Match Demands of National Collegiate Athletic Association Division I Men's Soccer
This study aimed to profile positional movement characteristics of National Collegiate Athletic Association (NCAA) Division I male soccer players. Eighteen Division I male soccer players were monitored using global positioning systems, inertial movement, and heart rate (HR) technology during 24 matches over a full competitive season (N = 235 observations). Positional groups were classified as either a forward (F), center midfielder (CM), wide midfielder (WM), or defender (D). Movement was profiled by locomotor (walking [0–7.19 km·h−1], jogging [7.20–14.39 km·h−1], running [14.40–21.59 km·h−1], and sprinting [>21.6 km·h−1]), and acceleration/deceleration characteristics (low intensity [0–1.99 m·s2], moderate intensity [2–3.99 m·s2], and high intensity [>4 m·s2]). Players averaged distances of 9,367 ± 2,149 m per match at speeds of 91 ± 20 m·min−1 and physiological intensities of 78 ± 8 %HRmax. Center midfielder demonstrated the highest average speeds (97 ± 20 m·min−1) and covered the most distance (9,941 ± 2,140 m). Wide midfielder accumulated the most sprint distance (391 ± 145 m) and high-intensity accelerations (129 ± 30 n)/decelerations (96 ± 24 n). Several practically meaningful differences exist between positions for internal and external load metrics. Match loads seen in NCAA Divisi...
Authors: Khurram A, Abedi D, Abedi M PMID: 32497473 [PubMed - as supplied by publisher]
CONCLUSION: Use of VR facility tours as an alternative to in-person tours of affiliate training facilities during a residency interview day is a viable and innovative option that can save time and money and favorably impact the applicant's impression of the program. More research is necessary to assess whether VR tours can replace in-person tours at the main teaching site, however, while social distancing measures are in place, VR tours may become necessary for programs moving forward. ABBREVIATIONS: Med-Peds: Internal Medicine-Pediatrics; VR: Virtual Reality; AAMC: Association of American Medical Colleges; IRB: Instit...
Authors: Edigin E, Eseaton PO, Shaka H, Ojemolon PE, Asemota IR, Akuna E PMID: 32493181 [PubMed - in process]
Authors: Roberts V, Malone K, Moore P, Russell-Webster T, Caulfield R Abstract Our personal views about the challenges of continuing to deliver peer teaching during a pandemic. We are a group of 4th year medical students who are part of a student society which has delivered structured, highly formulaic peer-led teaching sessions for the past three years. During the COVID-19 pandemic, the reduced access to our normal clinical teaching highlighted the importance of peer-led teaching sessions. We wanted to continue with our peer-taught sessions but knew we would have to devise a new format to make our teaching accessi...
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