Relationships between Lower-body Power, Sprint and Change of Direction Speed among Collegiate Basketball Players by Sex

International Journal of Exercise Science 15(6): 974-984, 2022. The purpose of this study was to determine if significant relationships exist between absolute and relative lower-body power and selected measures of speed among male and female collegiate basketball players. Archived performance testing data from 29 (male = 14; female = 15) NCAA division II collegiate basketball players were used for this analysis. These measures included lane agility, 10-yard sprint, and shuttle run time (sec). A Pearson’s correlation coefficient was used to determine if significant relationships existed between measures of lower-body power and linear sprint time, change of direction speed (CODS), and shuttle performance. Statistical significance was set a priori at p ≤ 0.05. A significant large correlation was found between absolute power and lane agility (r = 0.54, p = 0.05) among male players. No significant correlations were found between absolute or relative power for 10-yard sprint times, lane agility, or shuttle run performance (p \u3e 0.05). Females showed no significant correlations between relative power and lane agility (r = -0.25, p = 0.37) or 10-yard sprint (r = -0.47, p = 0.08), but did show a significant large correlation (r = -0.64, p = 0.01) between relative power and shuttle run performance. Generating high amounts of relative power is vital in intermittent team sports such as basketball. In particular, this study provided evidence that relative power in female collegiate basketball players is significantly related to shuttle run ability

‘Teachers’ to ‘academics’: the implementation of a modernisation project at one UK post-92 university

Among the many external forces that have impacted upon institutions, league tables have been the dynamic to which universities across the world are now responding. Following the appointment of a new vice-chancellor at one post-92 UK university, a modernisation project was introduced aimed at maximising the institutions’ research standing. For the institutional actors, the university’s lecturers, this modernisation project demanded a change in their working practices from one which had focused on teaching related activities to a situation where an emphasis was to be placed upon research. This study examines how university teachers at this institution understood and responded to the modernisation project to acquire research skills and provides an insight into a path-breaking strategic plan that was enacted within an historically dependent setting. It muses on the dialectics of institutional path dependency and the path breaking effect of a modernisation project that was stimulated by new managerialism

Contextual teaching and learning = menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna/ Johson

349 hal.; 23 cm

Contextual teaching and learning = menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna/ Johson

349 hal.; 23 cm

Contextual teaching and learning = menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna/ Johson

349 hal.; 23 cm

Contextual teaching and learning = menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna/ Johson

349 hal.; 23 cm