Compliance and Fidelity With an Injury Prevention Exercise Program in High School Athletics

2021 ◽  
pp. 194173812110431
Author(s):  
Mickey I. Krug ◽  
Pamela M. Vacek ◽  
Rebecca Choquette ◽  
Bruce D. Beynnon ◽  
James R. Slauterbeck
Keyword(s):  
High School ◽  
Injury Prevention ◽  
Exercise Performance ◽  
Online Survey ◽  
Controlled Trial ◽  
American Football ◽  
School Level ◽  
Program Compliance ◽  
Athletic Teams ◽  
High School Athletic

Background: Use of injury prevention programs (IPPs) by high school athletes has increased but their success in reducing injury depends on program compliance and fidelity of exercise performance. Hypothesis: Compliance with the 11+ IPP and exercise performance fidelity by high school athletic teams depend on sex, sport, and level of play. Study Design: Secondary analyses of data from a randomized controlled trial (RCT). Level of Evidence: Level 2. Methods: The 11+ IPP was implemented by 100 male and female high school athletic teams (American football, soccer, basketball, and lacrosse). Team compliance and fidelity with the program were evaluated by direct observation of warm-up routines and a weekly online survey completed by coaches. Differences in compliance and fidelity due to sport, sex, and level of play were assessed by analysis of variance. Results: Coaches reported that their teams performed the full IPP an average of 1.45 times per week, and 28% of observed warm-ups included all exercises in the IPP. Compliance differed by sport but not by level of play or the athletes’ sex. At the end of the season, cueing was observed 19% of the time and differed by sport. Good technique was observed 66% of the time and varied by level of play. Conclusion: Team compliance with the IPP varied by sport and was below the recommended number of sessions per week needed to reduce injury. Removal of implementation barriers and improved support from coaches are needed at all levels of play for IPPs to be effective. Clinical Relevance: Clinical and sports practitioners intending to implement an IPP at the high school level should anticipate and address barriers that affect program compliance and fidelity of exercise performance. Frequent follow-up and instruction may be necessary for successful adoption of the IPP.

scholarly journals The impact of theory-based messages on COVID-19 vaccination intentions: a structured summary of a study protocol for a randomised controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Ben Young ◽  
Marie Kotzur ◽  
Lauren Gatting ◽  
Carissa Bonner ◽  
Julie Ayre ◽  
...  
Keyword(s):  
Online Survey ◽  
Controlled Trial ◽  
Significant Proportion ◽  
General Information ◽  
School Level ◽  
Text And Image ◽  
Post Intervention ◽  
Full Protocol ◽  
The Impact ◽  
Illness Coherence

Abstract Objectives Uptake of vaccination against COVID-19 is key to controlling the pandemic. However, a significant proportion of people report that they do not intend to have a vaccine, often because of concerns they have about vaccine side effects or safety. This study will assess the impact of theory-based messages on COVID-19 vaccination intention, drawing on the Necessity-Concerns framework to address previously reported beliefs and concerns about COVID-19 vaccination, and assess whether hypothesised variables (illness coherence, perceived necessity and concerns) mediate change in vaccination intention. Trial design Prospective, parallel two-arm, individually randomised (1:1) trial. Participants Adults aged over 18 years, living in Scotland and not vaccinated for COVID-19. A quota sampling approach will be used with the aim of achieving a nationally representative sample on gender, region and ethnic group, with oversampling of individuals with no educational qualifications or with only school-level qualifications. Intervention and comparator Intervention: Brief exposure to online text and image-based messages addressing necessity beliefs and concerns about COVID-19 vaccination. Comparator: Brief exposure to online text and image-based messages containing general information about COVID-19 and COVID-19 vaccination. Main outcomes Primary outcome: Self-reported intention to receive a vaccine for COVID-19 if invited, immediately post-intervention. Secondary outcomes: Self-reported COVID-19 illness coherence, perceived necessity of a COVID-19 vaccine and concerns about a COVID-19 vaccine, immediately post-intervention. Randomisation Quasi-randomisation performed automatically by online survey software, by creating a variable derived from the number of seconds in the minute that the participant initiates the survey. Participants starting the survey at 0-14 or 30-44 seconds in the minute are allocated to the intervention and 15-29 or 45-59 seconds to the comparator. Blinding (masking) Participants will not be blinded to group assignment but will not be informed of the purpose of the study until they have completed the follow-up survey. Investigators will be blinded to allocation as all procedures will be undertaken digitally and remotely without any investigator contact with participants. Numbers to be randomised (sample size) A total of 1,094 will be randomised 1:1 into two groups with 547 individuals in each. Trial Status Protocol version number 1.0, 26th February 2021. Recruitment status: Not yet recruiting, set to start April 2021 and end April 2021. Trial registration ClinicalTrials.gov, NCT04813770, 24th March 2021. Full protocol The full protocol is attached as an additional file, accessible from the Trials website (Additional file 1). In the interest in expediting dissemination of this material, the familiar formatting has been eliminated; this Letter serves as a summary of the key elements of the full protocol.

scholarly journals Strength and conditioning practices of high school rugby coaches: A South African context

2019 ◽  
Vol 115 (9/10) ◽  
Author(s):  
Bradley Robinson ◽  
Lee Pote ◽  
Candice Christie
Keyword(s):  
South Africa ◽  
High School ◽  
Public Schools ◽  
South African ◽  
Online Survey ◽  
Rugby Union ◽  
Weight Lifting ◽  
School Level ◽  
High School Level ◽  
Strength And Conditioning

Although rugby union as a sport is well established, the strength and conditioning practices of high school level players are not well known. Therefore, the main purpose of this study was to examine the current strength and conditioning practices that coaches implement at South African high school level rugby. A secondary purpose was to compare practices between high schools of different socio-economic status in South Africa. An online survey or in person interview (depending on the school) was conducted and 43 responses were received: from 28 coaches at schools among the top 100 rugby schools in South Africa for 2016 and from 15 coaches at no-fee public schools in the Eastern Cape Province of South Africa. Most coaches (72%) performed some form of physical testing, with the most common parameter tested being ‘speed’. The most common strength and conditioning practices utilised included flexibility (stretching), speed (free sprinting), agility (cone drills), plyometric (box drills) and resistance (weight lifting) training. Unlike the no-fee schools, the top 100 rugby schools implemented conditioning practices similar to best-known international practices. Furthermore, no-fee school coaches did not have the qualifications necessary to administer the correct training techniques. Education and upskilling on the best strength and conditioning practices for school level coaches need to be improved, particularly in less privileged schools. Such improvement is crucial to the transformation goals set out by the South African Rugby Union, which would benefit from player development in lower socio-economic schools.

scholarly journals Modification of the technology acceptance model in the use of Google classroom in the COVID-19 Era: A case studies in junior high schools

2021 ◽  
Vol 16 (5) ◽  
pp. 2598-2608
Author(s):  
Aditya Pratama
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Junior High School ◽  
Goodness Of Fit ◽  
Online Survey ◽  
Junior High ◽  
Ease Of Use ◽  
School Level ◽  
Measuring Instruments

The purpose of this research was to measure the acceptance of Google Classroom use by junior high school students using variables such as habits, satisfaction, knowledge, and skills. To achieve the set objective, it adopted the TAM, which measures technology usability and ease of use. TAM also provides a theoretical basis for measuring students’ perceptions concerning the use of Google Classroom in online learning during the COVID-19 pandemic. Based on this, a questionnaire was used to collect data through an online survey involving a sample of 306 students at the junior high school level. The data obtained was analyzed using exploratory and confirmatory factor analyses to obtain valid and reliable measuring instruments. AMOS was used to measure, assess the structural model based on the goodness of fit standard and test hypotheses.  as many as 84.3% of students had never used Google Classroom until the COVID-19 pandemic struck.   Keywords: TAM, Habit, Satisfaction, Knowledge, and skill;  

scholarly journals 238 Adolescent Sleep Variability, Social Jetlag, and Mental Health during COVID-19: Findings from a Large Nationwide Study

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A95-A95
Author(s):  
Patricia Wong ◽  
Amy Wolfson ◽  
Sarah Honaker ◽  
Judith Owens ◽  
Kyla Wahlstrom ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
At Risk ◽  
Online Survey ◽  
Short Form ◽  
School Level ◽  
Depression Symptoms ◽  
Social Jetlag ◽  
School Schedules ◽  
Instructional Formats

Abstract Introduction Adolescents are vulnerable to short, insufficient sleep stemming from a combined preference for late bedtimes and early school start times, and also circadian disruptions from frequent shifts in sleep schedules (i.e., social jetlag). These sleep disruptions are associated with poor mental health. The COVID-19 pandemic has impacted education nationwide, including changes in instructional formats and school schedules. With data from the Nationwide Education and Sleep in TEens During COVID (NESTED) study, we examined whether sleep variability and social jetlag (SJL) during the pandemic associate with mental health. Methods Analyses included online survey data from 4767 students (grades 6-12, 46% female, 36% non-White, 87% high school). For each weekday, participants identified if they attended school in person (IP), online-scheduled synchronous classes (O/S), online-no scheduled classes (asynchronous, O/A), or no school. Students reported bedtimes (BT) and wake times (WT) for each instructional format and for weekends/no school days. Sleep opportunity (SlpOpp) was calculated from BT and WT. Weekday night-to-night SlpOpp variability was calculated with mean square successive differences. SJL was calculated as the difference between the average sleep midpoint on free days (O/A, no school, weekends) versus scheduled days (IP, O/S). Participants also completed the PROMIS Pediatric Anxiety and Depressive Symptoms Short Form. Data were analyzed with hierarchical linear regressions controlling for average SlpOpp, gender, and school-level (middle vs high school). Results Mean reported symptoms of anxiety (60.0 ±9.1; 14%≧70) and depression (63.4 ±10.2; 22%≧70) fell in the at-risk range. Shorter average SlpOpp (mean=8.3±1.2hrs) was correlated with higher anxiety (r=-.10) and depression (r=-.11; p’s<.001) T-scores. Greater SlpOpp variability was associated with higher anxiety (B=.71 [95%CI=.41-1.01, p<.001) and depression (B=.67 [.33-1.00], p<.001) T-scores. Greater SJL (mean=1.8±1.2hrs; 94% showed a delay in midpoint) was associated with higher anxiety (B=.36 [.12-.60], p<.001) and depression (B=.77 [.50-1.03], p<.001) T-scores. Conclusion In the context of system-wide education changes during COVID-19, students on average reported at-risk levels of anxiety and depression symptoms which were associated with greater variability in sleep opportunity across school days and greater social jetlag. Our findings suggest educators and policymakers should consider these sleep-mental health associations when developing instructional formats and school schedules during and post-pandemic. Support (if any) T32MH019927(P.W.)

Behavioral Tackling Interventions Decrease Head Impact Frequency in American Football Players: A Critically Appraised Topic

2020 ◽  
pp. 1-7
Author(s):  
Ashley E. Evans ◽  
Madeline Curtis ◽  
Marguerite (Meg) Montjoy ◽  
Erica Beidler
Keyword(s):  
High School ◽  
Injury Prevention ◽  
Head Impact ◽  
American Football ◽  
Football Players ◽  
Clinical Question ◽  
Impact Frequency ◽  
Bottom Line ◽  
Head Impacts ◽  
Different Types

Context: The rate of sport-related concussion diagnosis has significantly increased in recent years, which has created a need for injury prevention initiatives. There have been efforts put forth by researchers and American football organizations to teach athletes how to tackle properly in order to decrease the number of subconcussive head impacts and concussions. Clinical Question: Does the implementation of a behavioral tackling intervention decrease the head impact frequency in American football players? Clinical Bottom Line: There is moderate SORT Level B evidence to support the use of behavioral tackling interventions as a means for reducing head impact frequency in football athletes. All four included studies found a significant reduction in head impacts following a behavioral tackling intervention with study findings ranging from a 26–33% reduction in impact frequency. These findings were consistent in youth, high school, and college football players and for different types of behavioral tackling interventions. Therefore, these results indicate that behavioral tackling interventions have the potential to reduce the number of head impacts sustained by American football players, which may ultimately lead to a reduction in concussion occurrence as well.

Using Absolute and Relative Muscle Endurance to Estimate Maximal Strength in Young Athletes

2007 ◽  
Vol 2 (3) ◽  
pp. 305-314 ◽  
Author(s):  
Jerry L. Mayhew ◽  
Sidney Palmer Hill ◽  
Melissa D. Thompson ◽  
Erin C. Johnson ◽  
Lyndsay Wheeler
Keyword(s):  
High School ◽  
Bench Press ◽  
Accurate Method ◽  
Muscle Endurance ◽  
Prediction Errors ◽  
Male Athletes ◽  
Athletic Teams ◽  
Press Performance ◽  
Predicted Values ◽  
High School Athletic

Purpose:The purpose of this study was to evaluate the effectiveness of repetitions to fatigue (RTF) using absolute and relative muscle-endurance performances to estimate 1-repetition-maximum (1-RM) bench-press performance in high school male athletes.Methods:Members of high school athletic teams (n = 118, age = 16.5 ± 1.1 y, weight = 82.7 ± 18.7 kg) were tested for 1-RM bench press and RTF with an absolute load of 61.4 kg and a relative load that produced 7 to 10 RTF (7- to 10-RM). All participants had completed a minimum of 4 wk of resistance training before measurement.Results:All 7- to 10-RM-prediction equations had higher correlations between predicted and actual 1-RM (r > .98) than the 61.4-kg absolute-load equation (r = .95). Despite the high correlations, only 3 of 11 equations produced predicted values that were nonsignificantly different from actual 1-RM. The best 7- to 10-RM equation predicted 65% of the athletes’ performances within ±4.5 kg of their actual 1-RM. The addition of simple anthropometric dimensions did not increase the validity correlations or decrease the prediction errors.Conclusion:The 7- to 10-RM method can provide an accurate method of estimating strength levels for adjusting loads in a training program and is more accurate for predicting 1-RM bench press in high school athletes than the 61.4-kg repetition method.

The Relation of Performance Norms and Cohesiveness for Japanese School Athletic Teams

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1096-1098 ◽  
Author(s):  
Myung-Soo Kim ◽  
Yoshio Sugiyama
Keyword(s):  
High School ◽  
Group Cohesiveness ◽  
Total Field ◽  
Present Purpose ◽  
Athletic Teams ◽  
High School Athletic

Carron has suggested that within sports groups' performance, the attitudes shared among members about the level of performance to be achieved and group cohesiveness, which is defined as the total field of forces that act on members to remain in the group, are interrelated. The present purpose was to confirm quantitatively the relation of teams' performance norms and their cohesiveness, so 1972 subjects from 114 Japanese high school athletic teams were administered questionnaires on their performance norms and cohesiveness. Pearson rs for performance norms were significantly correlated (.27, .35, .65, and .26) with 4 measures of cohesiveness, thereby supporting Carron's suggestion.

scholarly journals Characterization of Prepractice Injury Prevention Exercises of High School Athletic Teams

2017 ◽  
Vol 9 (6) ◽  
pp. 511-517 ◽  
Author(s):  
James R. Slauterbeck ◽  
Autumn Reilly ◽  
Pamela M. Vacek ◽  
Rebecca Choquette ◽  
Timothy W. Tourville ◽  
...  
Keyword(s):  
High School ◽  
Injury Prevention ◽  
Injury Risk ◽  
Static Stretching ◽  
Chi Square ◽  
Level Of Evidence ◽  
Warm Up ◽  
Chi Square Test ◽  
Injury Prevention Program ◽  
High School Athletic

Background: Static and dynamic exercises are performed before activity to decrease injury risk and increase performance. Although evidence supports using dynamic over static stretching and performing Fédération Internationale de Football Association (FIFA) 11+ as a dynamic prepractice routine, we do not know the frequency at which these exercises are utilized in high school populations. Hypothesis: We hypothesize that there is a wide variety of preparticipation exercises performed by high school athletes, and that few high school teams perform FIFA 11+ as an injury prevention program in its entirety. Study Design: Observational study. Level of Evidence: Level 4. Methods: High school prepractice routines were observed for 185 teams (football, soccer, basketball, and lacrosse) over 1 season. The percentages of team warm-up routines that included components of FIFA 11+ were calculated, and the chi-square test was used to compare sex, sport, and level of competition. Results: Of a total 644 warm-up observations, 450 (69.9%) included only non–FIFA 11+ exercises, 56 (8.7%) included at least 1 FIFA 11+ exercise, and 38 (5.9%) included only jogging; 69 (10.6%) consisted only of sport-specific activities. The type of warm-up differed significantly between males and females ( P = 0.002), sports ( P < 0.001), and level of competition ( P < 0.001). Static stretching and athletes stretching on their own were observed in 14% and 15% of all observations. No team performed the FIFA 11+ injury prevention routine in its entirety. Conclusion: The type of warm-up differed by sex, sport, and level of competition. Static stretching was performed more frequently than anticipated, and an entire FIFA 11+ warm-up was never performed. Clinical Relevance: We need to identify the exercises that decrease injury and increase performance and better inform the athletic population about the risks and benefits of static and dynamic warm-up programs.

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