scholarly journals Comparison of Elbow Varus Torque During Interval Throwing Programs and Gameday Pitching in High School Baseball Pitchers (125)

2021 ◽  
Vol 9 (10_suppl5) ◽  
pp. 2325967121S0026
Author(s):  
James Carr ◽  
Joseph Manzi ◽  
Jennifer Estrada ◽  
Brittany Dowling ◽  
Kathryn Mcelheny ◽  
...  

Objectives: Completion of an interval throwing program (ITP) is a common benchmark for return to full competition following an injury to the dominant extremity of an overhead throwing athlete. While workload management for overhead athletes has evolved, the general structure of the ITP remains relatively unexamined. Furthermore, the daily and cumulative workload of ITPs is generally unknown. An ideal ITP would allow for a gradual increase in workload that eventually approximates, but does not exceed, workload measurements attained during competition. It is currently unknown if ITPs achieve this critically important objective. Therefore, the current study sought to 1) determine the daily and cumulative workload for common ITPs using elbow varus torque (EVT), and 2) compare EVT experienced during completion of ITPs to game pitching EVT values. Methods: A retrospective review identified high school pitchers with at least 50 throws at distances of 90, 120, 150, and 180 feet plus game pitches while wearing a MotusBASEBALL sensor. Averages for EVT per throw and torque per minute were calculated at each distance. Three throwing programs were created using a template of one phase at each distance with two steps per phase (Table 1). Programs varied only by number of throws per set (20, 25, and 30 throws for Programs A, B, and C, respectively). Total EVT for each step, phase, and program were calculated using average EVT values for each distance. Total torque for each step and program was converted to an average inning pitched equivalent (IPE) and maximum pitch count equivalent (MPE), respectively, using pitching EVT values and expected average pitch counts (16 pitches/inning and maximum 105 pitches/game). Results: 3,447 throws were analyzed from 7 pitchers with an average age of 16.7 yrs (0.8 yrs SD). EVT progressively increased with distance (range 36.9-45.5 N·m), comparable to game pitching (45.7 N·m). Average torque per minute was highest for 90 ft throws (193.4 N·m/min) and lowest for game pitches (125.0 N·m/min). Program A demonstrated the lowest range of IPE per step (2.0-3.7), and Program C had the highest range (3.0-5.6) (Figure 1). The phases of Program A never exceeded 1MPE. Program B exceeded this threshold after phase 1, and Program C exceeded 1MPE at every phase (Figure 2). Total program MPE ranged from 3.5 (Program A) to 5.2 (Program C). Conclusions: Performing long-toss throwing led to greater torque per minute compared to gameday pitching. Additionally, ITPs requiring 25 or more throws per set led to increased cumulative EVT, especially at distances greater than 150 ft, which can exceed typical values from gameday pitching. ITPs should be adjusted accordingly to encourage a slower pace of long-toss throws and less than 25 throws per set, especially at distances greater than 120 ft. Most ITPs currently recommend one rest day between steps. However, cumulative EVT at longer distances can exceed 5 IPE. Most pitch count rules require more than one rest day after a pitching outing that exceeds multiple innings pitched. Therefore, days off between steps and phases of an ITP should reflect these demands. We advocate for multiple days off between steps that require more than 3 IPE. Table 2 presents a novel ITP based on the findings of the current study.

2015 ◽  
Vol 18 (17) ◽  
pp. 3183-3191 ◽  
Author(s):  
Dóra Chor ◽  
Valeska Andreozzi ◽  
Maria JM Fonseca ◽  
Letícia O Cardoso ◽  
Sherman A James ◽  
...  

AbstractObjectiveIn a cohort of government employees in Rio de Janeiro, Brazil, we investigated prospectively, sex-specific associations between education and BMI trajectories and their potential effect modification by race.DesignOf the 4030 participants in Phase 1 (1999), 3253 (81 %) participated in Phase 2 (2003) and 3058 (76 %) participated in Phase 3 (2006). Education was categorized as elementary, high school or college graduate. Study participants self-identified as White, Black or Pardo. BMI was calculated from measured weight and height. BMI trajectories were modelled using a generalized additive regression model with mixed effects (GAMM).SettingThe Pro-Saúde Study, a longitudinal investigation of social determinants of health.SubjectsWomen (n 1441) and men (n 1127) who participated in the three phases of data collection and had complete information for all study variables.ResultsWomen and men with less than high school, or only a high school education, gained approximately 1 kg/m2 more than college graduates (women: 1·06 kg/m2 (P<0·001) and 1·06 kg/m2 (P<0·001), respectively; men: 1·04 kg/m2 (P=0·013) and 1·01 kg/m2 (P=0·277), respectively). For women only, race was independently associated with weight gain. Women identifying as Pardo or Black gained 1·03 kg/m2 (P=0·01) and 1·02 kg/m2 (P=0·10), respectively, more than Whites. No effect modification by race was observed for either men or women.ConclusionsWhile both lower education and darker race were associated with greater weight gain, gender similarities and differences were observed in these associations. The relationship between weight gain and different indicators of social status are therefore complex and require careful consideration when addressing the obesity epidemic.


1945 ◽  
Vol 38 (5) ◽  
pp. 195-221

This report presents suggestions for improving mathematical instruction from the beginning of the elementary school through the last year of junior college. The program throughout these grades is in need of a thoroughgoing reorganization. The arithmetic of the elementary school can be and must be improved. The high school needs to come to grips with its dual responsibility, (1) to provide sound mathematical training for our future leaders of science, mathematics, and other learned fields, and (2) to insure mathematical competence for the ordinary affairs of life to the extent that this can be done for all citizens as a part of a general education appropriate for the major fraction of the high school population. Then, too, the junior college, which has grown up without a well considered design, should now take stock of its valid functions before it enters its second period of rapid expansion. It is reasonable to believe that the greatest advance can be made if teachers of mathematics in the elementary school, in the secondary school, and in the junior college, attack the problem together. At any rate it is sensible because of the essential continuity of mathematical instruction to plan the improvements in any one grade in terms of the total program.


2017 ◽  
Vol 5 (9) ◽  
pp. 1-190 ◽  
Author(s):  
Sharon Mayor ◽  
Elizabeth Baines ◽  
Charles Vincent ◽  
Annette Lankshear ◽  
Adrian Edwards ◽  
...  

Background, objectives and settingDespite global activity over the past 15 years to improve patient safety, the measurement of adverse events (AEs) remains challenging.ObjectivesWe aimed to obtain definitive longitudinal data on harm across NHS Wales and to compare the performance of the Global Trigger Tool (GTT) with the two-stage retrospective review process, using our findings to consolidate an approach to the ongoing surveillance of harm in Wales.Data sourcesEleven of the 13 major Welsh NHS hospitals.Review methodsThe two-stage retrospective review methodology was used to quantify harm across NHS Wales. In total, 4536 inpatient episodes were screened for AEs by research nurses. Records that were highly suggestive of AEs were further assessed by physicians. NHS-led teams undertook GTT reviews on the same case notes.ResultsAt least one AE was determined in 10.3% of episodes of care [95% confidence interval (CI) 9.4% to 11.2%] and 51.5% were preventable (95% CI 46.9% to 56.1%). The percentage of patients identified with AEs using the GTT methodology was lower, at 9.0% (95% CI 8.82% to 9.18%). Differences in AEs were evident across study sites. Methods were developed to profile the risk of AEs in individual organisations by producing signatures of harm for each NHS site. Analysis indicated that neither the GTT nor the two-stage process was a candidate tool for routine surveillance, and a hybrid one-stage tool (Harm2), based on phase 1 findings, was developed for ongoing AE monitoring. Using the Harm2 tool, AEs were identified in 371 out of 3352 randomly selected discharge reviews (11.3%, 95% CI 10.2% to 12.4%), and 59.6% (95% CI 55.3 to 63.9) of these were preventable. In a cohort of randomly selected deceased patient reviews, at least one AE was determined in 315 out of 1018 admissions (30.1%, 95% CI 28.1% to 33.8%), and 61.7% (95% CI 57.5% to 65.9%) of these were preventable. Factors associated with AEs in the randomly selected discharge reviews included having peripheral vascular disease [odds ratio (OR) 2.52], hemiplegia (OR 2.27) or dementia (OR 2.27). No association with chronic disease was identified in the deceased episodes of care.LimitationsThe dependence on our health service partners in identifying notes to be reviewed, along with the small sample examined each month, limits the generalisability of these findings and rates were not standardised for hospital and size and level of services provided. We cannot rule out the possibility that the rates we report may be underestimated.ConclusionThe extent of harm detected across NHS Wales using both the two-stage retrospective review process and the new Harm2 tool conforms to the findings in the literature, but this is the first longitudinal study using these methods. With training and using a structured review process, non-physician reviewers can undertake case note review efficiently and effectively, and the rates of AEs and of the preventability and the breakdown of problems in care conform to those reported in studies in which physicians undertake these classifications. Whether the patient died or was discharged alive significantly influences the rate and composition of AEs. The Harm2 tool performed with moderate reliability in the determination of AEs.Future workFuture large-scale studies should attempt to specify types of AEs, such as hospital-acquired infections and surgical complications, to enable the surveillance of the specific types of harm as well as the overall level of AEs. In the longer term, we need to automate harm surveillance and set measures of harm alongside measures of the beneficial effects of health care.FundingThe National Institute for Health Research Health Services and Delivery Research programme.


Author(s):  
Chia-Yin Lin ◽  
Hsin-Kai Wu

The purpose of this study is to examine the effects of different ways to use visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning. Expanding upon a model-based learning approach (Khan, 2007), we adopted a VGEM sequence (View, Generate, Evaluate, and Modify) to create three instructional conditions. All conditions involved the viewing, evaluating, and modifying phases, whereas there were variations in the generating phase: (1) finishing worksheets (V group), (2) generating drawings (VD group), and (3) generating animations (VA group). Three intact classes with 109 eleventh graders from a public high school were randomly assigned to the three groups. A test of conceptual understanding was used as the pretest, posttest, and delayed posttest to assess respectively initial understanding, changes, and retention of understanding up to 6 weeks later. A questionnaire to measure students’ motivation to learn chemistry was administered before and after the instruction. Statistical results of the within-group comparisons revealed that all three instructional conditions could support students to develop a significantly better conceptual understanding of electrochemistry and that in the three groups, students’ understanding was retained after 6 weeks. Regarding the overall motivation before and after the instruction, only the VA group showed motivational benefits for chemistry learning. Furthermore, the between-group comparisons indicated no significant differences between the means of the three groups in the posttest and delayed posttest, and suggested that the three groups developed and retained a similar level of conceptual understanding after the instruction. Similarly, different uses of visualizations made no difference to students’ chemistry learning motivation. This study advances the understanding of how to develop effective instructional activities with visualizations for chemistry learning, and suggests possible conceptual and motivational benefits of viewing and generating visualizations.


2017 ◽  
Vol 45 (12) ◽  
pp. 2840-2848 ◽  
Author(s):  
Shigeto Nakagawa ◽  
Takehito Hirose ◽  
Yuta Tachibana ◽  
Ryo Iuchi ◽  
Tatsuo Mae

Background: Computed tomography (CT) sometimes reveals a new fracture of the anterior glenoid rim in patients with postoperative recurrence of instability after arthroscopic Bankart repair using suture anchors, but there have been few previous reports about such fractures. Hypothesis: The placement of a large number of suture anchors during arthroscopic Bankart repair might be associated with a new glenoid rim fracture. Study Design: Cohort study; Level of evidence, 3. Methods: Screw-in metal suture anchors were used until June 2011 and suture-based soft anchors from July 2011. A follow-up of at least 2 years was conducted for 128 shoulders treated using metal anchors (metal anchor group) and 129 shoulders treated using soft anchors (soft anchor group). The frequency and features of new glenoid rim fractures were investigated, and the influence of the number of suture anchors and other factors on fractures was also assessed. Results: There were 19 shoulders (14.8%) with postoperative recurrence in the metal anchor group and 23 shoulders (17.8%) in the soft anchor group. Among 37 shoulders evaluated by CT at recurrence, a new glenoid rim fracture was detected in 13 shoulders (35.1%; 5 shoulders in the metal anchor group and 8 shoulders in the soft anchor group). A fracture at the anchor insertion site was recognized in 4 shoulders from the metal anchor group and 6 shoulders from the soft anchor group, although linear fractures connecting several anchor holes were only seen in the soft anchor group. While new glenoid fractures occurred regardless of the number of suture anchors used, new fractures were significantly more frequent in teenagers at surgery and in junior high school or high school athletes. Such fractures did not only occur in contact athletes but were also found in overhead athletes. Conclusion: Postoperative recurrence of instability associated with a new glenoid rim fracture along the suture anchor insertion site was frequent after arthroscopic Bankart repair. These fractures might be related to placing multiple soft suture anchors in a linear arrangement.


Author(s):  
Reza Fitri Rafsanjani ◽  
Ni Ketut Mirahayuni

This article reported the study about classroom communicative structure between teacher and students in English class in Public School High School 3 Mojokerto. This study aims to identify the elements of minimal exchange structure and general exchange structure in communication in classroom. This study uses minimal exchange structure theory of Strenstrom (1994) by qualitative descriptive method. Data in this study are obtained from the recording of conversation among teacher and students of XI grade in Speaking class. The result shows that there are three (3) types  of act as the element of exchange structure:  Initiating, Responding, dan Following-Up (I-R-F). Minimal exchange structure  consists of: Initiating-Responding (I-R) or Initiating-Responding-Following Up (I-R-F). General structure of exchange in classroom situation consists of: greeting, followed by any kinds of functions such as giving information, giving order, and asking question. In conversation, teacher tends to has initiative to start it, meanwhile, the students tend to give respond by doing activity (evade) which are instructed by the teacher. The students sometimes did not answer the question, therefore teacher keeps the conversation going by undergone initiative actions such as giving information, asking question or giving instruction. This study shows that teacher has power to supervise and keep going the class activity.  It is needed to do further study  on power aspect in classroom communication.


Author(s):  
David Palfreyman ◽  
Paul Temple

‘What do universities and colleges do?’ explores just what the modern university and college do—their teaching, research, consultancy, and wider civic engagement. For most universities and colleges, worldwide, their main task is teaching high-school leavers to first-degree level: usually regarded as their least prestigious academic work. The other two main functions of universities and colleges are research and postgraduate teaching: the higher status academic tasks. Despite many differences between universities and colleges worldwide, it is remarkable that the Bachelor–Master–Doctor classification of academic achievement is truly global. The emancipatory model of higher education is described, with the general structure of universities and colleges into departments, schools, and faculties.


2013 ◽  
Vol 1 (3) ◽  
pp. 224
Author(s):  
Siti Fatimah ◽  
M. Arifuddin Jamal ◽  
Suyidno Suyidno

This research relates to the implementation of TGT in State Senior High School 12 (SMAN 12) Banjarmasin. The research objective is to describe that the Lesson Plan is well implemented, social skill, the learning result, as well as the students’ response through the learning process. This research is Classroom Action Research (CAR) of Hopkins model which is divided into 3 phases. To collect the data of this research is using questioners, observation, test, and documentation. The data is analyzed descriptively qualitatively and quantitatively.  The result of the research: (1) the Lesson Plan that implemented in phase 1 is 79%, II 93%, and III 100% with very good result, (2) The students’ social skill enhance in every phase, (3) the result of the students’ learning classically enhanced, in phase I is about 56% (not passed), II 80% (not passed), and III 92% (passed). (4) the response of interest and student’s motivation to follow cooperative learning is a good category. The conclusion is the application of cooperative learning TGT can enhance the students’ social skill.   


Sign in / Sign up

Export Citation Format

Share Document