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Related Data for: Computer simulation on the cueing movements in cue sports: A validation study
No full textBackground
Simulation models have been applied to analyze daily living activities and some sports movements. However, it is unknown whether the current upper extremity musculoskeletal models can be utilized for investigating cue sports movements to generate corresponding kinematic and muscle activation profiles. This study aimed to test the feasibility of applying simulation models to investigate cue sports players’ cueing movements with OpenSim. Preliminary muscle forces would be calculated once the model is validated.
Methods
A previously customized and validated unimanual upper extremity musculoskeletal model with six degrees of freedom at the scapula, shoulder, elbow, and wrist, as well as muscles was used in this study. Two types of cueing movements were simulated: (1) the back spin shot, and (2) 9-ball break shot. Firstly, kinematic data of the upper extremity joints were collected with a 3D motion capture system. Using the experimental marker trajectories of the back spin shot on 10 male cue sports players, the simulation on the cueing movements was executed. The model was then validated by comparing the model-generated joint angles against the experimental results using statistical parametric mapping (SPM1D) to examine the entire angle-time waveform as well as t-tests to compare the discrete variables (e.g., joint range of motion). Secondly, simulation of the break shot was run with the experimental marker trajectories and electromyographic (EMG) data of two male cue sports players as the model inputs. A model-estimated muscle activation calculation was performed accordingly for the upper extremity muscles.
Results
The OpenSim-generated joint angles for the back spin shot corresponded well with the experimental results for the elbow, while the model outputs of the shoulder deviated from the experimental data. The discrepancy in shoulder joint angles could be due to the insufficient kinematic inputs for the shoulder joint. In the break shot simulation, the preliminary findings suggested that great shoulder muscle forces could primarily contribute to the forward swing in a break shot. This suggests that strengthening the shoulder muscles may be a viable strategy to improve the break shot performance.
Conclusion
It is feasible to cater simulation modeling in OpenSim for biomechanical investigations of the upper extremity movements in cue sports. Model outputs can help better understand the contributions of individual muscle forces when performing cueing movements.</p
Related Data for: Muscle rub enhanced explosive leg power but not flexibility or balance in college athletes
No full textAthletes often use muscle rub to heat up the muscles during warm-up as they believe this will improve their sports performance. However, there is no clear evidence on whether muscle rub application to the upper legs can improve physical performance in athletes. Twenty college athletes were randomized to either receiving 3g of muscle rub or a placebo. Static flexibility, dynamic balance, and explosive leg power were measured before and after the application of the muscle rub/placebo. Percentage changes in the performance scores (post–pre) were calculated and compared between the muscle rub and placebo groups using the Mann–Whitney U test and the smallest worthwhile change was calculated to offer further insights for individual participants. Results showed that jump distance significantly increased by 1.7% (p=0.028, large effect size) with muscle rub application compared to placebo. There was no significant difference in the percentage change between muscle rub and placebo groups in flexibility (p=0.520) and dynamic balance (p=0.529) performances. In conclusion, application of muscle rub on the upper legs positively enhanced explosive leg power but did not affect flexibility or dynamic balance performances
Related Data for: Influence of foot-landing positions at initial contact on knee flexion angles for single-leg drop landings
No full textPurpose: Small knee flexion angles are associated with increased non-contact anterior cruciate ligament (ACL) injury risks. The purpose of this study was to provide insights into how ankle plantar flexion angles influenced knee flexion angles at initial contact during single-leg drop landings.
Method: Thirteen male recreational basketball players performed single-leg drop landings from a 30-cm high platform using three randomized foot-landing positions (natural, fore-foot, and flat-foot). A motion capture system and a force plate were used to measure lower extremity kinematics and vertical ground reaction force (VGRF). A one-way repeated measures Analysis of Variance and the Friedman test were conducted (α = .05).
Results: Foot-landing position had a significant effect on knee flexion angles at initial contact (p
Conclusions: Natural and fore-foot landings are better for force absorption but are associated with smaller knee flexion angles at initial contact. These findings have important implications for non-contact ACL injuries.</p
Related Data for: Provision of early field experiences for teacher candidates in Singapore and how it can contribute to teacher resilience and retention
No full textWhile teacher retention is a pressing issue for many jurisdictions, Singapore has a relatively low teacher attrition rate. Drawing on the experiences of student teachers from the sole institute for pre-service teacher education in Singapore, this article argues that it is important to expose teacher candidates to a substantial period of school experience as part of the teacher recruitment process. Before they are officially enrolled into pre-service teacher education, the Ministry of Education in Singapore requires all teacher candidates in the Postgraduate Diploma of Education program to go through a compulsory school stint. The authors' research findings show that this exposure to the realities and complexities of teaching can be an important contributor to teacher retention in terms of assessing and promoting teacher candidates’ resilient qualities, such as passion for teaching, self-efficacy beliefs, and positive emotion. In other words, early field experiences can help teacher candidates understand themselves as teachers and assess their own suitability for a teaching career. This study sheds new light on the policies and practices of teacher retention and teacher recruitment strategies
Related Data for: Effect of caffeine ingestion on free-throw performance in college basketball players
No full textBackground: It is currently unclear whether pre-exercise caffeine ingestion can improve free-throw shooting performance, a vital skill in basketball. The purpose of this study was to investigate the effects of caffeine on free-throw shooting performance in college-aged basketball players.
Methods: Twelve males (23.1 ± 1.9 years; 180.1 ± 8.8 cm; 77.1 ± 12.4 kg) and six females (22.0 ± 1.3 years; 169.4 ± 8.9 cm; 67.0 ± 11.1 kg) who competed at the college level ingested 6 mg per kg of body mass of (a) caffeine or (b) maltodextrin (placebo) on two separate occasions in a random order. After 60 min, they performed five sets of a match-simulated basketball protocol comprising six sideline-to-sideline sprints on a standard basketball court followed by two free-throws after each set. The number of successful shots was counted. Heart rate and rating of perceived exertion (RPE) after each sprint set were also recorded.
Results: Caffeine ingestion did not improve overall free-throw success (caffeine = 6.1 ± 1.7 vs. placebo = 5.5 ± 2.0; p = 0.34) compared with placebo across all five sets. There was no change in shooting accuracy across sprint sets in either trial despite significant increases in both heart rate and RPE. Caffeine increased heart rate (p = 0.02) but had no effect on RPE (p = 0.57) across five sets compared with placebo.
Conclusions: Ingestion of 6 mg of caffeine per kg of body mass did not improve basketball free-throw performance. Free-throw performance did not deteriorate with increasing number of sprint sets.</p
Related Data for: Preparing graduates for future workplace: Development and validation of Work Readiness Assessment Inventory (WRAI)
No full textThe present book chapter offers a multi-dimensional work readiness inventory to understand the relations of 21-dimensional attributes of work readiness. As there are still limited measures for assessing the work-ready attributes of graduates, this study developed and validated work readiness assessment inventory (WRAI) in the higher educational context of Singapore. Based on our existing knowledge, there is no such empirical study that has identified these attributes and investigated their relations on work readiness. The present study was based on a sample of final-year university students from a university in Singapore. First, exploratory factor analysis (EFA) was conducted on 162 university students in a pilot study. Subsequently, confirmatory factor analysis (CFA) was conducted in the main study with 914 university students. Factorial results supported the 21-dimension WRAI structure. Findings related to the importance of equipping our university graduates with relevant work-ready skills and preparing them for career success in this complex economy. This book chapter thus highlights how work readiness relates to the 21 attributes that are likely desired by employers and identifies the attributes that universities could develop in their students. Implications and directions of higher education will also be discussed
Related Data for: The 4Cs in youth sport: Investigating psychometric multidimensionality, measurement invariance and criterion-related validity
No full textThe 4Cs of positive youth development have been proposed as an appropriate framework for assessing athlete outcomes across various sport domains. However, the psychometric multidimensionality of the full 4C model has not been rigorously investigated. This study examined the psychometric multidimensionality of the 4C model, comprising 10 subfactors, among youth team sport athletes (N = 510). We systematically compared confirmatory factor analyses and exploratory structural equation modelling (ESEM), along with their bifactor and hierarchical extensions, and discussed the empirical and practical appropriateness of these models. We further examined construct validity by testing measurement invariance over gender and sport type (contact, non-contact), and criterion-related validity on different aspects of peer motivational climate. ESEM was the optimal model, exhibiting construct and practical utility. Measurement invariance was broadly observed with four variant items; implications are discussed. Peer mastery climate was associated with positive outcome factors (e.g., competence, connection), while peer ego climate was associated with less desirable sport character (i.e., antisocial behaviours)
Related Data for: Comparison of lower limb and back exercises for runners with chronic low back pain
No full textIntroduction: This single-blind randomized trial was conducted to compare the treatment effect of lower limb (LL) exercises versus conventional lumbar extensor (LE) and lumbar stabilization (LS) exercises in recreational runners with chronic low back pain (cLBP), because there is currently no specific protocol for managing runners with cLBP.
Methods: Eighty-four recreational runners with cLBP were allocated to three exercise groups (LL, LE, LS) for an 8-wk intervention. Outcome measures included self-rated pain and running capability, LL strength, back muscle function, and running gait. Participants were assessed at preintervention, mid-intervention, and end-intervention; selected outcomes also followed up at 3 and 6 months. Generalized estimating equation was adopted to examine group-time interaction.
Results: The LL group improved 0.949 points per time point in Patient-Specific Functional Scale (P
Conclusion: LL exercise therapy could be a new option for cLPB management given its superior effects in improving running capability, knee extension strength, and running gait.</p
Related Data for: How does feedback formulation pattern differ between more-improvement and no-improvement student groups? An exploratory study
No full textAccumulating studies suggest including multiple feedback components such as evaluation and suggestion within one feedback unit is beneficial, yet how various feedback components are formulated and their learning effect remain understudied. This study examined the formulation pattern of different feedback components in the feedback given and received by groups with different levels of learning improvement. In social studies classrooms in Singapore, fourteen groups of secondary schoolers (n=61, female=61) participated in giving peer feedback during collaborative argumentation activities. Collaborative argumentation and feedback components of each group were collected and analyzed. The result reported that more improvement groups tended to give and receive feedback that included an evaluation or position component before giving suggestions. No-improvement groups were more likely to give and receive feedback that started with a supportive standpoint of the reviewed content before opposing standpoints. The findings provide insights for the implementation of effective peer feedback in authentic classroom settings
Related Data for: Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore
No full textThe purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience (M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience (M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values