance. Seventeen male soccer players ingested either a 6.4% carbohydrate-electrolyte solution or placebo solution equivalent to 8 ml · kg^?1 body mass before exercise and 3 ml · kg^?1 body mass after every 15 min of exercise, in a double-blind randomized cross-over design, with the trials separated by 7 days. The evening before the main trial, the participants performed glycogen-reducing exercise on a cycle ergometer (80 min at 70%[Vdot]O_2max) and were then fed a low-carbohydrate meal. After a 12-h overnight fast, they performed The Loughborough Soccer Passing Test before and after every 15 min of exercise. Analysis of the combined skill test data showed a significant time effect (P = 0.001) with differences between 0–45 and 75–90 min (P < 0.05). There was a 3% reduction in skill performance from before to after exercise in the carbohydrate-electrolyte trial, whereas in the placebo trial the decrease was 14% (P = 0.07). In conclusion, skill performance during the simulated soccer activity appeared to deteriorate in the last 15–30 min of exercise. However, providing 52 g · h^?1 carbohydrate during exercise showed a tendency to better maintain soccer skill performance than a taste-matched placebo.     

Caffeine ingestion enhances perceptual responses during intermittent exercise in female team-game players

We examined the influence of caffeine supplementation on cognitive performance and perceptual responses in female team-game players taking low-dose monophasic oral contraceptives of the same hormonal composition. Ten females (24 ± 4 years; 59.7 ± 3.5 kg body mass; 2–6 training sessions per week) took part in a randomised, double-blind, placebo-controlled crossover-design trial. A 90-min intermittent treadmill-running protocol was completed 60 min following ingestion of a capsule containing either 6 mg ? kg^?1 anhydrous caffeine or artificial sweetener (placebo). Perceptual responses (ratings of perceived exertion (RPE), feeling scale (FS), felt arousal scale (FAS)), mood (profile of mood states (POMS)) and cognitive performance (Stroop test, choice reaction time (CRT)) were completed before, during and after the exercise protocol, as well as after ~12 h post exercise. Caffeine ingestion significantly enhanced the ratings of pleasure (P = 0.008) and arousal (P = 0.002) during the exercise protocol, as well as increased vigour (POMS; P = 0.007), while there was a tendency for reduced fatigue (POMS; P = 0.068). Caffeine ingestion showed a tendency to decrease RPE (P = 0.068) and improve reaction times in the Stroop (P = 0.072) and CRT (P = 0.087) tests. Caffeine supplementation showed a positive effect on perceptual parameters by increasing vigour and a tendency to decrease fatigue during intermittent running activity in female games players taking low-dose monophasic oral contraceptive steroids (OCS).     

Morphological changes of the lateral abdominal muscles in adolescent soccer players with low back pain: A prospective cohort study

BackgroundMost papers examining the lateral abdominal muscles (LAMs) and low back pain (LBP) are cross-sectional, with groups of participants being divided into a control and an LBP group. We hypothesized that morphological measurements of the LAMs in adolescent soccer players may predict future LBP incidence. The aim of this study was to examine the associations between the morphology of LAMs and LBP incidence rate among adolescent soccer players.MethodsNinety-seven adolescent male soccer players with no LBP at baseline were recruited into the prospective cohort study. The thickness of the LAMs was measured at baseline by ultrasound imaging in a supine rest position. Nine cases of LBP occurred during the follow-up 6-month observation.ResultsAn obliquus internus (OI) asymmetry was related to increasing LBP risk (odds ratio = 19.99; 95%CI: 2.4–167.9). Spearman correlation also showed a linear relationship between OI asymmetry value and duration of LBP (R = 0.75, p = 0.02). An OI side-to-side difference greater than 1.25 mm suggests possible LBP incidence in the 6-month observation among adolescent soccer players.ConclusionThe morphological changes of the OI may be related to LBP’s incidence in adolescent soccer players. The presence of OI asymmetry increases the odds of LBP by at least 2.4 times. Hypertrophy of the OI on one side of the body may contribute to trunk muscle imbalance.     

Interactive cube for effective demonstration of virtual periodic table

Education and Information Technologies - Virtual Periodic Table (VPT) is an effective software tool to present elements in a conceivable three-dimensional (3D) mode. VPT is used to assist users in...     

Multi–sensory impairment: convenient label or recipe for confusion? A scoping review of research conducted in England (2001-20)

In England, the term ‘multi-sensory impairment’ (MSI) has come to overlap with other labels, which is problematic for both research and practice. We undertook a scoping review of empirical studies conducted in England over the past 20 years on MSI and overlapping labels. We designed and used a review protocol and combined multiple searching methods, including repeated database searches, manual searching of journals and expert recommendations. We identified 29 studies that met the criteria for inclusion in the review, and we analysed these according to three themes: (1) terminology used, (2) topic explored, and (3) methodology adopted. We found that terminology was varied and poorly defined, with a lot of overlap between key terms that were used sometimes interchangeably. Moreover, studies varied in the level of transparency provided when methodology was reported. Finally, there was a dearth of research into inclusion in mainstream schools and research gathering learners’ voices. Implications for future research include the need for: (1) identification of factors that have led to overlapping terminology, (2) greater transparency in how the methodologies used in the field are reported, and (3) more evidence, especially from research on strategies in settings that promote inclusion, and research that includes learners’ voices.     

雪上技巧项目运动员心理训练监控体系的建立——以自由式滑雪空中技巧和单板U型场地为例

以自由式滑雪空中技巧和单板U型场地滑雪项目为例,在综述已有研究的基础上,构建雪上技巧项目运动员心理训练监控体系,以期为提高运动员训练和比赛的技战术水平,在比赛中创造优异的运动成绩提供心理保障与服务。     

Acceptance of mobile technologies and M-learning by university students: An empirical investigation in higher education

Education and Information Technologies - Mobile-learning (M-learning) apps have grown in popularity and demand in recent years and have become a typical occurrence in modern educational systems,...     

Training Transfer and Transfer Motivation: The Influence of Individual,Environmental, Situational,Training Design,and Affective Reaction Factors

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.     

The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge

Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002). This study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.