Mastery in Goal Scoring, T-Pattern Detection, and Polar Coordinate Analysis of Motor Skills Used by Lionel Messi and Cristiano Ronaldo

Goal Scoring in Soccer: A Polar Coordinate Analysis of Motor Skills Used by Lionel Messi

Frontiers in Psychology ◽

10.3389/fpsyg.2016.00806 ◽

2016 ◽

Vol 7 ◽

Cited By ~ 26

Author(s):

Marta Castañer ◽

Daniel Barreira ◽

Oleguer Camerino ◽

M. Teresa Anguera ◽

Albert Canton ◽

...

Keyword(s):

Motor Skills ◽

Polar Coordinate

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Patterns of Injury in the Spanish Football League Players

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph19010252 ◽

2021 ◽

Vol 19 (1) ◽

pp. 252

Author(s):

Iván Prieto-Lage ◽

Juan Carlos Argibay-González ◽

Adrián Paramés-González ◽

Alexandra Pichel-Represas ◽

Diego Bermúdez-Fernández ◽

...

Keyword(s):

Scientific Community ◽

Pattern Detection ◽

Football Clubs ◽

Hamstring Muscles ◽

Sample Data ◽

Polar Coordinate ◽

Patterns Of Injury

Background: The study of football injuries is a subject that concerns the scientific community. The problem of most of the available research is that it is mainly descriptive. The objective of this study is to discover and analyse the patterns of injury in the Spanish Football League (2016–2017 season). Methods: The sample data consisted of 136 given injuries identified by the official physicians of the football clubs. The analysis was performed by using traditional statistic tests, T-pattern detection and polar coordinate analysis. Results: The analysis revealed several patterns of injury: (a) The defender suffered a rupture of the hamstring muscles after a sprint, (b) knee sprains happened due to a received tackle, (c) fibrillar adductor rupture appeared mostly among defenders and (d) fibrillar ruptures took place mostly throughout the first part. Conclusions: There is a marked shift in the tendency regarding the player who gets more injured, from the midfielder to the defender. The most common injury was fibrillar rupture. The most common scenario in which this injury occurred was that in which the player injured himself after a sprint (24%). A week without competing seems to be insufficient as a prevention mechanism for injuries.

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A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0101.28 ◽

1991 ◽

Vol 1 (1) ◽

pp. 28-31 ◽

Cited By ~ 11

Author(s):

Eugene B. Cooper ◽

Crystal S. Cooper

Keyword(s):

Motor Skills ◽

Prevention Program ◽

Primary Grades ◽

Primary Grade ◽

Fluency Disorders ◽

Classroom Use ◽

Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

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A Response Evocation Program for /ɝ/

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4001.92 ◽

1975 ◽

Vol 40 (1) ◽

pp. 92-105 ◽

Cited By ~ 19

Author(s):

Lawrence D. Shriberg

Keyword(s):

Service Delivery ◽

Motor Skills ◽

Task Analysis ◽

Professional Issues ◽

Clinical Experiences ◽

Program Outcomes ◽

Program Step ◽

Skills Learning ◽

Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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