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The influence of upper limb position on landing technique during a drop vertical jump
Abstracts / Journal of Science and Medicine in Sport 20S (2017) e32–e66
91 Exercising hard or hardly exercising: What individuals choose to do on exergaming ergometers G. Parfitt 1,∗ , K. Glen 2 , T. Loetscher 2 , R. Eston 1 1
School of Health Sciences, Sansom Institute, University of South Australia, Australia 2 School of Psychology, University of South Australia, Australia Introduction: Exergaming is an emerging area of research that may improve feelings of pleasure, the enjoyment experienced, and promote dissociation from unpleasant physiological cues during exercise. Previous research reveals that when exercisers are allowed to self-select their intensity they report positive affective valence (pleasure) and exercise at intensities recommended for significant health benefits. With this in mind, the aim of the present study was to compare self-selected exercise intensity in standard ergometer mode with exergaming modes. It was hypothesised that participants would choose to work harder in exergaming modes, but this would still be pleasurable, with greater dissociation and more enjoyment than exercising in standard mode. Methods: In a quasi-experimental study, with order counterbalanced, participants (N = 20) 18–40 y (M = 24.15 y, SD = 5.9) took part in 3 bouts of self-selected exercise. Each bout lasted 15 min and was either on a ‘track’, ‘game’ or standard (non-exergaming) mode. In the ‘track’ and ‘game’ modes, participants had a visual scene and could steer a course, or chase dragons, respectively while cycling. In all modes, participants were required to maintain a cycling speed of 60 to 70 revolutions per minute and could change gears to increase or decrease resistance and therefore work rate. Before exercise, and at 3 minutes intervals, participants reported their affective valence (pleasure/displeasure) and perceived exertion. Heart rate and work rate were recorded every minute. After each exercise bout, levels of dissociation and enjoyment were reported. Results: Repeated measures analyses of variance revealed that participants worked harder in the game mode, followed by track and then standard mode (game and standard modes were significantly different, p < 0.05). Affect remained positive (2 ± 0.61) in all three conditions: the mode main effect approached significance (p = 0.08), with game mode the most positive. Dissociation and enjoyment were significantly higher (p < 0.01) in the exergaming modes. Discussion: Data support that participants’ work harder during exergaming exercise, but still feel good and enjoy it more than exercise in standard ergometer mode. Regardless of mode, when allowed to self-select the intensity participants worked at intensities recommended for physiological benefits. http://dx.doi.org/10.1016/j.jsams.2017.01.114 92 The influence of upper limb position on landing technique during a drop vertical jump D. Hillard 1,2 1
Faculty of Health Science, University of Sydney, Australia 2 The Sports Clinic, Australia Introduction: There have been few studies on the effect of upper limb position on lower limb biomechanics when landing. Basketball and netball require athletes to jump and catch a ball overhead before landing, and often the ball is not brought below
e41
chest level prior to passing or shooting. Knee injuries are commonly seen in both sports, and have been linked to higher risk lower limb biomechanics particularly in female athletes. The Landing Error Scoring System (LESS) has been developed as a valid, reliable clinical screening tool to assess jump landing biomechanics. The purpose of this study was to determine if holding a ball at eye level or above (DVJeyes) when landing would lead to higher scores on the LESS, when compared to a standard drop vertical jump (DVJ). Methods: 29 elite female athletes (10 basketballers, 19 netballers, age = 20.3, height = 174 cm, weight = 70.5 kg) were assessed performing the standard LESS drop vertical jump protocol, and when holding a ball at eye level during the initial landing (DVJeyes). Two digital cameras recorded sagittal and frontal views. The order of testing was randomised. Participants jumped down from a 30 cm box to a target area that was adjusted for height, before immediately performing a maximal vertical jump. During the DVJeyes, participants started on the box holding a ball, and were instructed to hold the ball at eye level or above during the initial landing phase. A 2 × 2 (jump × sport) repeated measures ANOVA was used. Results: There was a trend for worse LESS scores for the DVJeyes (Mean = 4.56, SD 1.18), when compared to the standard DVJ (Mean = 4.28, SD 1.38), although this did not reach significance (p = 0.057). There was no effect for sport (p = 0.584) or the interaction of jump*sport (p = 0.994) Discussion: There was a trend towards lower quality landing technique when holding a ball at eye level upon landing. This may have potential implications for sport specific screenings of basketball and netball players, and development of injury prevention programs. http://dx.doi.org/10.1016/j.jsams.2017.01.115 93 How do teachers need to be trained for physical education interventions to improve fundamental movement skills and/or physical activity? A systematic review N. Lander 1,∗ , N. Eather 2 , P. Morgan 2 , J. Salmon 1 , L. Barnett 1 1 2
Deakin University, Australia University of Newcastle, Australia
Introduction: Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). Yet, FMS proficiency and PA levels of children are lower than desired. Reviews of school based interventions to improve FMS and PA have shown that whilst some programs have achieved positive outcomes it is unclear as to what role teacher training has in this success. Objective: This is the first review that has aimed to investigate the characteristics of teacher training in school-based physical education PA and/or FMS interventions, in order to identify what role teacher training had on the intervention outcome. Methods: A systematic search of eight electronic databases was conducted. There were no publication date restrictions, and the last search was performed on March 1 2015. School PE interventions facilitated by a teacher, and that included a quantitative assessment of FMS and/or PA were included in the review. Results: The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results
91 Exercising hard or hardly exercising: What individuals choose to do on exergaming ergometers G. Parfitt 1,∗ , K. Glen 2 , T. Loetscher 2 , R. Eston 1 1
School of Health Sciences, Sansom Institute, University of South Australia, Australia 2 School of Psychology, University of South Australia, Australia Introduction: Exergaming is an emerging area of research that may improve feelings of pleasure, the enjoyment experienced, and promote dissociation from unpleasant physiological cues during exercise. Previous research reveals that when exercisers are allowed to self-select their intensity they report positive affective valence (pleasure) and exercise at intensities recommended for significant health benefits. With this in mind, the aim of the present study was to compare self-selected exercise intensity in standard ergometer mode with exergaming modes. It was hypothesised that participants would choose to work harder in exergaming modes, but this would still be pleasurable, with greater dissociation and more enjoyment than exercising in standard mode. Methods: In a quasi-experimental study, with order counterbalanced, participants (N = 20) 18–40 y (M = 24.15 y, SD = 5.9) took part in 3 bouts of self-selected exercise. Each bout lasted 15 min and was either on a ‘track’, ‘game’ or standard (non-exergaming) mode. In the ‘track’ and ‘game’ modes, participants had a visual scene and could steer a course, or chase dragons, respectively while cycling. In all modes, participants were required to maintain a cycling speed of 60 to 70 revolutions per minute and could change gears to increase or decrease resistance and therefore work rate. Before exercise, and at 3 minutes intervals, participants reported their affective valence (pleasure/displeasure) and perceived exertion. Heart rate and work rate were recorded every minute. After each exercise bout, levels of dissociation and enjoyment were reported. Results: Repeated measures analyses of variance revealed that participants worked harder in the game mode, followed by track and then standard mode (game and standard modes were significantly different, p < 0.05). Affect remained positive (2 ± 0.61) in all three conditions: the mode main effect approached significance (p = 0.08), with game mode the most positive. Dissociation and enjoyment were significantly higher (p < 0.01) in the exergaming modes. Discussion: Data support that participants’ work harder during exergaming exercise, but still feel good and enjoy it more than exercise in standard ergometer mode. Regardless of mode, when allowed to self-select the intensity participants worked at intensities recommended for physiological benefits. http://dx.doi.org/10.1016/j.jsams.2017.01.114 92 The influence of upper limb position on landing technique during a drop vertical jump D. Hillard 1,2 1
Faculty of Health Science, University of Sydney, Australia 2 The Sports Clinic, Australia Introduction: There have been few studies on the effect of upper limb position on lower limb biomechanics when landing. Basketball and netball require athletes to jump and catch a ball overhead before landing, and often the ball is not brought below
e41
chest level prior to passing or shooting. Knee injuries are commonly seen in both sports, and have been linked to higher risk lower limb biomechanics particularly in female athletes. The Landing Error Scoring System (LESS) has been developed as a valid, reliable clinical screening tool to assess jump landing biomechanics. The purpose of this study was to determine if holding a ball at eye level or above (DVJeyes) when landing would lead to higher scores on the LESS, when compared to a standard drop vertical jump (DVJ). Methods: 29 elite female athletes (10 basketballers, 19 netballers, age = 20.3, height = 174 cm, weight = 70.5 kg) were assessed performing the standard LESS drop vertical jump protocol, and when holding a ball at eye level during the initial landing (DVJeyes). Two digital cameras recorded sagittal and frontal views. The order of testing was randomised. Participants jumped down from a 30 cm box to a target area that was adjusted for height, before immediately performing a maximal vertical jump. During the DVJeyes, participants started on the box holding a ball, and were instructed to hold the ball at eye level or above during the initial landing phase. A 2 × 2 (jump × sport) repeated measures ANOVA was used. Results: There was a trend for worse LESS scores for the DVJeyes (Mean = 4.56, SD 1.18), when compared to the standard DVJ (Mean = 4.28, SD 1.38), although this did not reach significance (p = 0.057). There was no effect for sport (p = 0.584) or the interaction of jump*sport (p = 0.994) Discussion: There was a trend towards lower quality landing technique when holding a ball at eye level upon landing. This may have potential implications for sport specific screenings of basketball and netball players, and development of injury prevention programs. http://dx.doi.org/10.1016/j.jsams.2017.01.115 93 How do teachers need to be trained for physical education interventions to improve fundamental movement skills and/or physical activity? A systematic review N. Lander 1,∗ , N. Eather 2 , P. Morgan 2 , J. Salmon 1 , L. Barnett 1 1 2
Deakin University, Australia University of Newcastle, Australia
Introduction: Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). Yet, FMS proficiency and PA levels of children are lower than desired. Reviews of school based interventions to improve FMS and PA have shown that whilst some programs have achieved positive outcomes it is unclear as to what role teacher training has in this success. Objective: This is the first review that has aimed to investigate the characteristics of teacher training in school-based physical education PA and/or FMS interventions, in order to identify what role teacher training had on the intervention outcome. Methods: A systematic search of eight electronic databases was conducted. There were no publication date restrictions, and the last search was performed on March 1 2015. School PE interventions facilitated by a teacher, and that included a quantitative assessment of FMS and/or PA were included in the review. Results: The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results