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Handedness is a performance-influencing factor in many competitive sports. In female team handball, psychological factors such as motivation have been connected to handedness. It should be researched whether this is also the case in wheel gymnastics and whether motivation is related to performance or handedness. For this purpose, 203 German wheel gymnasts were studied. There are significant differences in motivational aspects between gymnasts of different handedness within the straight line discipline. No differences were found in the all-around. There were not enough cases of gymnasts competing in spiral or vault only. When comparing the prevalence of different types of handedness in the general population to those among wheel gymnasts, no specific evaluation could be conducted for male gymnasts due to too few cases, although it should be noted that all 13 male participants were right-handed. When comparing the percentages of the left-handed and ambidextrous among female gymnasts to those in the general female population, it is evident that there is a higher percentage of ambidexters and left-handers among wheel gymnasts than in the general female population. There are differences in the percentages of female gymnasts of different handedness competing in straight line and all-around. There are correlations between percentage of handedness and competitive results when considering quintiles of competitive results (e. g. r = 0.949 and p ≤ 0.014 for technical difficulty in left-handed athletes). Our results suggest that it might be necessary to consider handedness when it comes to individual coaching and selection.

Performance in many competitive sports is limited by motivation as well as constitutional factors. In this paper the question is addressed whether motivation is related to performance in wheel gymnastics and whether the manifestation of motivation is related to gender, performance level or competitive discipline. To this end, 203 German wheel gymnasts of varying performance level were studied. Different levels of motivation, competitive results and percentages of body fat were found in different groups of gymnasts: gymnasts performing in all-around/ straight line male and female athletes and in gymnasts competing at different performance levels. Also, female and male gymnasts differed significantly in body fat percentage, age and overall merit. Differences between performance levels underline the importance of individual coaching regarding, e. g., hope for success (p ≤ 0.003, η2 = 0.108) and other performance limiting factors. Further, individual coaching for athletes competing in different disciplines seems necessary, as shown by differences in the overall performance motive (p ≤ 0.033, η2 = 0.042). Therefore, each group of athletes should receive coaching tailored to their needs during training and performance that considers their individual background and circumstances, in order to optimize performance.

Objective In a convenience sample of athletes, we conducted a survey of COVID-19-mediated lockdown (termed ‘lockdown’ from this point forward) effects on: (i) circadian rhythms; (ii) sleep; (iii) eating; and (iv) training behaviors. Methods In total, 3911 athletes [mean age: 25.1 (range 18–61) years, 1764 female (45%), 2427 team-sport (63%) and 1442 elite (37%) athletes] from 49 countries completed a multilingual cross-sectional survey including the Pittsburgh Sleep Quality Index and Insomnia Severity Index questionnaires, alongside bespoke questions about napping, training, and nutrition behaviors. Results Pittsburgh Sleep Quality Index (4.3 ± 2.4 to 5.8 ± 3.1) and Insomnia Severity Index (4.8 ± 4.7 to 7.2 ± 6.4) scores increased from pre- to during lockdown (p

The affiliation of the author Lone Bogwasi, which previously read as: Lone Bogwasi Department of Orthopedics, Nyangabgwe Hospital, Francistown, Botswana Botswana Football Association Medical Committee, Gaborone, Botswana.

Objective Our objective was to explore the training-related knowledge, beliefs, and practices of athletes and the influence of lockdowns in response to the coronavirus disease 2019 (COVID-19) pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Methods Athletes (n = 12,526, comprising 13% world class, 21% international, 36% national, 24% state, and 6% recreational) completed an online survey that was available from 17 May to 5 July 2020 and explored their training behaviors (training knowledge, beliefs/attitudes, and practices), including specific questions on their training intensity, frequency, and session duration before and during lockdown (March–June 2020). Results Overall, 85% of athletes wanted to “maintain training,” and 79% disagreed with the statement that it is “okay to not train during lockdown,” with a greater prevalence for both in higher-level athletes. In total, 60% of athletes considered “coaching by correspondence (remote coaching)” to be sufficient (highest amongst world-class athletes). During lockdown

In times of fake news and alternative facts, a differentiated approach to (scientific) knowledge becomes increasingly important. In light of current events, namely the covid19-pandemic, understanding epistemic beliefs and their effect on dealing with misinformation and conspiracy theories is especially relevant. This study therefore explored relationships between epistemic beliefs (how individuals perceive knowledge and science, as well as scientific knowledge within specific research areas) and beliefs in covid19-related conspiracy theories.

To build the human capital of the adult population with less formal education and to have them earn income at the same time is a central question for many policy makers. This question is especially burning for women and men living in rural or marginalized locations. In parallel, large retailers are asking themselves how they can create more inclusive value chains while maintaining efficiency. In this report five case study firms (aggregator firms) from Kenya, Morocco, Sri Lanka, Peru, and Cambodia working each with networks of artisan entrepreneurs ranging in numbers from 150 to 2,500, provide evidence that the artisan-based fashion and home accessories industry has the potential to be a large job-generator and a valuable supplier. Three out of five aggregator firms have one or more women founders and female participation among artisans is 80 percent many of which with little formal education and from marginalized groups. “Managing for Growth and Inclusion” analyzes on how each of the aggregator firms has worked on four levels of capabilities for growth and inclusion. The results show that the aggregator firms have achieved growth and even high growth by using capabilities at four levels: a) by blending traditional skills with modern, market-oriented design and selling in global markets, b) by fulfilling management functions in a participatory way and using socially and environmentally sustainable production processes, c) by offering financial solutions to the artisans, and d) by taking advantage of some favorable aspects of the business and digital environment and the innovation ecosystem. A 12-steps program could be implemented to spur growth for similar firms.

Inhaltsübersicht I. Einführung II. Allgemeines aus dem Jahre 2016 III. Staatenberichtsverfahren

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vorgelegt von: Johanna Weber Graz, Univ., Dipl.-Arb., 2014

Die vorliegende Arbeit untersucht die Anforderungen im Handball. Als Teil des Anforderungsprofils im Handball wird immer wieder die Positionsspezialisierung genannt. Positionsspezifische Besonderheiten im Handball sind derzeit jedoch noch nicht ausreichend untersucht. Es besteht eine Diskrepanz zwischen Trainingsempfehlungen und empirischen Daten. Rückraummitte und Rückraumrechts / -links werden in vielen Studien nicht getrennt betrachtet, die besonderen Belange der Kreisläuferposition nicht berücksichtigt und die Torhüter wie Feldspieler trainiert, da hier die Anforderungen unklar sind. Die Außenposition wird teilweise genutzt, um jüngere oder taktisch unerfahrene Spieler aus dem Spiel in der Spielfeldmitte zu herauszuhalten. Auch ist der weibliche Bereich in der Literatur unterrepräsentiert. Um das Leistungspotential der Spieler voll auszuschöpfen, sollte jedoch positionsspezifisch trainiert werden. In der Arbeit wird untersucht, welche Leistungsfaktoren tatsächlich handballrelevant und positionsspezifisch ausgeprägt sind, weiterhin wird die Leistungsrelevanz der Positionsspezialisierung betrachtet. 654 Spielerinnen des DHB werden in einer Querschnittsanalyse in den Bereichen Koordination, Kondition, Konstitution, Technik, Taktik und Psyche untersucht. Die Leistungsunterschiede zwischen den Positionen sind hierbei als abhängige Variable zu sehen. Die handballspezifische Expertise der Spielerinnen dient als unabhängige Variable. Nach statistischer Auswertung liegen für fast alle der ausgewählten 37 Faktoren signifikante Unterschiede zwischen den Positionen vor. Die Koordination sowie psychische Leistungsfaktoren und eine positionsspezifische Konstitution sind auf allen Positionen wichtig, Außenspieler sowie Rückraumrechts / -links und sind vor allem technisch-konditionell und konstitutionell gefordert, Rückraumrechts / -links auch taktisch. Die Leistungsunterschiede zwischen den Positionen korrelieren für fast alle Faktoren mit der Expertise. Die Spezialisierung ist damit leistungsrelevant im weiblichen Handballsport. Die bisherigen Ergebnisse zur Positionsspezialisierung konnten erfasst und konkretisiert werden. Differenzierte Spielerprofile sowie Modellspielerinnen für die Positionen wurden erstellt, Unterschiede empirisch belegt und die Leistungsrelevanz der Spezialisierung nachgewiesen. This study analyzes the demands in Team Handball. The game requires position-related differences concerning the handball-relevant factors. Position-related differences in the requirements for team handball are still not yet sufficiently specified. There is a discrepancy between training-recommendations and empiric data. In many studies, centre backs are not distinguished from the rest of the back players, the special issues of the lineplayers are not appropriately considered and the goalkeepers are trained like fieldplayers, while the claims for this position are unknown. Lineplayers are sometimes shunted to their position to keep young and inexperienced players away from the tactically important positions in the middle of the court. Further, female team handball is underrepresented in literature. To really make use of the full potential of all players, position-specific training should be applied. This study investigates handball-relevant factors as such and their position specific developement. Also the connection between specialization and team-performance must be examined. 654 female handball players from all German leagues were tested cross-sectional concerning coordination, athletic condition, constitution, technics, tactics and psychological factors to concretise those facts. The handball-specific expertise of the players was used as independent variable. The performance-differences between the positions are seen as dependent variable. After statistic calculation it occurs that almost all of the chosen 37 factors significantly differ between the positions. All positions need to be well-developed in coordination and have special psychological and constitutional characteristics according to their position. Lineplayers and Halfbacks are mostly technical and conditional positions, also the Halfbacks have to be good at tactics. Further, a correlation between the differences and the expertise of the players occurs for almost all factors. Specialization is therefore a relevant factor in female team handball. Current results to position-specific differences were summarized and made more concrete. Differentiated profiles for the positions were created, the differences were documented and the differences’ relevance for the performance in female team handball has been accounted for.

Bei der Lektüre von großen Mengen leichter und unterhaltsamer Bücher handelt es sich um sogenanntes „extensives Lesen“ (Vgl. Helgesen 2005a). Dies stellt ein empfehlenswertes Hilfsmittel für den Fremdsprachenunterricht dar, da es sich positiv auf die Lesefertigkeit, die Lesegeschwindigkeit, das Vokabular, die linguistische Kompetenz, die Schreibfähigkeit und die Rechtschreibung auswirkt. Zudem soll es gute Lesegewohnheiten entwickeln und die Lust am Lesen steigern (Vgl. Richards et al. 1995). Diese Diplomarbeit versucht extensives Lesen in der Fremdsprache theoretisch zu situieren, zu erklären und zu rechtfertigen. Dabei wird sein Nutzen für den Spracherwerb hervorgehoben. Zwei im Englischunterricht erfolgreiche Zugänge zu extensiven Leseprogrammen für die ersten vier Lernjahre werden für den Spanischunterricht adaptiert. Die erarbeiteten Modelle basieren auf der Lektüre einfacher, authentischer Bilder- und Kinderbücher. Die Möglichkeit, aus einer breiten Palette unterhaltsamer Texte ihres Interesses selbst zu wählen, fördert die Leselust der Schüler. Zudem werden das Wissen und das Verständnis der verschiedenen kulturellen Gegebenheiten einzelner spanischsprachiger Länder durch die Themen mancher Texte geschult. Sowohl die adaptierte Sprache von Texten, die für den Sprachunterricht konzipiert sind, als auch die von Bilderbüchern, entsprechen der Sprachkompetenz der ersten beiden Lernjahre. Jedoch bieten Bilderbücher grundsätzlich eine größere Vielfalt an Themen an, so dass die verschiedenen Interessen der Schüler durch eine dementsprechend breitere Auswahlmöglichkeit besser angesprochen werden können. In Verbindung mit den kommunikativen und kreativen Übungen, die für den Spanischunterricht adaptiert wurden, kann dieser Zugang eine erste Lesegewohnheit entstehen lassen. Das „Diario“, das persönliche Leseerlebnisheft, stellt dabei ein wichtiges Hilfsmittel zur individuellen Reflexion dar. Die für die Bilderbücher genannten Aspekte gelten auch für die Verwendung von Kinderbüchern im 3. und 4. Lernjahr. Jedoch kommt dieser zweite Zugang durch das „proyecto de literatura“ den Anforderungen, die man an Jugendliche stellen kann, näher. Es fordert das selbständige und eigenverantwortliche Ausarbeiten unterschiedlicher Übungen. Diese regen zur Reflexion der Bücher, die von den Schülern ausgesucht wurden, an und können auf Wunsch evaluiert werden. Die praktische Umsetzung der vorgeschlagenen Mittel und Methoden ist zu empfehlen, da die Wahrscheinlichkeit, dass die Schüler eine intrinsisch motivierte Lesegewohnheit entwickeln, dadurch signifikant steigt. Eine Langzeitstudie zu den dabei entstehenden Lernerfolgen als auch zu der Entwicklung einer Lesegewohnheit von Seiten der Schüler wäre für diese Empfehlung aufschlussreich.