Collision count in rugby union: A comparison of micro-technology and video analysis methods

The aim of our study was to determine if there is a role for manipulation of g force thresholds acquired via micro-technology for accurately detecting collisions in rugby union. In total, 36 players were recruited from an elite Guinness Pro12 rugby union team. Player movement profiles and collisions were acquired via individual global positioning system (GPS) micro-technology units. Players were assigned to a sub-category of positions in order to determine positional collision demands. The coding of collisions by micro-technology at g force thresholds between 2 and 5.5 g (0.5 g increments) was compared with collision coding by an expert video analyst using Bland–Altman assessments. The most appropriate g force threshold (smallest mean difference compared with video analyst coding) was lower for all forwards positions (2.5 g) than for all backs positions (3.5 g). The Bland–Altman 95% limits of agreement indicated that there may be a substantial over- or underestimation of collisions coded via GPS micro-technology when using expert video analyst coding as the reference comparator. The manipulation of the g force thresholds applied to data acquired by GPS micro-technology units based on incremental thresholds of 0.5 g does not provide a reliable tool for the accurate coding of collisions in rugby union. Future research should aim to investigate smaller g force threshold increments and determine the events that cause coding of false positives.     

Navigate the Net: Looking Back and Moving Forward

The Navigate the Net column will be under new joint editorship beginning with volume 29, issue number 1, 2010. In this column, the new editors look back at the past 15 years and discuss the purpose of the column and changes that have taken place in the way medical librarians use and relate to the Internet. The contributions of the previous editors are recognized and the purpose and future direction of the column are discussed. Brief biographies of the new editors are also included.     

Managing Exploratory Units in Academic Libraries

Abstract

This article describes the role of exploratory teams in leading radical innovation within academic libraries, empirically expanding on Jantz’s research on the managerial and environmental conditions necessary for the creation of such units. Using historical and contemporary private-sector examples, as well as an in-depth case study from successful implementation of one such unit, this article documents the components, characteristics, and return on investment associated with academic library R&D. Finally, by tackling the concept of exploratory activities at the organization, team, and individual levels, the article presents actionable techniques for fully supporting, and adequately nurturing creative professionals whose job is to redefine 21st century librarianship.     

Scholarly Productivity and Impact of School Psychology Faculty in APA‐Accredited Programs

The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure‐track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by faculty rank and gender between 2005 and 2009. Results of our study reflected considerable variability in scholarly impact and productivity. For example, on average, school psychology faculty published slightly more than one refereed journal article per year, with productivity rates ranging from zero to eight articles per year. Similar variability in results was observed for scholarly impact. Results of this study also revealed no significant differences in productivity and impact by scholarly rank. Significant differences were observed for gender, however, with higher productivity and impact for men than women. A secondary objective of this study was to rank the most productive and impactful faculty by total authorship credit, number of publications, and number of citations, and to examine the relationships among these different rankings. Implications and limitations are discussed.     

Teaching Theory Analogically: Using Music to Explain Criminological Theory

There have been a number of articles recently advocating the use of nontraditional mediums to teach criminological theory. Many of these articles have advocated using music and/or music lyrics to illustrate and enliven the various theories taught in introductory theory courses. Despite the growing attention paid to teaching criminological theory, few, if any, discuss how to help students understand the more fundamental ontological question—what is “theory.” This article proposes an alternative pedagogical approach that draws upon students’ understanding of musical genres analogically to explain: (1) the historical development of the various theoretical approaches, (2) the historical, cultural and theoretical antecedents of the various approaches, and (3) how to identify the theoretical orientation(s) and influences in an unfamiliar text. Ultimately, this approach is intended to counter the overly compartmentalized and linear understanding of theory unintentionally brought on by the dynamics of teaching schedules, generic “theory” textbooks, computerized presentation software and testing methods.     

An investigation of the in-game behaviours of professional,top-level youth soccer coaches

Abstract

Although research into coaching has increased considerably during the last two decades, an area of neglect has been that of the professional youth coach. The aim of this study was to investigate the working behaviours of six top-level professional soccer coaches. Data were collected using a modified version of the Arizona State University Observation Instrument and semi-structured interviews. The triangulation of the data ensured that both the “what” and the “why” of the coaches' behaviour were considered. Results revealed a conscious and well thought out pattern of behaviour: silently monitoring, interspersed with clips of instruction coupled with praise and encouragement. The interviews revealed three themes underpinning this behaviour: developing game understanding, support and encouragement, and coaches' role and influences. The use of silence was the largest single behaviour, the efficacy of which was considered in light of theories of experiential and discovery learning.     

Relationships among peak power output,peak bar velocity,and mechanomyographic amplitude during the free-weight bench press exercise

Abstract

The purpose of this study was to examine the relationships among mechanomyographic (MMG) amplitude, power output, and bar velocity during the free-weight bench press exercise. Twenty-one resistance-trained men [one-repetition maximum (1-RM) bench press = 125.4 ± 18.4 kg] performed bench press muscle actions as explosively as possible from 10% to 90% of the 1-RM while peak power output and peak bar velocity were assessed with a TENDO Weightlifting Analyzer. During each muscle action, surface MMG signals were detected from the right and left pectoralis major and triceps brachii, and the concentric portion of the range of motion was selected for analysis. Results indicated that power output increased from 10% to 50% 1-RM, followed by decreases from 50% to 90% 1-RM, but MMG amplitude for each of the muscles increased from 10 to 80%1-RM. The results of this study indicate that during the free-weight bench press exercise, MMG amplitude was not related to power output, but was inversely related to bar velocity and directly related to the external load being lifted. In future research, coaches and sport scientists may be able to estimate force/torque production from individual muscles during multi-joint, dynamic constant external resistance muscle actions.