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Samband mellan knäledens rörelseomfång och skridskosprint : En korrelationsstudie på elitaktiva ishockeyspelare
No full textAim: The aim of this study was to investigate the relationship between the knee joint’s range of motion (maximal extension (Max E), maximal flexion (Max F), and total range of motion (Tot R)) and the performance measured in sprinttime of 40-meter linear skate sprint among elite active ice hockey players. Method: In a field study on ice, 20 male elite ice hockey players were tested. During a 40-meter linear skating sprint, knee joint range of motion and finish times were measured using specific measurement equipment. The relationships between knee joint range of motion and finish time were analyzed using Pearson’s correlation coefficient. One-repetition maximum (1RM) squat was used as a covariate to examine its potential influence on the results. Results: None of the variables Max E, Max F, or Tot R correlated with the finish time. Only Max E in the left leg showed a significant relationship (r = -0.48, p = 0.04) between knee joint range of motion and finish time when 1RM-squat was used as a covariate. However, the covariate 1RM-squat (r = -0.66, p <0.01) was significantly correlated with the finish time in the 40-meter skating sprint. Conclusion: The results indicate that knee joint range of motion does not affect finish time during a 40-meter linear skating sprint in elite ice hockey players. However, the results suggest that a higher 1RM-squat may contribute to faster skating sprint performance, even though it does not influence knee joint range of motion. This may be due to the analysis of the knee joint being done in isolation, excluding both the ankle and hip joints, which cooperate in force transfer to the ice surface during skating, as well as the contribution of the leg muscles to force generation. Syfte Syftet med denna studie var att undersöka sambandet mellan knäledens rörelseomfång (maximal extension (Max E), maximal flexion (Max F) och totalt rörelseomfång (Tot R)) och prestation mätt i sluttiden under en 40-meters linjär skridskosprint hos elitaktiva ishockeyspelare. Metod I en fältstudie på is testades 20 manliga elitaktiva ishockeyspelare. Under en 40-meters linjär skridskosprint uppmättes knäledens rörelseomfång och sluttider med specifik mätutrustning. Sambanden mellan knäledens rörelseomfång och sluttiden analyserades med Pearsons korrelationskoefficient. En repetition max (1RM) i knäböj användes som kovariat för att undersöka dess potentiella påverkan på resultaten. Resultat Ingen av variablerna Max E, Max F eller Tot R korrelerade med sluttiden. Endast Max E i vänster ben uppvisar ett signifikant samband (r = -0,48, p = 0,04) mellan knäledens rörelseomfång och sluttiden när 1RM-knäböj användes som kovariat. Däremot korrelerade kovariaten 1RM-knäböj (r = -0,66, p <0,01), signifikant med sluttiden på 40-meters skridskosprint. Slutsats Resultaten indikerar att knäledens rörelseomfång inte har någon inverkan på sluttiden under en 40-meters linjär skridskosprint hos elitaktiva ishockeyspelare. Däremot tyder resultaten på att högre 1RM-knäböj kan bidra till snabbare skridskosprintprestationer även om det inte påverkar knäledens rörelseomfång genom benmuskulaturens förmåga att generera kraft. Detta kan tänkas bero på att analysen av knäleden sker isolerat och att både fot- och höftleden utelämnas då dessa leder samverkar vid kraftöverföring i isytan vid skridskoåkning
Do gymnastics coaches feel psychologically safe in their coaching role? : A qualitative study of Swedish gymnastics coaches’ experiences and education regarding psychological safety and unsafety
No full textSyftet med studien var att undersöka gymnastiktränares upplevelser av psykologisk trygghet och otrygghet i sin tränarroll och i sin relation till ledarteamet, gymnaster och styrelsen. Studien undersöker även om gymnastiktränarutbildningar givit kunskaper om psykologisk trygghet. Datan samlades in genom semi-strukturerade intervjuer med fyra kvinnliga gymnastiktränare och två manliga gymnastiktränare samt analyserades med en tematisk innehållsanalys. Resultaten från upplevelser av psykologisk trygghet visar att goda relationer till tränarkollegor, gymnaster och styrelsen är en viktig grund för att tränarna ska känna sig psykologiskt trygga. Goda relationer innefattar stöd, gemensamma mål och värderingar, öppenhet, tillit och förtroende. Alla tränare i studien nämnde att utbildning, kunskap och erfarenhet även var en viktig grund för deras psykologiska trygghet. Otrygghet skapades när det fanns brist i utbildning, kunskap eller erfarenhet samt brist i styrelsearbete, tydlighet och respekt. En följd av detta var att man inte vågade tala fritt till exempelvis styrelsen eller i ledarteamet. Resultaten från upplevelser av utbildningsinnehållet visade att en stor del av utbildningarna främst fokuserar på gymnastiska övningar, medan delar inom ledarskap och psykologi var begränsat. De praktiska förslagen på hur utbildningsinnehållet kan förbättras enligt tränarna var (1) inkludera en större del om ledarskap, teamwork och trygga idrottsmiljöer, (2) förtydliga innehåll och begrepp, (3) införa stöd och uppföljning efter avslutad kurs, (4) införa mer diskussion och reflektion och (5) införa mentorskap för yngre och nya tränare. Temat ”trygga tränare, trygga gymnaster” genomsyrade hela studien, vilket även tidigare forskning inom området bekräftar. Tränarna visade en grundläggande förståelse för psykologisk trygghet trots att det är relativt nytt inom gymnastiken. Även om konceptet inte löser de problem som finns med ohälsosamma idrottsmiljöer, kan en ökad förståelse för hur man främja psykologisk trygghet ge positiva effekter långsiktigt. Forskning stödjer att om vi vill skapa trygga idrottsmiljöer för idrottare behöver vi arbeta för att skapa en miljö där även tränare känner sig psykologiskt trygga.The aim of this study was to investigate gymnastics coaches’ experiences of psychological safety and unsafety in their coaching role, as well as in their relationships with the coaching team, gymnasts and the board. The study also investigates whether the gymnastics coach education programs have provided knowledge about psychological safety. The data were collected through semi-structured interviews with four female and two male gymnastics coaches. The data was analyzed with thematic content analysis. The results from experiences of psychological safety show that positive relationships with other coaches, gymnasts and the board form an important foundation for coaches to feel psychologically safe. These positive relationships include support, shared goals and values, openness, trust and mutual respect. All coaches in the study also highlighted that education, knowledge and experience were important elements for their psychological safey. Unsafety was created when there was a lack of education, knowledge or experience, as well as a lack of board work, clarity, and respect. A consequence of this was that some coaches felt unable to speak freely, for example with the board or within the coaching team. The findings from experiences of the coach education content showed that a large part of the education focuses on gymnastic exercises, while parts related to leadership and psychology were limited. The practical suggestions for how the coach education content could be improved according to the coaches were to (1) include a larger part of leadership, teamwork and safe sport environments, (2) clarify content and concepts, (3) introduce support and follow-up after the course has been completed, (4) introduce more discussion and reflection and (5) introduce mentorship for younger and new coaches. The theme ”safe coaches, safe gymnasts” was present throughout the study, which is also confirmed by previous research in the area. The coaches demonstrated a basic understanding of psychological safety, even though the concept is relatively new within gymnastics. While the concept does not solve the problems that exist with unhealthy sport environments, an increased understanding of how to promote psychological safety can have positive effects in the long term. Research supports that if we want to create safe sports environments for athletes, we need to work to create an environment where coaches also feel psychologically safe
Diagnostic status moderates the association between verbal memory and left hippocampal volume in older adults with generalised anxiety disorder and healthy controls.
No full textINTRODUCTION: Generalised anxiety disorder (GAD) in older adults involves excessive worry and cognitive challenges. Verbal memory impairments is associated to hippocampal dysfunction, with cortisol and brain-derived neurotrophic factor (BDNF) being important in hippocampal integrity. Research on hippocampal volume and verbal memory in older adults with GAD is limited, with mixed findings. This study investigates verbal memory in older adults with GAD versus healthy controls, and relations with hippocampal volumes. METHODS: Participants included 49 adults with GAD (Mage = 65.82, SD = 3.94) and 49 controls (Mage = 67.73, SD = 4.11). Verbal memory was assessed using the California Verbal Learning Test Long Delay Free Recall, hippocampal volumes via MRI, BDNF from serum, and cortisol via saliva. We fitted a Bayesian multivariate linear regression with bilateral hippocampal volume as outcome measure, and predictors: age, gender, education, intracranial volume, IQ, BDNF, cortisol, SSRI use, CVLT Long Delay Free Recall (LD FR), CVLT Learning, and diagnostic status*CVLT LD FR interaction. RESULTS: A credible interaction showed better verbal memory associated to larger hippocampal volume in controls, but this relationship was attenuated in GAD. BDNF and cortisol were not credibly associated with hippocampal volume. CONCLUSION: Diagnostic status moderates verbal memory and hippocampal volume relations, suggesting a distinct neurocognitive profile in older adults with GAD compared to healthy controls.This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).</p
Justice beyond inclusion : the rightful presence of fat bodies in PE
No full textIn this article we problematize equity as inclusion and make a theoretical argument about rightful presence for the 'fat body' in PE. We argue that equity as inclusion is based on a guest/host power dynamic and a 'culture of hospitality' that comes with it. This argument rests on the assumption that inclusion involves a host who represents and safeguards the norms, values, and power structures of the community, welcoming the guest into that community. The host, in this context the institutional (cultural and material) conditions that constitute PE, will control the guests by the rights extended to them, rights that at any moment can be withdrawn. This creates a guest-host power dynamic by which students that do not fit the usual standards of PE will always be 'other', and their rights of presence and participation will always be conditioned.By introducing the concept of rightful presence, we hope to contribute to a debate on the inclusion of the 'fat body' in PE. In developing this argument, we re-analyze Cat Paus & eacute;'s story as described in her article (Paus & eacute;, C. [2019]. (Can we) get together? Fat kids and physical education. Health Education Journal, 78(6), 662-669) and use the situations she describes as a hypothetical example and an illustration to discuss what exclusion, inclusion, and rightful presence, respectively, mean for fat kids in PE.We argue that rightful presence can function as a fruitful and vital concept in research and pedagogical practice in that it encourages scholars and educators to recognize the right of all students to be fully present and to have the same rights as everyone else. It also helps us to ask new questions from a different perspective regarding, in this case, the rightful presence of fat bodies in PE.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. </p
Is there a relationship between physical tests and GPS-based match data in professional female football players?
No full textSyfte: Att undersöka samband mellan fysiska tester Countermovement jump (CMJ), 30–15 intermittent fitness test (30–15 IFT), och isometriskt hamstring test (ISO 30) med matchprestationsvariabler (maximal acceleration, total höghastighetslöpning (HSR total) och sprinthastighet) hos professionella damfotbollsspelare, för att identifiera prediktorer för prestation. Metod: Sjutton utespelare från ett professionellt lag testades under säsongen 2024. Spelarna genomförde CMJ (explosiv styrka), 30–15 IFT (aerob kapacitet) och ISO 30 (hamstringsstyrka). Matchdata samlades in via GPS-västar. De tre bästa resultaten per test användes i analysen. Pearson’s korrelations koefficient (p ≤ 0,05) användes för att analysera sambanden. Resultat: CMJ korrelerade signifikant med maximal acceleration (r = 0,606, p = 0,010) och 30–15 IFT korrelerade med HSR total (r = 0,709, p = 0,017). ISO 30 visade inget signifikant samband med sprinthastighet (r = 0,431, p = 0,084 Slutsats: CMJ och 30–15 IFT är användbara prediktorer för acceleration och HSR total hos professionella damspelare, särskilt hos kantspelare. ISO 30 predicerade inte maximal sprinthastighet. Det begränsade urvalet (n = 17) minskar generaliserbarheten.Purpose: To examine the relationship between physical tests countermovement jump (CMJ), 30–15 intermittent fitness test (30–15 IFT), and isometric hamstring strength test (ISO 30) with match performance variables (maximum acceleration, total high-speed running(HSR total), and sprint speed), in professional women’s soccer players to identify potential predictors of match performance. Methods: Seventeen outfield players from a professional women’s soccer team were studied during the 2024 season. Players underwent CMJ (explosive strength), 30–15 IFT (aerobic capacity), and ISO 30 (hamstring strength) tests. Match data were collected via GPS devices. Analyses used their top three test scores. Pearson’s correlation coefficient were applied (p ≤ 0.05). Results: CMJ was significantly correlated with maximum acceleration (r = 0.606, p = 0.010). 30–15 IFT also significantly correlated with HSR total (r = 0.585, p = 0.017). ISO 30 showed no significant correlation with maximal sprint speed (r = 0.431, p = 0.084) ). Conclusion: CMJ and 30–15 IFT predicted acceleration and HSR total, while ISO 30 did not predict sprinting velocity. The small sample (n = 17) limits generalizability
Documentation for Learning or Evaluation? : A Qualitative Study on High School Teachers´Experiences of Documentation Requirements
No full textSyfte och frågeställningar: Syftet med studien är att undersöka gymnasielärares upplevelser av deras arbetssituation kopplat till det ökade dokumentationskravet. Studien behandlar följande frågeställningar: • Hur hanterar gymnasielärare dokumentationskravet i praktiken? • Hur upplever gymnasielärare dokumentationskravet i relation till arbetsbelastning och tidsfördelning? • Hur upplever gymnasielärare dokumentationskravet i relation till det pedagogiskaarbetet? Metod: Studien bygger på en kvalitativ metod med semistrukturerade intervjuer. Ett snöbollsurval genererade studiens intervjupersoner, sju till antalet, där samtliga är gymnasielärare. Efter att intervjuerna genomförs och transkriberats, genomfördes en tematisk innehållsanalys och resultatet analyserades därefter utifrån ramfaktorteori. Resultat: För att hantera dokumentationskravet utvecklar lärarna egna strategier för attstrukturera upp arbetet. Strategierna syftar till att göra arbetet tydligt för eleverna och effektivtför de själva. Hur dokumentationen påverkar lärares arbetsbelastning och tidsfördelning beror framför allt på olika administrativa ramar så som hur många poäng de undervisar, hur många elever de undervisar samt vilka typer av kurser de undervisar i. Vissa lärare förklarar attdokumentationen har ett pedagogiskt värde medan andra inte tycker det. Slutsats: Studien visar att gymnasielärare hanterar dokumentationskravet med hjälp av olika strategier som de utvecklat över tid. Erfarna lärare har tydligare strategier och arbetetpåverkas av faktorer som antal elever, poäng och befintliga system på skolan. Resultatet indikerar att det behövs ytterligare studier för att kartlägga hur lärares olika förutsättningaroch erfarenhet påverkar deras arbete med dokumentation och hur det påverkar deras arbetsbelastning.Purpose and Research Questions: The purpose of the study is to explore high schoolteachers' experiences of their work situation in relation to the increasing documentation requirements. The study addresses the following research questions: • How do high school teachers manage the documentation requirements in practice? • How do high school teachers perceive the documentation requirements in relation to workload and time distribution? • How do high school teachers perceive the documentation requirements in relation to their pedagogical work? Method: The study is based on a qualitative method using semi-structured interviews. Asnowball sampling approach was used to recruit the study's participants, totaling seven, all of whom are high school teachers. After the interviews were conducted and transcribed, athematic content analysis was performed, and the results were subsequently analyzed using frame factor theory. Results: To manage the documentation requirements, teachers develop their own strategies tostructure their work. These strategies aim to make the work clear for students and efficient forthe teachers themselves. How documentation impacts teachers' workload and time allocationlargely depends on various administrative frameworks, such as the number of credits they teach, the number of students they teach, and the types of courses they teach. Some teachers explain that documentation has pedagogical value, while others do not share this view. Conclusion: The study shows that high school teachers manage the documentation requirements using various strategies they have developed over time. Experienced teacherstend to have clearer strategies, and their work is influenced by factors such as the number of students, credits, and existing systems at the school. The results indicate that further researchis needed to map how teachers' varying conditions and experience affect their work with documentation and how it impacts their workload
Viljan att delta i idrottsundervisningen : En kvalitativ studie om gymnasieelevers upplevelser och uppfattningar gällande motivation och deltagande i ämnet idrott och hälsa.
No full textStudien syfte är att få en djupare förståelse för elevers motivation kopplat till ämnet idrott och hälsa. Studien vill dels undersöka vilka moment i idrott och hälsa som eleverna känner en hög respektive låg motivation till för att delta i, samt vilka andra faktorer som påverkar deltagandet. Utifrån syftet så har nedanstående frågeställningar formulerats: Hur uppfattar gymnasieelever sin motivation till de olika praktiska momenten inom idrott och hälsa? (bollspel, orientering/friluftsliv, dans, redskapsgymnastik och simning). Vilka specifika känslor, såsom glädje, ångest, stolthet eller rädsla, upplever gymnasieelever i samband med idrottslektioner och hur påverkar dessa känslor deras deltagande och motivation i ämnet idrott och hälsa? Hur upplever gymnasieelever att deras idrottsbakgrund spelar in i sitt deltagande och motivation inom idrott och hälsa? Studien har genomförts utifrån en kvalitativ forskningsmetod med semi-strukturerade intervjuer som transkriberats och tematiserats. Respondenterna är sex gymnasieelever från Stockholmsområdet, varav två går i årskurs tre och fyra i årskurs ett. Urvalet är baserat på bekvämlighet. Resultatet visar att bollspel var det moment utav bollspel, orientering, friluftsliv, dans, redskapsgymnastik och simning som respondenterna fann mest roligt oavsett kön. Anledningen till att bollspel ansågs vara roligast beror på känslan av samhörighet, trygghet men även tidigare erfarenheter inom momentet. Det moment som var minst uppskattat var friluftsliv/orientering och redskapsgymnastik. Detta beror på utsatthet samt låg självkänsla, men även känslan av bristande ämneskunskaper hos läraren och bristande möjligheter till undervisning. Motivation till ämnet idrott och hälsa styrs av en rad olika faktorer. Vilket moment som bedrivs, vilka förkunskaper och erfarenheter eleven har, lärarens roll och kunskap, miljö och känslan av sammanhang och undervisningsmiljön. Den inre motivation och lärarens roll har utifrån denna studie störst påverkan när det kommer till motivation till aktivt deltagande.
Short- and Long-Term Effects on Physical Fitness in Older Adults : Results from an 8-Week Exercise Program Repeated in Two Consecutive Years
No full textIntroduction: Information on the long-term maintenance of short-term exercise fitness gains measured by field-based tests is scarce in older adults. This study aimed to investigate short- and long-term changes in various physical fitness parameters after an 8-week exercise program. Methods: In this longitudinal study, a total of 265 participants (62% women; mean age 71.4 ± 4.7 years) completed a field-based test battery of 12 fitness tests (22 parameters) at 2 pre-tests and 1 post-test following an 8-week exercise program (2 sessions/week, combining aerobic and strength activities) in 2 consecutive years. The tests assessed muscle endurance, muscle strength, cardiorespiratory fitness, and motor fitness. Results: Significant short-term improvements were observed, e.g., in isometric trunk flexion and extension endurance (21–37%) for both sexes in both years. Lower-body muscular endurance improved in the first year (9–12%) for both sexes, while cardiorespiratory fitness (6-min walk test) improved only for men in both years (3%). No changes were seen in submaximal cycle test heart rates or any balance tests in any year. Most fitness parameters did not significantly decrease during the 9-month inter-intervention period, with a few exceptions in trunk strength and walking distance. Conclusions: This study demonstrates physical fitness improvements in older adults following short-term exercise interventions and that some of these improvements were maintained long term, whereas a few of these physical fitness test improvements decreased significantly over 9 months in older adults
Fitness and Screen Time at Age 13 Relates to Academic Performance at Age 16.
No full textAIM: Investigate the longitudinal relationship between physical activity, organised physical activity, fitness, screen time and academic performance among Swedish adolescents. METHODS: Data from 1139 adolescents at age 13, included vigorous physical activity (accelerometry), fitness (submaximal ergometer test), screen time and organised physical activity participation (self-reported) and academic performance (math and Swedish grades at ages 13 and 16 from registry). Academic performance at age 16 was categorised as A-D (higher grades or pass) or E, F (fail or at-risk of failing). Multilevel logistic regression models were used to examine the relationships while adjusting for gender, parental education, parental country of birth and academic performance at age 13. RESULTS: Higher fitness at age 13 was associated with increased odds of receiving A-D at age 16 (OR: 1.04 per mL, 99% CI 1.00, 1.07, p = 0.003). High screen time during weekdays was associated with reduced odds (OR: 0.40, 99% CI 0.20, 0.81, p = 0.001) compared to low screen time. CONCLUSION: Academic performance at the end of compulsory school (age 16) was related to fitness and screen time 3 years earlier. These findings create a paradigm for future randomised controlled trials to explore how influencing these factors might affect academic performance.At the time of Karin Kjelleberg's dissertation this was a submitted manuscript.</p
Antimicrobial resistance and the non-accountability effect on consumers' behaviour
No full textPurpose A status quo situation has occurred among actors, policymakers, producers, retailers and consumers where no one takes the lead on the antimicrobial resistance (AMR) fight. Common theoretical approaches to behaviour including awareness, understanding and use are insufficient in the AMR context. In this paper, the authors suggest the application of accountability literature to fully understand the status quo situation with AMR. Design/methodology/approach AMR in food has become an alarming problem in the past decade and is an increasing threat to global health. The knowledge about AMR often comes from a medical context where the perspective is completely different. Therefore, it is difficult for consumers to apply this to a grocery store context purchasing food. Findings This paper uses the concept of accountability and the significant other within the accountability field and discusses how this could help overcome the non-action state of mind of consumers and other actors. Practical implications Enhanced accountability could significantly improve One-Health solutions for combating AMR. By fostering a culture of shared responsibility and transparent communication among stakeholders, the silo effect may be mitigated, promoting collaborative efforts. Accountability mechanisms should ensure that roles and responsibilities are clearly defined and communicated across sectors, such as health care, agriculture and policymaking. Educational initiatives can increase AMR awareness, enabling stakeholders to make informed decisions. Integrating perspectives from various domains will facilitate the development of holistic strategies, thus improving the overall effectiveness of efforts to address AMR and ensuring a sustainable approach to public health. Social implications Enhanced accountability in AMR management can lead to significant social benefits. By promoting transparency and collective responsibility, communities can foster greater trust and cooperation among various stakeholders, including health-care providers, policymakers and consumers. Increased awareness of AMR can empower individuals to make informed decisions, thereby promoting public health and safety. Socially, this could lead to more sustainable practices in antibiotic use and a reduction in the spread of resistant infections. In addition, fostering a culture of accountability ensures that efforts to combat AMR are more inclusive, equitable and effective, ultimately benefiting society as a whole. Originality/value The proposal to create strategies according to a basis of accountability can be applied at all levels of the AMR problem and for all actors. This therefore provides important knowledge about how AMR can be approached in a more long-term way where initiatives to prevent the spread of AMR do not take place in parallel or become difficult to access.This article ispublished under the CreativeCommons Attribution (CC BY4.0) licence.</p