QUALITATIVE BIOMECHANICS FOR COACHING

Session Information: Coaches must apply principles of biomechanics in their qualitative judgments of the technique used by athletes. These judgments can have a major influence on performance and injury risk. This session will focus on the most effective use of qualitative biomechanical analyses and video replay software. Several scholars who have experience teaching qualitative biomechanical analysis to future coaches will present, followed by a question and answer session. Schedule of Presentations: Dr. Knudson will introduce the session and provide a brief overview of qualitative biomechanical analysis. 11:00 – 11:15 Dr. Alderson will present sport injury models as they apply to assessment, intervention and rehabilitation of common injuries in cricket, tennis and running. Relevant qualitative and quantitative 2D features of SiliconCoach that can be utilised by a coach to potentially reduce injury incidence will be presented. 11:15 – 11:45 Dr. Bahamonde will present how qualitative analysis can be used to teach biomechanics concepts to physical education and coaching students. Movement examples from tennis, soccer and track field and meaningful features of Hu-m-an software will be illustrated. Hu-m-an is unique in that it was developed with a specific teaching-learning focus. 11:45 – 12:15 Dr. Bird will present biomechanical core concepts as a “common language” to evaluate and improve all human movements. The core concepts are visually observable, but meaningful features of Dartfish will be illustrated to enhance what is seen by both the coach and the mover. Movement examples from golf, resistance training, basketball, and other sports will be presented. 12:15 – 12:45 Discussion: 12:45 – 13:00 This will provide an opportunity for delegates to ask specific questions relating to any of the presenters

The lifetime cost to English students of borrowing to invest in a medical degree:a gender comparison using data from the Office for National Statistics

OBJECTIVE: To evaluate this impact on male and female English medical graduates by estimating the total time and amount repaid on loans taken out with the UK's Student Loans Company (SLC). SETTING: UK. PARTICIPANTS: 4286 respondents with a medical degree in the Labour Force Surveys administered by the Office for National Statistics (ONS) between 1997 and 2014. OUTCOMES: Age-salary profiles were generated to estimate the repayment profiles for different levels of initial graduate debt. RESULTS: 2195 female and 2149 male medical graduates were interviewed by the ONS. Those working full-time (73.1% females and 96.1% males) were analysed in greater depth. Following standardisation to 2014 prices, average full-time male graduates earned up to 35% more than females by the age of 55. The initial graduate debt from tuition fees alone amounts to £39 945.69. Owing to interest charges on this debt the average full-time male graduate repays £57 303 over 20 years, while the average female earns less and so repays £61 809 over 26 years. When additional SLC loans are required for maintenance, the initial graduate debt can be as high as £81 916 and, as SLC debt is written off 30 years after graduation, the average female repays £75 786 while the average male repays £110 644. CONCLUSIONS: Medical graduates on an average salary are unlikely to repay their SLC debt in full. This is a consequence of higher university fees and as SLC debt is written off 30 years after graduation. This results in the average female graduate repaying more when debt is low, but a lower amount when debt is high compared to male graduates