Athletic Programs Research Articles

Differences Between U21 and U23 Semi-Professional Soccer Players in Perfectionism and Passion

Study purpose. The aim of this study is to analyse differences in perfectionism and passion and how these variables interact and might be expected to affect performance in U21 and U23 soccer players. Materials and methods. A total of 60 healthy semi-professional soccer players (age: 21.57±1.95 years; height: 179.76±5.79 cm) participated in the study. The participants were divided into two equal groups, one with those players younger than 21 years old and the other including players aged 21–23. This study was descriptive with a cross-sectional design and used the Frost Multidimensional Perfectionism Scale (FMPS) and Passion Scale questionnaires. Results. A paired-samples t-test was used for defining differences as a repeated measures analysis (U21 Group and U23 Group). Additionally, a t-test with data from the FMPS revealed significant differences in perfectionism global score, concern over mistakes, parental expectations, parental criticism, doubts about actions and organization. The participants were shown to be a heterogeneous group in both perfectionism and passion, with moderate perfectionistic characteristics, except for the personal standards subscale, in which the opposite trend was found. According to the outcomes obtained, the U21 group shows significant values in terms of the level of perfectionism. Conclusions. This research has highlighted the importance of addressing maladaptive perfectionism in interventions and support programs for athletes. Strategies such as promoting a growth mindset, encouraging self-compassion, and fostering a supportive and mastery-oriented environment have been suggested to help athletes manage perfectionistic tendencies and enhance their well-being and performance.

Understanding Legal Duties: Are High School Athletic Directors Properly Prepared?

The legal duties of high school athletic directors are an under-researched area of sport law. Millions of dollars are paid out annually due to the negligence of high school athletic program administrators, justifying a deep dive into further understanding high school athletic director legal awareness. Utilizing research related to an established 14 legal duties for high school athletics, the authors created a survey to contribute to the limited existing research related to high school athletic director legal awareness.
 The survey went to a geographically balanced sample of states and the athletic directors within these states. A total of 349 responses were captured. A Rasch analysis identified the most challenging duties for high school athletic directors to manage were areas such as keeping practice plans on file and advising students of warning labels on equipment. Areas that high school athletic directors were better equipped to manage were transportation of students to practice and competition, and ensuring equipment meets industry standards.
 Multiple regression analysis revealed that smaller schools are most challenged in legal duty awareness due to limited resources (e.g., financial and personnel). Research should continue to build in this area by evaluating other variables that may impact the ability to comply and explanations for the level of awareness of directors.

Effects of Short-Term Novice Archery Training on Reaching Movement Performance and Interlimb Asymmetries

Previous studies showed numerous evidence for the interlimb asymmetries in motor performance during arm reaching movements. Furthermore, these interlimb asymmetries have been shown to associate with spatial patterns of hand selection behavior. Importantly, these interlimb asymmetries can be modified systematically by occlusion of visual feedback, or a long-term sports training. In this study, we asked about the effects of a short-term training on interlimb asymmetries. Eighteen healthy young participants underwent a 12-week novice traditional archery training (TAT). Their unimanual dominant and nondominant arm reaching movement performance was assessed before and after TAT. We found that movement accuracy, movement precision, and movement efficiency in the experimental group have all improved significantly as a result of TAT. These improvements were comparable across both arms, thus the interlimb differences in movement performance were not affected by the short-term TAT and remained similar. These results suggest that while short-term training may contribute positively to reaching performance, it is unlikely to have a significant impact on the differences observed between the dominant and nondominant arms. This unique characteristics of dominant and nondominant arm should be taken into consideration when developing targeted sports and rehabilitation programs for athletes or individuals with acute or chronic motor deficits.

A Research Note on Relationships Between Age, Body Size, Strength, and Power With Throwing Velocity in High School Water Polo Players.

Lockie, RG, Wakely, AM, Viramontes, E, and Dawes, JJ. A research note on relationships between age, body size, strength, and power with throwing velocity in high school water polo players. J Strength Cond Res 37(8): e466-e469, 2023-A successful high school strength and conditioning program should aim to improve fitness and develop motor skills in athletes. This research note investigated the relationships between throwing velocity with age, height, body mass, strength, and power in male high school water polo athletes. Fifteen (n = 15) water polo athletes (age: 15.67 ± 0.98; height: 177.63 ± 6.53 cm; body mass: 78.07 ± 16.08 kg) from one high school program were recruited. Strength was measured using combined grip strength from both hands and a leg/back dynamometer. Power was measured by a vertical jump and 2-kg seated medicine ball throw (MBT). Subjects also threw a water polo ball with maximum effort to measure throwing velocity. Pearson's correlation and stepwise regression were used to calculate relationships between throwing velocity with age, body size, strength, and power (p < 0.05). Age (r = 0.530), grip strength (r = 0.674), leg/back strength (r = 0.699), and the MBT (r = 0.670) all showed significant positive relationships with throwing velocity. Leg/back strength predicted throwing velocity with 49% explained variance (r2 = 0.490, p < 0.004). With age, explained variance increased to 66% (r2 = 0.664, p < 0.001). Throwing velocity related to age, which could be expected with maturation. However, stronger relationships were seen for upper-body (grip) and lower-body (leg/back) strength, and upper-body power (MBT). Strength and conditioning programs for high school athletes who develop upper- and lower-body strength and upper-body power could enhance throwing velocity among water polo (and potentially other overhead throwing) athletes.

Interprofessional Interviewing in Intraprofessional Athletic Training Student Pairs: A Multi-Institutional Educational Technique

Context The Commission on Accreditation of Athletic Training Education 2020 Standards for Professional Programs highlight the need to further incorporate interprofessional education components into the curricula for athletic training programs. Interprofessional education can be a challenging component to integrate into the curriculum on an ongoing and routine basis, especially when access, quantity, and quality of interprofessional education resources are limited at individual universities. Objective To promote professional socialization between athletic training students of different universities while also promoting teamwork and collaboration values and skills through the use of shared interprofessional resources. Background This educational technique was developed as a means to address the lack of access to interprofessional resources faced by 3 professional athletic training programs in order to help meet compliance with 2020 Commission on Accreditation of Athletic Training Education standards 8, 57, and 79. Description Athletic training students from 3 professional athletic training programs were paired with one athletic training student from another institution to research a nonorthopaedic, general medical condition. They were assigned a 3-part project: (1) review the existing literature for peer-reviewed articles on their assigned pathology, (2) interview a non–athletic trainer health care provider who has worked with the pathology, and (3) create an education infographic of the information to use as an educational tool for patients. The project helped to promote collaborative and team-based skills critical to interprofessional and intraprofessional success as a health care provider. Clinical Advantage(s) Students learned with, from, and about how non–athletic trainer health care professionals manage their assigned nonorthopaedic, general medical pathologies in clinical practice. Conclusion(s) This collaborative project allowed athletic training students to develop intraprofessional and interprofessional skills by working with both athletic training students and non–athletic training health care professionals. Informative feedback on how the students perceived their interactions was received at the conclusion of the assignments.

Athletic Training Student Core Competency Professional Behavior Implementation Between Immersive and Non-immersive Clinical Experiences: A Report From the Association for Athletic Training Education (AATE) Research Network

Context The Commission on Accreditation of Athletic Training Education requires athletic training programs to emphasize the use of professional behaviors that are associated with 6 core competencies, 5 of which were measured in this study: patient-centered care, interprofessional education and collaborative practice (IPECP), evidence-based practice (EBP), health information technology (HIT), and quality improvement (QI). The purpose of this study was to examine the association between clinical experience type and student implementation of behaviors associated with the core competencies. Design Multisite, panel design. Setting Twelve professional athletic training programs (7 graduate, 5 undergraduate). Patients or Other Participants A total of 338 athletic training students logged patient encounters for 1 academic year in the E*Value system. Main Outcome Measure(s) Students reported clinical experience type (immersive versus nonimmersive) and implementation of behaviors associated with core competencies. Counts of professional behaviors were calculated, and differences in behavior implementation between immersive (ICEs) and non-immersive (N-ICEs) clinical experiences were assessed using a generalized estimating-equations approach for patient-centered care, IPECP, EBP, HIT, and QI behaviors (P &amp;lt; .05). Results Students implemented more behaviors associated with IPECP (P = .002), EBP (P = .002), and HIT (P = .042) during ICEs than N-ICEs. Students implemented the QI behavior more often during N-ICEs than during ICEs (P = .001). Patient-centered care behavior did not differ between clinical experience types. Conclusions Immersive clinical experiences facilitate increased implementation of behaviors associated with EBP, IPECP, and HIT, while N-ICEs offered increased opportunities for QI behaviors. Program administrators should consider placement of ICEs and N-ICEs in the curriculum that align with students’ capability to perform core competency behaviors. Preceptors of both ICEs and N-ICEs should be encouraged to provide students with opportunities to implement all core competencies during their clinical experience.

Development and Validation of the Athletic Training Student—Soft Skills Assessment Instrument

Context Education of athletic training students should include the acquisition of soft skills. Evaluation of soft skills is important but challenging. Multisource performance reviews can provide students with feedback from different viewpoints, which can be used to promote self-awareness and encourage reflection. Objective To develop and validate a new multisource soft skills assessment tool for master’s level professional athletic training students. Design Cross-sectional study. Setting Web-based questionnaires. Patients or Other Participants Nineteen participants evaluated the instrument for face and content validity. These participants included 5 athletic training educators, 7 athletic training preceptors, and 7 students currently enrolled in a graduate-level, Commission on Accreditation of Athletic Training Education-accredited athletic training education program. Participants in the first pilot test included 22 students, 22 preceptors, and 3 instructors. Participants in the second pilot test included 28 students, 32 preceptors, and 3 instructors. Data Collection and Analysis A 3-stage process was used to develop and validate the instrument. The process included a literature review and formation of 65 survey items organized into 11 themes. Questions were reviewed by students, preceptors, and instructors. Responses were analyzed using content validity ratio to help identify items needing revision, deletion, or substitution. All open responses were considered. Based on results, 1 question was removed, and 2 questions were updated to improve clarity. The updated Athletic Training Student—Soft Skills Assessment instrument includes 64 questions. In the final stage, reliability analysis was conducted on 2 samples. Internal consistency was examined with Cronbach α and interitem correlations. Results Using a rigorous content validation approach provided evidence that the instrument was comprehensive, clear, and complete enough to establish the tool’s credibility in the preliminary stages. Conclusion(s) The outcome of this study is a multisource soft skills assessment tool that can provide students with formative feedback.

Recommendations for Cultural Competence Educational by Practicing Athletic Trainers

Athletic trainers are allied health professionals providing healthcare to individuals from diverse personal and ethnic backgrounds in various of practices settings. The purpose of this phenomenological case study was to explore cultural competence of practicing athletic trainers, credentialed to practice between one and three years, having graduated from one accredited athletic training program in Texas. The guided protocol included five research questions to assess knowledge and skills of the participants in provision of culturally competent strategies used in clinical practice. Eleven athletic trainers were interviewed to assess the ability to define cultural competence and enumerate experiences of implementation of effective patient care. The findings revealed the participants of this study provided culturally competent care to diverse patient groups. Additional findings included the ability to recognize the importance of effective communication, sociocultural considerations, and expanded needs for educational content for professional preparation. Findings in study suggested the following implications: athletic trainers must be aware of patient diversity, the relationships between athletic trainer and patient are important for assisting patient outcomes, effective use of appropriate communication techniques are paramount to patient outcomes, and athletic training curricula need to provide a foundation of cultural competence with expanded content on patient diversity and treatment methods for enhanced preparation of future athletic training professionals to provide effective culturally competent care.

Student Perceptions of Soft Skills Multisource Feedback in a Professional-Level Athletic Training Program

Purpose: A new multi-source soft skills assessment tool and process was used in an entry-level masters of science in athletic training education program. The goal was to provide students with individualized feedback related to soft skills that would serve to facilitate improvement and growth. The feedback process included self-reflection, goal-setting, and follow-ups. This study aims to examine athletic training student’s perceptions of a new, multisource soft-skills assessment process and the feedback they received. Methods: A convenience sample of 27 students enrolled in a graduate-level, CAATE-accredited athletic training education program participated in the study. At the beginning of a semester participants received an individualized multi-source soft skills feedback report based on data collected the previous semester using the Athletic Training Student - Soft Skills Assessment (ATS-SSA) instrument which includes 11 soft skill themes. Participants completed 1 survey designed to assess initial impressions of the feedback and 2 assignments focused on reflection and goal setting. One week before the end of the term, students completed a second survey to assess final impressions. Surveys included Likert scale and open response questions. Results: The process and feedback were viewed favorably. Feedback was considered fair, useful, and easy to understand. Participants recognized benefits from receiving multi-source feedback from credible evaluators. The majority of participants indicated a willingness to invest in efforts to improve. Conclusions: Preliminary findings suggest that the ATS-SSA Instrument and associated feedback process can provide worthwhile and beneficial feedback to athletic training students.

Does Frequency of Baseline Testing Influence Concussion Diagnostic Decision Making Among College Athletes.

Concussion is a growing public health concern given the large number of youth and collegiate athletes participating in collision sports. Sport-related concussions can have an adverse impact on student-athletes' health and academic performance. Athletic programs within academic organizations are motivated to employ the most effective and efficient diagnostic and recovery procedures to minimize the duration and impact of these symptoms on student-athletes' functioning. The present study sought to further our understanding regarding the value and frequency of conducting baseline assessments when evaluating sport-related concussions. A total of 41 athletes (24 men, 17 women) between the ages of 18 and 22 were evaluated following suspected concussive injury between 2015 and 2018. Post-injury test results were compared to baselines that had been collected either 1 or 2 years prior, and to normative data, to determine consistency in diagnostic outcomes. Baseline test/retest reliability using Pearson's bivariate correlations revealed modest correlations on measures of verbal and visual memory (0.437-0.569) and very strong correlations on measures of reaction time and visual-motor speed (0.811-0.821). Meanwhile, minimal if any differences in clinical decision-making regarding the diagnostic outcome was observed when comparing post-injury test results to different baselines and to normative data. Findings indicate that yearly baseline testing may not improve diagnostic accuracy, and in many cases, normative data may be adequate for decision-making. Additional research should evaluate the potential benefit of baseline testing in return-to-play decision-making among broader athletic populations.

A-33 Examining Acute Symptoms after Sport-Related Concussion in Collegiate Athletes with Pre-Injury Migraines

Abstract Purpose To examine whether a personal history of migraines is associated with worse acute symptom burden following sport-related concussion (SRC) in collegiate athletes. Methods Data were collected through a prospective concussion surveillance system in 11 NCAA Division III college athletic programs between September 2014 and January 2023. Mann-Whitney U tests compared total Post Concussion Symptom Scale (PCSS) score and individual symptom scores (taken within 3 days of injury) between collegiate athletes with and without pre-injury migraines. Chi-squared tests were used to compare proportions of athletes endorsing individual symptoms (i.e., item score ≥1) between the two groups. Multivariable regression analyzed potential predictors of PCSS scores. Results Of 1,190 athletes with an SRC, 93 (7.8%) had a pre-injury history of migraines. No significant difference in total PCSS scores were found between athletes with and without pre-injury migraines (22.0±16.4 vs. 20.5±15.8; U=48719, p=.47). Athletes with pre-injury migraines reported greater “sensitivity to light” (1.59±1.59 vs. 1.23±1.41; p=.04) and “feeing more emotional” (0.91±1.27 vs. 0.70±1.30; p=.008). Athletes with migraine histories were more likely to endorse “feeing more emotional” (45.2% vs. 29.5%; p=.002). No differences were found across all other symptoms. In a multivariable model, history of migraine was not a significant predictor of acute PCSS scores, but those with a history of depression (β=0.12, p&amp;lt;.001) and longer days to symptom evaluation since injury (β=0.08, p=.005) had higher PCSS scores. Conclusions Collegiate athletes with a pre-existing history of migraines did not have higher acute symptom burden following SRC. Future studies should investigate whether migraine history is associated with recovery time.

When push comes to shove: How coach versus student athlete misconduct affects event attendance intentions

Though onand off-the-field misconduct is common among U.S. college athletic programs, little is known regarding the ramifications that may result. Drawing on social learning theory, the current research suggests consumers intentions (e.g., likelihood of attending a game) differ depending on violator's team role. Across one qualitative and five experimental studies, we demonstrate that consumers' intentions are influenced by violator's team role, such that likelihood of attending a game is lower when a coach (vs. student athlete) misbehaves, an effect driven by evaluation of the academic institution. This effect is robust across both winning and losing records and moderated by perceived fairness of the university's actions toward the violator.

Conditioning Training towards the Development of Physical Fitness among Junior High School Athletes

The achievement of student-athletes in various sports is often linked to the rigor of training that prepares them for competitions and enhances their physical fitness. Thus, this study determined the relationship between the engagement in conditioning training of a random sample of 76 junior high school student-athletes to the development of their physical fitness along health-related and skill-related physical fitness components. The researcher employed a descriptive correlational study through the administration of a researcher-made questionnaire and a Revised Physical Fitness Test by the Department of Education. Collected data were gathered, tabulated, interpreted, and treated using frequency count, mean, standard deviation, and Pearson r. The study revealed that the student-athletes were mostly of normal Body Mass Index (BMI), engaged in team sports, had been athletes for 4 to 5 years, and participated in competitions within the division level. They were highly engaged in conditioning training which enhanced the development of their physical fitness as affirmed by the computed r-values when these variables were paired for correlation. This study calls for revitalized conditioning training through innovations and engagement in co-curricular and extra-curricular focusing on health-related and skill-related physical fitness. This revitalization can be incorporated into the athletic program to ensure continuous sports achievements and enhancement of the physical fitness of student-athletes. Keywords – conditioning training, physical fitness, sports, student-athletes.

A Different View of Collegiate Swimming. Under the Umbrella of Title IX: Voices of Black Womxn Collegiate Swimmers at HBCUs

Abstract: Research completed by Norwood (2010), Quash (2018), and Waller and Nor-wood (2009) examined the experiences of Black Womxn swimmers. These authors identified swimming participation’s constraints and its impact on Black Womxn in collegiate and/or recreational settings. Minimal research encompasses a summation of the generational and institutional experiences of Black Womxn Collegiate Swimmers from Historically Black Colleges and Universities (HBCUs) which no longer exist. Despite the success and experiences of Black Collegiate Swimmers and Olympians Lia Neal and Simone Manuel (both from Stanford University), and Natalie Hinds (from the University of Florida) who earned the top three places in the monumental 2015 Division I Swimming and Diving Championships (“ Three college swimmers make history at ncaa championship ,” 2015) from predominantly white institutions, little is known about one’s introduction to the sport, familial support, and the team culture as experienced by a Black Womxn swimmer and more so from an HBCU swimmer. This study was an opportunity to recognize the experiences of self-identified Black Womxn Collegiate Swimmers from Historically Black Colleges and Universities and the closure of these competitive swim programs. Noting the importance of race, gender, and class in a sport that is dominated by white cisgender men and womxn, this narrative inquiry study aims to provide a voice for Black Womxn who swam for athletic programs that Title IX, as a federal law, were unable to protect.

A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing

Existing concussion education programs for preteen athletes typically do not result in sustained improvements in concussion symptom recognition or reporting behaviors. Virtual reality (VR) technology offers an innovative tool that may improve concussion symptom recognition and reporting behaviors among preteen athletes. We aimed to describe the design and development of a VR concussion education app, Make Play Safe (MPS), and present findings on the usability and preliminary efficacy of MPS in improving concussion recognition and reporting intentions among soccer athletes aged 9-12 years. A collaborative user-centered design process was implemented to develop and evaluate MPS, a semi-immersive VR concussion education app designed to address two behavioral outcomes in preteen athletes aged 9-12 years: (1) recognizing concussion and (2) reporting concussion. The development of MPS occurred in three phases: (1) design and development, (2) usability testing, and (3) preliminary efficacy testing. During phase 1, consultations were completed with 6 experts. Additionally, 5 interviews with children who had a history of concussion were conducted to collect feedback about the proof of concept of MPS. During phase 2, a participatory workshop with 11 preteen athletes and a small group discussion with 6 parents and 2 coaches were conducted to explore the usefulness and acceptability of MPS from the perspective of end users. Finally, phase 3 included preliminary efficacy testing with 33 soccer athletes aged 9-12 years to examine changes in concussion-related knowledge, attitudes, and reporting intentions from pre- to postintervention. The data generated from each phase of this study informed the development of the final version of the proof of concept of the VR concussion education app, MPS. Experts positively rated the features of MPS and noted that the design and content were innovative and age-appropriate. Preteens with a history of concussion indicated the scenarios and symptoms portrayed in the app represented well what they experienced while concussed. Further, they stated that the app would be an engaging way for children to learn about concussions. The 11 healthy children in the workshop perceived the app positively, noting that the scenarios were informative and engaging. Results from preliminary efficacy testing revealed increases in many athletes' knowledge and reporting intentions from pre- to postintervention. Others demonstrated no significant changes or a decrease in knowledge, attitudes, or reporting intentions from pre- to postintervention. Group-level changes in concussion knowledge and intention to report concussions were statistically significant (P<.05), while changes in attitudes toward reporting concussions were not (P=.08). Results suggest VR technology may be an effective and efficient tool to equip preteen athletes with the requisite knowledge and skills to recognize and report future concussions. Further research is recommended to examine the use of VR as an effective strategy to improve concussion-reporting behaviors in preteen athletes.

Athletics in modern conditions

Athletics has undergone significant changes in recent years:&#x0D; &#x0D; the athletics program includes a spectacular event - a mixed relay for women and men 4x400 m. The team consists of two women and two men. The peculiarity of this type is that the sequence of running one or another stage by women or men is not determined, but it is decided by the team leaders, which brings a certain intrigue to the competition;&#x0D; changes were made to sports walking disciplines. The distance of 50 km for men is reduced to 35 km (which, in our opinion, will have a positive effect on the development of athletic walking and sports performance of athletes). But, at the same time, sports officials from the IAAF, either for reasons of gender equality or for some other reason, included a 35 km sport walk for women in the program, which, in our opinion, proves that such an approach equates physical, psychological and other opportunities for women and&#x0D; &#x0D; The number of responsible athletics competitions for both young athletes and adults is increasing. But it should be remembered that the main task in the training process with young athletes is to lay a general physical, technical, special and psychological base.&#x0D; Scientific and methodological data and practical experience show that the training of highly qualified athletes should be aimed at their performance at the main competitions of the year or quadrennial.&#x0D; If it is necessary to perform in Diamond League competitions, commercial starts and others, it is recommended not to change the first part of the microcycle (Monday-Wednesday), but to make certain adjustments in its second half (Thursday-Saturday) in order to prepare the athlete for the competition.

Medals, Rings, and Olympic Dreams: A Review Essay of Antonio Sotomayor and Cesar R. Torres, eds., Olimpismo

Medals, Rings, and Olympic Dreams: A Review Essay of Antonio Sotomayor and Cesar R. Torres, eds., <i>Olimpismo</i>

Impact of the COVID-19 Pandemic Hiatus From Sports Activities on Injuries Observed Among Division I NCAA Athletes.

The coronavirus disease 2019 (COVID-19) pandemic significantly disrupted athletic activities, including those in the Pacific 12 (Pac-12) Conference of the National Collegiate Athletic Association. It is currently unknown how the disruption in training and competition impacted athletes' risk of injury upon resumption of activities. To describe and compare the rate, timing, mechanism, and severity of injuries among collegiate athletes across multiple sports in the Pac-12 Conference before and after the COVID-19 pandemic-associated hiatus of intercollegiate athletic activities. Descriptive epidemiology study. Descriptive and injury data among intercollegiate athletes from both the season before the hiatus and the season after the hiatus were acquired from the Pac-12 Health Analytics Program database. Injury elements (timing of injury onset, injury severity, mechanism, recurrence, outcome, need for procedural intervention, and event segment during which the injury took place) were compared by time using the chi-square test and a multivariate logistic regression model. Subgroup analyses were performed on knee and shoulder injuries among athletes participating in sports with traditionally high rates of knee and shoulder injuries. A total of 12,319 sports-related injuries across 23 sports were identified, with 7869 pre-hiatus injuries and 4450 post-hiatus injuries. There was no difference in the overall incidence of injury between the pre-hiatus and post-hiatus seasons. However, the proportion of noncontact injuries was higher in the post-hiatus season for football, baseball, and softball players, and the proportion of nonacute injuries in the post-hiatus season was higher among football, basketball, and rowing athletes. Finally, the overall proportion of injuries sustained by football players in the final 25% of competition or practice was higher in the post-hiatus season. Athletes competing in the post-hiatus season were observed to have higher rates of noncontact injuries and injuries sustained in the final 25% of competition. This study demonstrates that the COVID-19 pandemic has had varied effects on athletes from different sports, suggesting that many factors must be considered when designing return-to-sports programs for athletes after an extended absence from organized training.

Demographic Factors and Instantaneous Lower Extremity Injury Occurrence in a National Collegiate Athletic Association Division I Population.

Temporal prediction of the lower extremity (LE) injury risk will benefit clinicians by allowing them to better leverage limited resources and target those athletes most at risk. To characterize the instantaneous risk of LE injury by demographic factors of sex, sport, body mass index (BMI), and injury history. Descriptive epidemiologic study. National Collegiate Athletic Association Division I athletic program. A total of 278 National Collegiate Athletic Association Division I varsity student-athletes (119 males, 159 females; age = 19.07 ± 1.21 years, height = 175.48 ± 11.06 cm, mass = 72.24 ± 12.87 kg). Injuries to the LE were tracked for 237 ± 235 consecutive days. Sex-stratified univariate Cox regression models were used to investigate the association between time to first LE injury and sport, BMI, and LE injury history. The instantaneous LE injury risk was defined as the injury risk at any given point in time after the baseline measurement. Relative risk ratios and Kaplan-Meier curves were generated. Variables identified in the univariate analysis were included in a multivariate Cox regression model. Female athletes displayed similar instantaneous LE injury risk to male athletes (hazard ratio [HR] = 1.29; 95% CI= 0.91, 1.83; P = .16). Overweight athletes (BMI >25 kg/m2) had similar instantaneous LE injury risk compared with athletes with a BMI of <25 kg/m2 (HR = 1.23; 95% CI = 0.84, 1.82; P = .29). Athletes with previous LE injuries were not more likely to sustain subsequent LE injury than athletes with no previous injury (HR = 1.09; 95% CI = 0.76, 1.54; P = .64). Basketball (HR = 3.12; 95% CI = 1.51, 6.44; P = .002) and soccer (HR = 2.78; 95% CI = 1.46, 5.31; P = .002) athletes had a higher risk of LE injury than cross-country athletes. In the multivariate model, instantaneous LE injury risk was greater in female than in male athletes (HR = 1.55; 95% CI = 1.00, 2.39; P = .05), and it was greater in male athletes with a BMI of >25 kg/m2 than that in all other athletes (HR = 0.44; 95% CI = 0.19, 1.00; P = .05), but these findings were not significantly different. In a collegiate athlete population, previous LE injury was not a contributor to the risk of future LE injury, whereas being female or being male with a BMI of >25 kg/m2 resulted in an increased risk of LE injury. Clinicians can use these data to extrapolate the LE injury risk occurrence to specific populations.

Study of biomechanical dynamic model of motor actions of trampoline athletes in the period of climbing height before the start of the competition program

The purpose of this study was to study the biomechanics of performing straight jumps on a trampoline among athletes who participated in rock climbing as part of the competition program. The main task was to improve the technical training of young Ukrainian trampoliners who are at the stage of specialized basic training (SBP). As part of the study, data on the performance of high-level trampoliners, including participants of the XXXI and XXXII Olympic Games, were analyzed to reveal the specifics of their direct jump technique. For this, video recordings of athletes' performances were analyzed and a complex biomechanical, dynamic and kinematic exercise model was created, including energy parameters as close as possible to ideal ones. With the help of a step-by-step evaluation of the parameters and the technique of movements on the trampoline, the factors affecting the biomechanical parameters of the model and their influence on the performance of the exercise were determined. Research has shown that performing a straight jump on a trampoline requires following certain technical requirements, including correct foot placement, accurate landing on the center of the trampoline, and correct distribution of body weight during the jump. The results of the study have both theoretical and practical significance and can be used for the training of trampolinists at the SBP stage. They can also be useful for coaches and athletes looking to improve their trampoline skills. In addition, the research may lead to the development of new methods of learning and training that will allow young athletes to achieve higher results in this sport. In conclusion, this study highlights the importance of biomechanics in training programs for athletes, especially those involved in disciplines such as trampoline. The results can be used to improve the technique of athletes, as well as to develop more effective training methods for training young athletes.