The influence of short-term fixture congestion on position specific match running performance and external loading patterns in English professional soccer

The aim of the current study was to investigate positional specific physical performance and external load responses to short term fixture congestion in English professional soccer. A total of 515 match observations were categorised as G1: the first game in a week with >4 days following a previous game, G2: the second game in a week played <4 days since G1, and G3: the third game in a week played with <4 days between each of the previous games. Global positioning system and accelerometer-based metrics were partitioned into fifteen-minute epochs. These data were then analysed using a linear mixed model to assess both the within and between game positional differences. Total, low-intensity (<4.0 m·s^?1), medium-intensity (MID; 4.0–5.5 m·s^?1), and sprint distance (>7.0 m·s^?1) were significantly different across games. No between game positional differences were identified; however, within match position specific differences were observed for measures of MID and HID. No significant differences were evident for accelerometer derived metrics between games or across positions. The current data suggests that the use of fifteen minute within game epochs enables the detection of alterations in physical output during congested schedules. The observed within game positional differences has implications for player specific conditioning and squad rotation strategies.     

我在中国教书

2006年,对我来说是一个全新的开始,我来到了中国衢州。在这个全新的国度里,我从事了一份以前未曾做过的工作,同时也交上新的朋友。对我来说,以前从未有过这样的经历,所以来到衢州时一直有些紧张和担心,而即将独自去面对所有的一切让我尤其感到焦虑不安。此前,我曾经到过中国首都北京,但那是完全不同的一种情况：那时我是学生,     

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

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.     

Can the Wisdom of Aging be Activated and Make a Difference Societally?

The Experience Corps?, a community-based intergenerational program, was developed to promote the health of older adults, while simultaneously addressing unmet social and academic needs in public elementary schools. The model was designed to draw on, and potentially activate, the wisdom of older adults. This paper explores the nature of wisdom-related knowledge and how older adults may apply such knowledge when tutoring and mentoring young children, as well as the potential for the intergenerational transmission of wisdom from the older adult volunteers to the school children being mentored by them. Developing an understanding of these issues may provide a basis for the creation of more extensive wisdom-generating opportunities for both older and younger generations.     

网络技术:改进数据访问的性能

谈起网格,肯定要涉及数据、信息以及如何在分布式的基础设施上对二者进行智能化处理.而这个时候似乎更让大家着迷的是网格的计算能力,而数据在以计算为重点的网格中仅能占据次席.     

青少年运动员早期专业化训练的生理学问题

青少年运动员是运动员的一个特殊群体,正面临身体的生长发育和运动能力提高的双重压力,如何在不影响身体正常发育的同时又能在运动能力及身体素质等方面得到充分的发展,始终是青少年运动员在运动训练中亟待解决的问题,研究对处在发育期青少年的生理特点,运动能力训练等问题进行了探讨,以期能为青少年运动员的科学训练提供有价值的参考。     

“It’s not them,it’s me”: competing discourses in one aspiring teacher’s talk

In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do.