Nutritional Practices of National Female Soccer Players: Analysis and Recommendations.

The aim of the study was to establish the nutritional practices and activity patterns of elite female soccer players. The nutritional intake of 16 female England Soccer players was self-reported over a seven-day period. Participants were provided with written and verbal guidelines for the completion of the diaries. Training details were also recorded, and used in combination with BMR predictions to calculate daily energy expenditure. Energy, macronutrient and micronutrient intakes were determined using DietMaster 4.0 software. Results suggest that energy intake was low (1904 ± 366.3 kcal) in relation to previous recommendations for soccer players. Energy expenditure (2153.5 ± 596.2 kcal) was not significantly different (p > 0.05) from intake, suggesting energy balance was achieved. Carbohydrate (53.8 ± 6.8%), protein (16.8 ± 2.1%) and fat (28.8 ± 6.6%) intakes were in line with recommendations. Fluid intake (2466 ± 1350.5ml·day-1) was sufficient to meet baseline recommendations, but would need to be higher to meet the additional requirement of training and competition. With the exception of vitamin A and iron, all micronutrient intakes were higher than the DRI. In conclusion, recommendations for female soccer players are to encourage consumption of carbohydrate-electrolyte beverages to enhance carbohydrate intake and increase fluid intake, and ensure sufficient iron rich foods are included in the diet to meet the DRI

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the students’ intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge

Lateralized Repetition Priming for Unfamiliar Faces

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