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This study aimed to compare the kinetics between the push press (PP), push jerk (PJ), and split jerk (SJ). Sixteen resistance-trained participants (12 men and 4 women; age: 23.8 ± 4.4 years; height: 1.7 ± 0.1 m; body mass: 75.7 ± 13.0 kg; weightlifting experience: 2.2 ± 1.3 years; one repetition maximum [1RM] PP: 76.5 ± 19.5 kg) performed 3 repetitions each of the PP, PJ, and SJ at a relative load of 80% 1RM PP on a force platform. The kinetics (peak and mean force, peak and mean power, and impulse) of the PP, PJ, and SJ were determined during the dip and thrust phases. Dip and thrust displacement and duration were also calculated for the three lifts. In addition, the inter-repetition reliability of each variable across the three exercises was analysed. Moderate to excellent reliability was evident for the PP (Intraclass correlation coefficient [ICC] = 0.91–1.00), PJ (ICC = 0.86–1.00), and SJ (ICC = 0.55–0.99) kinetics. A one-way analysis of variance revealed no significant or meaningful differences (p > 0.05, η2 ≤ 0.010) for any kinetic measure between the PP, PJ, and SJ. In conclusion, there were no differences in kinetics between the PP, PJ, and SJ when performed at the same standardised load of 80% 1RM PP.

Objective: Social support is one mechanism through which peer support physical activity (PA) interventions influence behaviour. The aim of this study was to explore the sources and characteristics of social support for PA among office-based work colleagues. Design: A sequential mixed-methods approach was used. First, social network analysis was utilised to map the sources of social support. Then interviews and focus groups were used to explore the characteristics of this support. Setting: One UK public sector employer in the south of England. Method: Using an online survey, 99 employees (40 men; Mage = 40 ± 12 years) reported their PA and named specific colleagues who provided four forms of social support for PA (emotional, informational, companionship, validation). Social network diagrams for each support network were visualised using UCINET and Netdraw. Individuals identified as most frequently providing support for PA participated in one-to-one interviews ( n = 6) to discuss their perspective on social support for PA in the workplace. Three focus groups explored the characteristics of social support for PA among employees identified within the networks as support seekers or disconnected. These qualitative data were analysed thematically. Results: Different patterns of relationships between employees were demonstrated for the four forms of support with informational support provided most frequently and validation least frequently. Qualitative data illustrate how each form of support was provided and received, as well as further perceived characteristics of social support. Conclusion: These findings could help inform the future selection and training of peer PA champions in workplace settings and more widely.

Wearable physical activity (PA) monitors have improved the ability to estimate free-living total energy expenditure (TEE) but their application during arduous military training alongside more well-established research methods has not been widely documented. This study aimed to assess the validity of two wrist-worn activity monitors and a PA log against doubly-labelled water (DLW) during British Army Officer Cadet (OC) training. For 10 days of training, twenty (10 male and 10 female) OCs (mean ± SD: age 23 ± 2 years, height 1.74 ± 0.09 m, body mass 77.0 ± 9.3 kg) wore one research-grade accelerometer (GENEActiv, Cambridge, UK) on the dominant wrist, wore one commercially-available monitor (Fitbit SURGE, USA) on the non-dominant wrist and completed a self-report PA log. Immediately prior to this 10-day period, participants consumed a bolus of DLW and provided daily urine samples, which were analysed by mass spectrometry to determine TEE. Bivariate correlations and limits of agreement (LoA) were employed to compare TEE from each estimation method to DLW. Average daily TEE from DLW was 4112 ± 652 kcal·day against which the GENEActiv showed near identical average TEE (mean bias ± LoA: -15 ± 851 kcal day ) while Fitbit tended to underestimate (-656 ± 683 kcal·day ) and the PA log substantially overestimate (+1946 ± 1637 kcal·day ). Wearable physical activity monitors provide a cheaper and more practical method for estimating free-living TEE than DLW in military settings. The GENEActiv accelerometer demonstrated good validity for assessing daily TEE and would appear suitable for use in large-scale, longitudinal military studies.

Much gender research in education reinforces dichotomised expectations. However, it is possible that research itself has limited the way we may explore children's gender because of binaried approaches This study focussed on two concerns: gender in embodied experiences of physical activity of primary school children, and research methods that facilitate expression beyond traditional femininities/masculinities. Twenty-nine children (15 girls and 14 boys) aged 5–6yrs created two drawings of being physically active; one at, and one outside of, school. Interviews established the experienced nature of images. Teacher interview provided contextual information. Data were analysed with respect to gender signifiers. Meaning and content were linked identifying relational elements of significance. Findings showed children were likely to indicate neutral engagement in activity rather than gender conformant. Using drawings enabled presentation of nuanced identities. This highlights the need to enable expression of ‘difference’ in education based gender research and challenge binaried assumptions.

This review aimed to (1) systematically review the scientific literature evaluating the match-play characteristics of women’s soccer, (2) determine the methods adopted to quantify match-play characteristics of women’s soccer, and (3) present the physical, technical and tactical characteristics of women’s soccer match-play across age-groups, playing standards and playing positions. A systematic search of electronic databases was conducted in May 2021; keywords relating to the population, soccer and match-play characteristics were used. Studies which quantified physical, technical or tactical performance of women’s soccer players during match-play were included. Excluded studies included adapted match-play formats and training studies. Sixty-nine studies met the eligibility criteria. Studies predominantly quantified match-play characteristics of senior international (n = 27) and domestic (n = 30) women’s soccer match-play, with only seven studies reporting youth match-play characteristics. Physical (n = 47), technical (n = 26) and tactical characteristics (n = 2) were reported as whole-match (n = 65), half-match (n = 21), segmental (n = 17) or peak (n = 8) characteristics. Beyond age-groups, playing standard, and playing position, fourteen studies quantified the impact of contextual factors, such as environment or match outcome, on match-play characteristics. Distance was the most commonly reported variable (n = 43), as outfield women’s soccer players covered a total distance of 5480–11160 m during match-play. This systematic review highlights that physical match-performance increases between age-groups and playing standards, and differs between playing positions. However, further research is warranted to understand potential differences in technical and tactical match-performance. Coaches and practitioners can use the evidence presented within this review to inform population-specific practices, however, they should be mindful of important methodological limitations within the literature (e.g. inconsistent velocity and acceleration/deceleration thresholds). Future research should attempt to integrate physical, technical and tactical characteristics as opposed to quantifying characteristics in isolation, to gain a deeper and more holistic insight into match-performance.

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.

The lack of systematic training available for young dancers with disabilities has previously presented a barrier for those wishing to develop their skills and pursue a career in dance. Recently, a number of initiatives have launched to help bridge this gap; however, currently no established assessment measures exist that are sensitive to the needs of young dancers with disabilities while providing evidence of their competencies. The aim of this study was to develop a performance evaluation tool to allow tracking of progress in technique and performance skills in young dancers with a range of physical and/or intellectual disabilities. The tool allows scoring on a Likert-type scale on eleven criteria, including control of movement, coordination, spatial awareness, timing and rhythm, and surface or partner work. Six dancers were filmed during classes to allow retrospective evaluation of their performance by four judges. Intra-Class Correlation Coefficients (ICCs) for inter-rater and test-retest reliability demonstrated good reliability. Inconsistencies in scoring reduced and ICCs strengthened when trial one was removed from analysis; therefore, a familiarisation trial is recommended for future uses of this tool. Overall, this appears to be a reliable tool for evaluating elements of dance technique and performance in young dancers with disabilities.

Objective: The purpose of this study was to determine the strategies used in English football academies to manage hip/groin injury.\ud \ud Methods: Eighty-six academies were invited to complete an online survey based on three themes: Hip/groin injury (1) prevention; (2) screening; (3) return-to-play (RTP). \ud \ud Results: Sixty-four (74%) academies responded, of which fifty-two (81%) regularly conducted hip/groin injury prevention exercises; most commonly core/abdominal related, while only half of academies used high load eccentric exercises. Fifty-three (83%) utilised screening measures for hip/groin injury, with adductor-strength testing commonly used in 40 (77%) academies, whilst patient-reported outcome measures were used infrequently (6%). Fifty (78%) academies followed a specific RTP protocol, often linked to player baseline scores; with adductor-strength deficits and pain on RTP tests commonly noted indicators of readiness to RTP. \ud \ud Conclusion: Most, but not all responding academies, address prevention, screening and RTP in their management of hip/groin injury. Many preventative exercises are utilised, with core/abdominal related exercises most common. Screening for baseline scores, in particular assessing adductor-strength is often used for gauging RTP post-injury. Most management methods described by academies link to current evidence based literature; yet many elements of practice could be improved / standardised in the academy youth football level in the future.

In the UK, nearly one-third of children aged 2–15 years are failing to engage in sufficient physical activity (PA). Associated interventions are historically rationalized from adult perspectives. This study aimed to empower children as participants in the research process and experts of their own experience in an endeavour to inform activity intervention. Specifically, the place of social capital in facilitating PA was explored. One hundred and thirteen participants aged 5–10 years drew themselves being physically active and were interviewed about their pictures. An adapted critical visual methodology framework and descriptive narrative was used to explore relational aspects of content and meaning in generated data. The study found social capital formed an essential basis for participation in PA and that key social influencers shifted from family to peers between the ages of 5 and 7 years. It is argued that schools could develop PA opportunities through the positive manipulation of social relationships.

This investigation assessed whether a Technique Refinement Intervention designed to produce pronounced vertical hip displacement during the kicking stride could improve maximal instep kick performance. Nine skilled players (age 23.7 ± 3.8 years, height 1.82 ± 0.06 m, body mass 78.5 ± 6.1 kg, experience 14.7 ± 3.8 years; mean ± SD) performed 10 kicking trials prior to (NORM) and following the intervention (INT). Ground reaction force (1000 Hz) and three-dimensional motion analysis (250 Hz) data were used to calculate lower limb kinetic and kinematic variables. Paired t-tests and statistical parametric mapping examined differences between the two kicking techniques across the entire kicking motion. Peak ball velocities (26.3 ± 2.1 m · s−1 vs 25.1 ± 1.5 m · s−1) and vertical displacements of the kicking leg hip joint centre (0.041 ± 0.012 m vs 0.028 ± 0.011 m) were significantly larger (P

Background: The efficacy of robustness training on high versus low risk individuals within high risk groups is currently unknown. \ud Hypothesis/Purpose: The purpose of this study was to explore the efficacy of robustness training on injury risk factors in female youth soccer players and examine if high risk individuals are greater responders to such training\ud Study design: Controlled laboratory study\ud Methods: 125 elite youth female footballers on the English FA talent pathway were randomly selected into a training (n = 71) or control group (n = 54). Relative leg stiffness, 2D knee valgus and knee flexion range of motion (ROM) from a single leg counter-movement jump and probability of high knee abduction moment (pKAM) risk were all determined before and after a 16 week robustness training programme. For further analysis participants in the training group were split into high (pKAM >0.80; n = 33) and low risk (pKAM

Background: Aspects of the work environment influence employee well-being. However, it is unclear how employee lifestyle behaviours, health characteristics and well-being may differ within a broader occupational sector.Aims: To investigate the health characteristics, lifestyle behaviours and well-being of three Fire and Rescue Service (FRS) occupational groups that differ in shift work and occupational demands: operational firefighters (FF), emergency control (EC) and administrative support (AS) workers.Methods: Data were obtained via an online survey using previously validated questionnaires to assess health characteristics, lifestyle behaviours and perceived well-being. Differences between groups were explored, controlling for confounding variables, using analysis of covariance (ANCOVA) methods. Effect sizes are reported where appropriate to demonstrate clinical significance.Results: Four thousand five hundred and sixty-four FRS personnel volunteered, with 3333 (73%) completing the survey out of a total workforce of 60000 (8%). FF reported the lowest prevalence of chronic medical conditions (10%), compared with AS (21%) and EC (19%) workers. Total physical activity (PA) was 66% higher among FF compared with EC and AS workers. Components of sleep and self-rated health were independent predictors of well-being irrespective of FRS role.Conclusions: FF reported the highest levels of PA and highest perceptions of well-being, and the lowest prevalence of obesity and chronic medical conditions, compared with other FRS occupational groups. These findings may be used to inform FRS workplace intervention strategies.

Objectives\ud When performing actions under severe time pressure, the ability to anticipate is vital to performance. Skilled anticipation is underpinned by the use of both kinematic cues and contextual information, yet there have been few published reports examining how, and when, these two sources interact during anticipation.\ud \ud Design\ud This study employed a mixed experimental design. The between participants factor was skill level (skilled vs less-skilled) and the repeated measures factor was occlusion point (pre-run, mid-run, pre-release, post-release).\ud \ud Method\ud Altogether, 18 skilled and 18 less-skilled cricket batters anticipated deliveries from bowlers in a video-based simulation task where the footage was occluded at four-time points relative to ball release. Participants rated the importance of different sources of information when making their judgements at each occlusion point.\ud \ud Results\ud Skilled batters anticipated the deliveries significantly more accurately than the less-skilled group at all occlusion points (p

Previous literature has demonstrated that the intensity of dance class, as well as its discontinuous nature, is not sufficient to elicit an aerobic training response and that the aerobic capacity of dancers is relatively low. These findings have raised questions of the suitability of training, through class and rehearsal, as adequate preparation for the physical demands of performance and a sustained, successful career in dance. The aim of this study was to describe changes in aerobic fitness and energy cost of dance movement occurring throughout one year of training. Subjects were thirteen female dance students; seven first year undergraduate students (UG), and six postgraduate students (PG). At three time-points (TP1, TP2, TP3) during one academic year each subject completed a treadmill test, to determine VO2peak (ml.kg-1.min-1) and lactate threshold (LT) (ml.kg-1.min-1 and %VO2peak), and a standardised four-minute dance sequence, where mean demand was expressed as VO2 (ml.kg-1.min-1), heart rate (b.min-1), %VO2peak, and %LT. Both groups displayed an overall decrease in mean VO2peak throughout the year, despite a peak in fitness at TP2 in the PG students. No significant changes in LT were noted over time for either group. A significant reduction in the relative intensity of the dance sequence, particularly in relation to mean VO2 (ml.kg-1.min-1) and %LT data, was observed over time in both groups although the degree of change was less in the UG group than the PG group. Apparent adaptations during a rehearsal period in the PG group are presented in contrast to previous research findings. Recommendations for future research include further investigation into the energy demand of rehearsal and cardiorespiratory adaptation during rehearsal periods as well as further reporting of measures related to LT and movement economy.

Background: Deficits in adductor strength and flexibility are known risk factors for soccer hip/groin injury, yet little is known about the acute effects of soccer match play on these physical features. The aim of this study therefore was to examine the changes in adductor strength and flexibility before; during and immediately after soccer match play. \ud \ud Methods: Design: Twenty, male university soccer players (age = 22.35 ± 1.98 years) participated in this field-based, within subject, repeated measures study. Each participant performed three adductor squeeze tests at both 0° and 45° hip flexed test positions alongside a bent knee fall out test. Adductor squeeze scores were quantified using pressure sphygmomanometer and BKFO values recorded in centimetres. Each test was performed before (0 mins) half time (45 mins) and at full time (90 mins) of a competitive match. \ud \ud Results: Adductor strength decreased by 17.7% in 0° test position and 19.1% in 45° test position at 90 minutes of soccer play, whilst BKFO scores increased by 15% indicating a reduction in adductor flexibility. Statistical analysis showed significant effects of time Vs adductor strength and squeeze test position (P=

The aim of this study was to analyse the direction of turn when players received a centre pass in netball and the subsequent possession sequence. A total of 500 centre passes were analysed from seven UK Netball Super League matches. Variables that were explored included: turning direction when receiving a centre pass; court areas in which centre passes were received; pass successfulness following a centre pass and the amount of passes following a centre pass that led to a shooting opportunity. There was no significant difference between the type of turn when receiving a centre pass and the success of the following pass (χ²2 = 1.469, p = 0.480). However, there were a number of significant differences between the types of turn used in different areas of the court when receiving the ball from a centre pass. This suggests that players are more likely to use a particular turn in certain areas of the court when receiving a centre pass. Future research should explore defensive tactics and the movement of the attacking players from centre passes.

This research took place over a one year PGCE training period. The participants were given the opportunity to reflect on their experience in a verbal (focus groups, action learning sets and interviews) and written (journal and questionnaires) form. These reflective learning techniques were interpreted using Dewey’s five stages of learning. Results showed that participants with a pre – requisite of positive emotion could reflect through Dewey’s five stages and that action learning sets in the latter part of the training year was the most appropriate reflective learning strategy to enhance reflection.

We aimed to determine whether primary school teachers’ motivational regulations to exercise and self efficacy in delivering a physical education (PE) lesson are different based on prior PE training. Two groups of qualified primary school teachers were recruited; PE specialists and a group of generalist primary school teachers who also teach PE. All teachers completed the Behavioural Regulation in Exercise Questionnaire-2, International Physical Activity Questionnaire and the Teachers’ Sense of Efficacy Scale. PE specialists demonstrated significantly higher levels of intrinsic motivation towards exercise participation and took part in more physical activity in comparison to the generalist teachers. Regression analysis showed that being a PE specialist predicted higher scores in instructional strategies and classroom management in PE. Our findings support the use of Self Determination Theory concepts in understanding teacher’s exercise participation motivations. These findings have implications for the modelling role of teachers in encouraging children to be physically active.

from a current EdD which outlines the research.\ud “This is a study of student teachers’ ability to reflect on their own experience in order to support their learning. The study takes an interpretative approach to investigate how student teachers reflect over their PGCE year. This is an action research project generating qualitative data highlighting the views and experiences of students during their teacher training. This study took place over a one year period in one teacher training institution. There were six participants aged 22 or 23 years of age, who were all taking a post graduate route into teaching Physical Education. Analysis of the literature on reflection led to the formulation of two categories associated with reflection. These categories were reflection according to Dewey’s stages of learning and enhanced reflection. The data arose from different reflective learning activities and one subsequent interview. The data analysis initially distinguished the different stages of learning identified by Dewey (1933). This analysis created three research questions which focused on reflection, enhanced reflection and the use of narrative. Further analysis of the data demonstrated that most of the participants showed signs of reflection, with two participants demonstrating enhanced reflection which involves context, distance, ownership, power and emotion. All participants reflected by using a narrative to reconsider their experience. The conclusions were that given the opportunity student teachers demonstrated the ability to reflect but the oral reflective learning activities were the most effective and students require some guidance on how to reflect. The use of narrative was evident in all data and this may indicate an area for future research. The implication for initial teacher training programmes is that oral reflection through the use of a story provides the best opportunity to formalise learning through reflection. Therefore Schools of Education should provide opportunities for oral story telling. However the teacher training period is only the start of the reflection process and professional development programmes must provide further opportunity for teachers to develop their ability to reflect. Therefore career professional development programmes should incorporate opportunities for oral reflection.”

The act of embodiment highlights the tangible form of an idea, emphasising its - quality, associated feelings and/or characteristics, and providing the ability to conjure up a range of sensations (Lexico dictionary, 2020, [online]). Regarding movement and imagery, this is the somatic journey that is explored when the mover mentally pictures an image and discovers physical translations onto their moving body. \ud \ud This research project explores the role of imagery in dance, to develop knowledge as to how a choreographer can use the application of imagery as a tool during the creative process of making a dance work; how it is able to inform the formation of vocabulary and as a method to lead dancers toward embodiment in performance. Understanding how imagery can aid the embodiment of movement is useful when creating choreography, adding texture and quality to the movement, as well as providing the dancers with deeper connections to their individual responses, generating a sense of intimacy between the dancer and their movement. \ud \ud The term imagery itself can be described as a polysemous expression, due to the multiple meanings, connotations and derivatives. It can be regarded as; a concept in one’s mind, an artificial thought, a formation of mental pictures, or as Forrester describes “a mental representation of something (i.e. a visible object), not by direct perception but by memory or imagination; a mental picture or impression” (Forrester, 2000:3). This is valuable to this research as it will investigate how the dancers respond to their own images, how they individually perceive a mental picture and how this visualisation can then translate onto their body. \ud \ud Chapter one considers imagery from a psychological perspective, drawing on the ideas of Aristotle and Hume, to gain knowledge of how mental imagery is stimulated and formed in the mind of the ‘image-maker’ , therefore informing the way the dancers are approached as image-makers, in my choreographic process. This was explored through investigations into imagery during practice as research (PAR), utilising pre-established approaches of dance practitioners and choreographers, to deepen my understanding of how imagery can be used to enhance creativity and performance. \ud \ud The coming together of imagery and movement has been and continues to be used frequently throughout dance practice and choreography. This research examines in chapter two, methods developed by practitioners such as Joan Skinner and Moche Feldenkrais (1904-1984), which use imagery in a teaching environment. This also includes an interview with a dance practitioner, teaching within a university setting, in order to expand my understanding of how imagery can lead a dancer to deeper sensorial experience. This chapter underpins how choreographers, including Wayne McGregor and William Forsythe, use methods utilising imagery for creativity and embodiment when making movement. By drawing upon both imagery in teaching, and choreographic practice, it will help extend my knowledge on how it can be used choreographically, with evidence from my PAR interwoven throughout. I have worked with three dancers, who will be referred to as A, B and C, to create my final piece, Fragments from the Inside and to identify if the methods support and nourish the dancer’s progression toward embodied engagements with their physicality.

This presentation illustrates the key role of BA Dance students in the development of the Dance Technique Programme, and how a developing student and staff partnership is impacting on teaching and learning. It will consider how practice-based research has informed curriculum development, enabling the delivery of dance specific fitness training to first year students with a view to developing the athletic artist. \ud The presentation will examine the central role of student health and wellbeing as the driving force behind the initiation of this approach to Dance in Higher Education. Drawing on research in the field of Dance Science, qualitative and quantitative methodologies have been used in the monitoring and development of the programme. It will consider examples of how this research partnership is empowering and engaging students as they work to develop their dance skills and the impact it is having on my own teaching practice. \ud Finally it will consider how this partnership is continuing to evolve through a co-researching approach into the what, why and how of university dance training, with a focus on the potential to optimise student learning and performance, training fitter, healthier and better informed dance practitioners for the future.

This paper examines emerging concepts underpinning current research into fascial anatomy and body architecture and considers this knowledge in relation to dance and somatic practice. The paper is informed by the work of Tom Myers and Robert Schleip, who currently lead the field in fascial research. It includes an investigation into what fascia is, where it is and how it connects, alongside a consideration biotensegrity, the concept of the body as a tensegrity structure, of which fascia as a pre-stressed web of connective tissue forms an intrinsic part.\ud Recent advances in human dissection are leading to a more clearly defined understanding of fascial structure and function. This paper examines the key concepts that underpin the research, including fascia’s versatility and plasticity, its role in structural support, proprioception, kinetic memory, movement efficiency, and the transmission and integration of movement. These concepts suggest a new perspective on the common view of anatomy and biomechanics, of the skeleton suspended in a supportive web of connective tissue, rather than as a structural framework mobilised by muscle groups working in isolation.\ud In light of this research, somatic practices favoured by dance practitioners to supplement training and enhance performance are considered. These include Bartenieff Fundamentals, Feldenkrais and BMC, and are examined with a view to understanding the science behind the somatics. Whilst the ongoing research into fascia seems to be thriving, this paper proposes that the potential significance of this new knowledge for dance and somatic practice suggests a viable line of inquiry.