Consecutive Training Research Articles

Inter- and intra-microcycle external load analysis in female professional soccer players: A playing position approach.

This study analyzes the inter- and intra-differences in external load across the microcycle in professional female soccer players. External load during four consecutive microcycles (i.e., M1, M2, M3, and M4) and training sessions (i.e., MD-4, MD-3, MD-2, and MD-1) and a match day (i.e., MD) were registered in seventeen female professional soccer players (age: 26.3 ± 4.6 years; height: 166.3 ± 6.1 cm; body mass: 59.8 ± 6.8 kg; and body mass index: 21.6 ± 1.7 kg·m-2) who belonged to the same team in Spanish first division. A 10-Hz GPS that integrated a 100-Hz triaxial accelerometer was used to register external load. The results showed lower decelerations in M2 compared to M1 and M3 (p < 0.05), lower high-intensity distance (>16.0 km·h-1) in M3 vs. M2, and greater relative sprint distance (>21.0 km·min-1) in M4 vs. M1 and M3 (p < 0.05). MD-3 registered the highest load for all variables (p < 0.05). Forwards (FWs) performed (p < 0.05) significantly more sprints (meters and number > 21.0 km·h-1) than central midfielders (CMs) and central defenders (CDs) in MD-2 and MD. Both, fitness and conditioning staff should pay special attention to the external loads for each playing position in training sessions to optimize the training process.

The Effect of 2 Different Dual-Task Balance Training Methods on Balance and Gait in Older Adults: A Randomized Controlled Trial.

The purpose of this study was to compare the effects of integrated and consecutive cognitive dual-task balance training in older adults on balance, fear of falling, and gait performance. Fifty-eight participants (age >65years) were randomly assigned to an integrated dual-task training group (IDTT) (n = 29) and consecutive dual-task training group (CDTT) (n = 29). Balance exercises and cognitive tasks were performed simultaneously by the IDTT group and consecutively by the CDTT group for 8weeks. Balance was assessed using the Berg Balance Scale as a primary outcome measure and the Timed "Up & Go" Test (TUG) (standard-cognitive), fear of falling was assessed using the Tinetti Falls Efficacy Scale, and gait speed was assessed using the 10-Meter Walk Test (10MWT) (under single-task and dual-task conditions). All tests were performed before and after the training. There was no difference in group-time interaction in the Berg Balance Scale, TUG-standard, 10MWT-single task, and 10MWT-dual task tests. Group-time interaction was different in the TUG-cognitive and Tinetti Falls Efficacy Scale scores. Also, the effect of time was significantly different in all scales except for the 10MWT-single task in both groups. At the end of the 8-week training period, the impact of integrated and consecutive dual-task balance training on balance and gait performance in older adults was not statistically significantly different. This study suggests that consecutive dual-task balance training can be used as an alternative method to increase balance performance and gait speed in older adults who cannot perform integrated dual-task activities. There were no significant differences between the effects of the 2 dual-task training methods on balance and gait speed, suggesting that the consecutive dual-task balance training method can be used to improve the balance and gait of older adults. CDTT can be performed safely and considered as an alternative method for use in many rehabilitation training programs with older adults who cannot perform simultaneous activities.

Interprofessional education in medical and physiotherapy studies for future collaboration

BackgroundInterprofessional education (IPE) for medical and healthcare professions is highly relevant. It increases knowledge and skills, but also helps to foster the development of collaboration, which is essential for optimal patient care. One important aspect of IPE is to better understand profession’s individual attitudes and perceptions towards interprofessionalism and the expected roles and skills for future collaboration in the context of patient care. MethodsWe offered IPE workshops using a peer assisted learning approach, with the focus on anatomy in the area of the lower back and hip. The workshops were attended by medical and physiotherapy students and consisted of three consecutive training sessions with the topics anatomical prosections, anatomy in vivo and orthopedics testing. We focused on student’s attitudes and perceptions regarding the relevance of IPE and their expected skills in interprofessionalism. An established questionnaire was used as an instrument for self-assessment before and after the interprofessional experience. To evaluate for significance, analysis was carried out for all groups on pre- and post-course item mean differences. ResultsPre-post score comparison for all groups combined demonstrated significant increase in terms of perceptions and attitudes for several items related to interprofessionalism and interprofessional skills. Medical and physiotherapy students rated themselves significantly higher for different questionnaire items. Students, who had obtained a professional qualification prior to their current studies, rated themselves significantly higher on certain items compared to those who had not. ConclusionsThe results from this brief interprofessional anatomy experience are encouraging. The course led to meaningful improvements in competencies that are highly relevant for effective interprofessional collaboration in the future. Furthermore, identification of differences in professional group perceptions can be useful for development of future IPE workshops.

Variations of Brain Functional Connectivity in Alcohol-Preferring and Non-Preferring Rats with Consecutive Alcohol Training or Acute Alcohol Administration.

Alcohol addiction is regarded as a series of dynamic changes to neural circuitries. A comparison of the global network during different stages of alcohol addiction could provide an efficient way to understand the neurobiological basis of addiction. Two animal models (P-rats screened from an alcohol preference family, and NP-rats screened from an alcohol non-preference family) were trained for alcohol preference with a two-bottle free choice method for 4 weeks. To examine the changes in the neural response to alcohol during the development of alcohol preference and acute stimulation, different trials were studied with resting-state fMRI methods during different periods of alcohol preference. The correlation coefficients of 28 regions in the whole brain were calculated, and the results were compared for alcohol preference related to the genetic background/training association. The variety of coherence patterns was highly related to the state and development of alcohol preference. We observed significant special brain connectivity changes during alcohol preference in P-rats. The comparison between the P- and NP-rats highlighted the role of genetic background in alcohol preference. The results of this study support the alterations of the neural network connection during the formation of alcohol preference and confirm that alcohol preference is highly related to the genetic background. This study could provide an effective approach for understanding the neurobiological basis of alcohol addiction.

Motor sequences; separating the sequence from the motor. A longitudinal rsfMRI study

In motor learning, sequence specificity, i.e. the learning of specific sequential associations, has predominantly been studied using task-based fMRI paradigms. However, offline changes in resting state functional connectivity after sequence-specific motor learning are less well understood. Previous research has established that plastic changes following motor learning can be divided into stages including fast learning, slow learning and retention. A description of how resting state functional connectivity after sequence-specific motor sequence learning (MSL) develops across these stages is missing. This study aimed to identify plastic alterations in whole-brain functional connectivity after learning a complex motor sequence by contrasting an active group who learned a complex sequence with a control group who performed a control task matched for motor execution. Resting state fMRI and behavioural performance were collected in both groups over the course of 5 consecutive training days and at follow-up after 12 days to encompass fast learning, slow learning, overall learning and retention. Between-group interaction analyses showed sequence-specific decreases in functional connectivity during overall learning in the right supplementary motor area (SMA). We found that connectivity changes in a key region of the motor network, the superior parietal cortex (SPC) were not a result of sequence-specific learning but were instead linked to motor execution. Our study confirms the sequence-specific role of SMA that has previously been identified in online task-based learning studies, and extends it to resting state network changes after sequence-specific MSL.

Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping.

Purpose Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. Method Preschool-age children (DLD = 9, TD = 9) were trained on nine form-referent pairs across multiple consecutive training days. Children's ability to name referents at the end of training days indicated their ability to encode forms. Children's ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed 1 month after training to determine long-term retention of forms. Results Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a 1-month delay. Conclusions Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. Supplemental Material https://doi.org/10.23641/asha.16746454.

Cognitive load considerations for Augmented Reality in network security training

This paper presents an Augmented Reality (AR)-based network cabling tutoring system that trains users how to interconnect cables within a Virtual Local Area Network (VLAN) on a physical switching rack. AR arrows combined with text-based instruction and a checklist provided assistance during practical learning. When learners made a mistake, an Intelligent Tutoring System (ITS) identified the source of the mistake and provided real-time feedback using text, AR and text-to-speech mechanisms. The design was motivated by the human-cognitive architecture and its five evolutionary principles (proposed by Sweller and Sweller (2006)). Users performed four consecutive network cabling training tasks with assistance from our ITS. We found that users made fewer errors when the AR cues, text-based instruction and checklist solutions were replaced with summarised information and then removed completely in the final task compared to those who used an identical system with fixed instruction. Cognitive Load Theory (CLT) explains our results by suggesting that the instructional mechanisms become redundant as knowledge increases. Implications of the study are discussed as well as how AR can help facilitate knowledge transfer in the network cabling domain.

State movement for controlling trains operating under the virtual coupling system

Train Virtual Coupling System (VCS) has been proposed as a new signalling system for controlling trains by building a group of trains as convoys in order to increase line’s capacity. This is achieved because the consecutive trains under the VCS is separated only by a relative braking distance; this is much shorter than the separation distance required in the Fixed Block Signaling (FBS) and Moving Block Signaling systems (MBS). In order to achieve the high capacity obtained from the VCS, the trains in a virtually coupled convoy should keep at a distance as close to the relative braking distance as possible and run at the same speed for maintaining the safe distance between them. In this paper, we propose a distance and velocity difference approach and introduce the multiple state movements for stimulating train’s movement under the VCS. The simulated results show that the capacity can be significantly increased and maximized in which the actual separation distance between trains when they are in convoy state is slightly longer than the minimum safe distance. It could be ensured that the train has proceeded safely in that the actual separation distance is surely longer than the minimum safe distance throughout the operation time period. In addition, we show that the trains can also proceed smoothly, in that a following train catches up with its leading train and joined in the convoy with a stable movement.

Teachers’ professional identity: validation of an assessment instrument for preservice teachers

This study aims to develop and validate an instrument to analyse future Secondary Education teachers' perceptions regarding the development of Teachers' Professional Identity (TPI). The data were collected from a sample of 733 participants who were students enrolled in the Master's Degree for Secondary Education teachers. The psychometric properties of the instrument were obtained by analysing content, and comprehension validity, construct validity and reliability. A first subsample was used for an Exploratory Factor Analysis, and a second one to verify the identified factor structure via Confirmatory Factor Analysis. The instrument is made up of 31 items in four scales namely the understanding of TPI, the development of TPI at various educational levels, the development of TPI in comparison with that of other professionals and the influencing factors. The results show that it has high levels of validity and reliability. Therefore, it provides TPI research field with an instrument to assess it during the initial teacher training period in consecutive training models where it seems to occur more identity crisis.

Physiotherapy versus Consecutive Physiotherapy and Cognitive Treatment in People with Parkinson's Disease: A Pilot Randomized Cross-Over Study.

Background: Parkinson’s disease (PD) is characterized by motor and cognitive dysfunctions that can usually be treated by physiotherapy or cognitive training, respectively. The effects of consecutive physiotherapy and cognitive rehabilitation programs on PD deficits are less investigated. Objective: We investigated the effects of 3 months of physiotherapy (physiotherapy treatment group) or consecutive physiotherapy and cognitive (physiotherapy and cognitive treatment group) rehabilitation programs on cognitive, motor, and psychological aspects in 20 PD patients. Methods: The two groups switched programs and continued rehabilitation for another 3 months. The outcomes were score improvement on cognitive (Montreal Cognitive Assessment, Frontal Assessment Battery, Trail Making Test, Verbal Phonemic Fluency, Digit Span, and Rey Auditory Verbal Learning), motor (Unified Parkinson’s Disease Rating Scale-III, Berg Balance Scale, Two-Minute Walking Test, and Time Up and Go), and psychological (Beck Depression Inventory and State-Trait Anxiety Inventory) scales. Results: Between-group comparison revealed a significant difference in functional mobility between the two rehabilitation programs. Improvements in walking abilities were noted after both interventions, but only the patients treated with consecutive training showed better performance on functional mobility and memory tasks. Conclusion: Our findings support the hypothesis that consecutive physiotherapy plus cognitive rehabilitation may have a greater benefit than physiotherapy alone in patients with PD.

Material development for beginner student interpreters: how does text structure contribute to the difficulty of consecutive interpreting?

ABSTRACT Material development is important for training beginner student interpreters, as it guides the direction of interpreting learning. One key principle is difficulty progression, which requires a good knowledge of the indicators of difficulty. Since text structure outweighs words and sentences in the information processing of consecutive interpreting, this study argued that text structure should be introduced as one of the major parameters for scaling material difficulty. Therefore, it set out to explore how the text structure of source materials contributes to the difficulty of consecutive interpreting for beginner student interpreters. Text structure is specified as causal relations and additive relations at the microstructure and macrostructure levels. Experiment data revealed that at the microstructure level, additive relations were more difficult to process than causal relations, while at the macrostructure level, causal relations were more difficult to process than additive relations. The reasons for this could be the different features of these two types of rhetorical relations and the processing mechanisms they trigger in comprehension and memory. The results are expected to provide a reference for instructors in selecting and adapting materials for pedagogical purposes in the initial stages of consecutive interpreter training.

Toward Programmable Moiré Computation: Toward Programmable Moiré Computation (Adv. Theory Simul. 7/2021)

A consecutive training process of Moiré computation framework from classification to sampling tasks is shown. In article number 2100063, Xi Zhu and co-workers demonstrate that the optical properties of Moiré pattern are related to the twist angle, which can be controlled by advanced laser techniques. Rich choices of 2D materials as well as the programmable, non-replacing features imply a promising development potential for Moiré computation.

Analysis of Record Scores in the Clean and Its Variations in the Long-Term Training of Young Weightlifters.

Szyszka, P and Czaplicki, A. Analysis of record scores in the clean and its variations in the long-term training of young weightlifters. J Strength Cond Res 35(9): 2383-2388, 2021-The main objectives of this study were to determine the time trajectories of record scores in the clean lift (C) and its derivatives achieved by young weightlifters in a 2-year training cycle and to estimate the quantitative relationships between these scores. The study involved 17 weightlifters who were tested 7 times at 3-month intervals. The computations were based on an individual growth curve approach. The study found statistically significant increases (p < 0.05) in record scores between consecutive measurements until the last measurement for the hang clean (HC), the second to last measurement for the C, and the fourth measurement for the power clean (PC) and the hang power clean (HPC). The overall mean ratios of the record scores in the C to those in the HC, PC, and HPC were approximately constant and amounted to 0.96, 0.89, and 0.80, respectively. Statistically significant differences (p < 0.05) between individual time trajectories of record scores in the C and its derivatives were also identified in the 2 consecutive annual training macrocycles. The results suggest that the long-term analysis of record scores in the C and its derivatives can be useful in assessing athletes' sport level, in predicting their performance, and in proper exercise selection in the training of young weightlifters.

A preliminary study of the effects of the number of consecutive days of training and days off on foal recall

It is critically important that early foal handling and training takes into account foals cognitive abilities and ability to cope with intense work without becoming overly aroused and fearful. Foals may experience days off during planned training programs due to owner/trainers circumstances and not as an intended part of the training schedule. Recent research has suggested that days off within training schedules may be beneficial to training outcomes. This study aimed to determine how the incorporation of days off during initial training influences foal learning outcomes. Twenty Thoroughbred foals underwent a 6-7 session training program. Foals were blocked by age (< or >8 weeks) and randomly allocated to either training condition A (trained for 2 consecutive days followed by a rest day, 2 more training days, rest day, finishing with up to 3 more consecutive training days) or training condition B (trained for 4 consecutive days, 2 rest days, finishing with up to 3 more consecutive training days). Qualified Foal NZ Ltd trainers used negative reinforcement to train foals to ‘Go’ (cranial pressure on the halter until foal steps forward) and ‘Stop’ (caudal pressure until the foal stops) from first, the left and second, the right side. Session length was determined by progress made and did not exceed 25 minutes. Training success was assessed by number of signals required (recall) for the foal to perform the task in the next training day. Biting behaviors exhibited by foals were instantaneously recorded during training sessions. Recall data for all tasks were non-parametric (left ‘Go’ Anderson Darling = 6.32; ‘Stop’ Anderson Darling = 2.89; right ‘Go’ Anderson Darling = 4.24; and ‘Stop’ Anderson Darling =6.10; all P < 0.005). Foals’ recall of any of the tasks did not differ according to whether they were trained with 2 non-sequential days break (training condition A) or 2 consecutive days break (training condition B) for either younger or older foals (all Mann-Whitney U, P > 0.05). Younger foals (<8 weeks) trained using condition B showed significantly more biting (median = 7; range 0-9) in session 4 than those trained using condition A (median = 0; W = 36; P < 0.05); however, this difference disappeared by session 5 (median = 0; W = 46; P > 0.05). On the basis of the findings of this study, it is recommended that young foal initial training programs incorporate a day off within the first 4 days in order to decrease the development and occurrence of adverse behaviors such as biting.

Processes of Reflection in the Teaching and Learning Research Lab: Effects of Reflecting on Classroom Actions

The ability to reflect on teaching is crucially important for the professionalization of trainee teachers. The fostering of reflection processes – by means of the systematic analysis of one’s own and others’ teaching from subject-specific, methodological, and educational science perspectives – plays a central role in a continuing and consecutive two-semester teacher training seminar concept at the University of Mainz. This paper explores the different effects of reflection on teaching on the basis of a quasi-experimental pre-post test design. Additionally, it shows how systematic reflection on teaching affects the students’ subjective experience of competence as well as the extent the seminar enables them to identify themes relevant for reflection. For example, the results of the comparison between two student groups working with different methodological approaches reveal that there are specific effects of opportunities for reflection on teaching. It was found that the students in both groups rated the relevance of self-reflection for their own later work as very high and felt much more confident in dealing with external video material. Moreover, the students in the intervention group appear to be increasingly capable of analysing teaching and learning processes in a more nuanced and systematic way based on theory and criteria; they are also more skilled at identifying reflection-relevant situations from various perspectives. As a consequence, it becomes clear that reflection on one’s own and others’ teacher actions must be integrated more strongly and consequently into teacher training in order to advance the development of one's own professionalisation and to make the best possible use of the associated potential.

Exploring Neurofeedback Training for BMI Power Augmentation of Upper Limbs: A Pilot Study.

Electroencephalography neurofeedback (EEG-NFB) training can induce changes in the power of targeted EEG bands. The objective of this study is to enhance and evaluate the specific changes of EEG power spectral density that the brain-machine interface (BMI) users can reliably generate for power augmentation through EEG-NFB training. First, we constructed an EEG-NFB training system for power augmentation. Then, three subjects were assigned to three NFB training stages, based on a 6-day consecutive training session as one stage. The subjects received real-time feedback from their EEG signals by a robotic arm while conducting flexion and extension movement with their elbow and shoulder joints, respectively. EEG signals were compared with each NFB training stage. The training results showed that EEG beta (12–40 Hz) power increased after the NFB training for both the elbow and the shoulder joints’ movements. EEG beta power showed sustained improvements during the 3-stage training, which revealed that even the short-term training could improve EEG signals significantly. Moreover, the training effect of the shoulder joints was more obvious than that of the elbow joints. These results suggest that NFB training can improve EEG signals and clarify the specific EEG changes during the movement. Our results may even provide insights into how the neural effects of NFB can be better applied to the BMI power augmentation system and improve the performance of healthy individuals.

Personalized Training Schedules for Retention and Sustainment of Cardiopulmonary Resuscitation Skills.

IntroductionThe study examined how the spacing of training during initial acquisition of cardiopulmonary resuscitation (CPR) skill affects longer-term retention and sustainment of these skills.MethodsThis was a multiphased, longitudinal study. Nursing students were randomly assigned to 2 initial acquisition conditions in which they completed 4 consecutive CPR training sessions spaced by shorter (1 or 7 days) or longer (30 or 90 days) training intervals. Students were additionally randomized to refresh skills for 1 year every 3 months, 6 months, or at a personalized interval prescribed by the Predictive Performance Optimizer (PPO), a cognitive tool that predicts learning and decay over time.ResultsAt the end of the acquisition period, performance was better if training intervals were shorter. At 3 or 6 months after acquisition, performance was better if initial training intervals were longer. At 1 year after acquisition, compression and ventilation scores did not differ by initial training interval nor by 3-month or PPO-prescribed sustainment interval refreshers. However, 6-month interval refreshers were worse than the PPO for compressions and worse than 3 months for ventilations. At the final test session, participants in the personalized PPO condition had less variability in compression scores than either the 3- or 6-month groups.ConclusionsResults suggest that CPR learning trajectories may be accelerated by first spacing training sessions by days and then expanding to longer intervals. Personalized scheduling may improve performance, minimize performance variability, and reduce overall training time.

Effects of Ranolazine and its Combination with Amiodarone on Rapid Pacing-induced Reentrant Atrial Tachycardia in Rabbits.

Ranolazine (RAN) has previously been shown to lower the onset of cholinergic atrial fibrillation in intact animals; however, its efficacy in the setting of atrial tachycardia (AT) is unknown. The purpose of this study was to investigate the effects of RAN alone or in combination with amiodarone (AMIO) on rapid pacing-evoked right AT in rabbit hearts. Right atrial monophasic action potentials (MAPs) were recorded in 11 anesthetized rabbits, using combination MAP pacing catheters. Vulnerability to AT was tested by employing consecutive trains of rapid burst pacing prior to and after 2.4 mg/kg of RAN alone delivered intravenously and then in combination with 3 mg/kg of AMIO as a 15-minute infusion. Primary endpoints were postdrug AT reproducibility as well as cycle length (CL) and tachycardia duration. MAP duration at 75% repolarization and the effective refractory period (ERP) were assessed during programmed pacing to calculate the atrial postrepolarization refractoriness (aPRR = ERP – MAPD75%). AT was elicited in eight out of 11 rabbits; only these animals were included for further investigation. RAN did not abolish the inducibility of AT in any experiment; however, it prolonged its CL (baseline vs. RAN: 120 ± 16 ms vs. 138 ± 18 ms; p = 0.053). Supplemental AMIO further increased the AT CL (baseline vs. RAN + AMIO: 120 ± 16 ms vs. 152 ± 23 ms; p = 0.006), without affecting arrhythmia reinducibility. Slowing of the tachycardia after RAN or RAN + AMIO was associated with spontaneous termination of the arrhythmia. RAN prolonged the aPRR significantly, while AMIO in addition to RAN potentiated this effect. Neither RAN alone nor its combination with AMIO abolished the elicitation of AT in this model. However, both agents synergistically prolonged the aPRR, resulting in the slowing of AT and promoting spontaneous termination of the arrhythmia.

Cooling during short-term heat acclimation enhances aerobic capacity but not sweat capacity

ABSTRACT To characterize the adaptive responses to short-term heat acclimation (HA) training with repeated-sprint exercises and to determine the effects of ice slurry ingestion during HA on aerobic capacity and adaptations. Seven physically active males completed two 5 consecutive day interventions in a randomized cross-over design. Participants performed approximately 80-min intermittent repeated-sprints using a cycling ergometer including break-time and half time in 36.5°C and 50%RH. Participants ingested either 1.25 g·kg body mass−1 of ice slurry (ICE: −1°C) or room temperature beverage (NOC: 36.5°C) throughout each break and 7.5 g·kg body mass−1 of the same drink during half time. Maximum oxygen uptake (O2max) test in hot conditions was completed before and after HA training. Ice slurry ingestion during short-term HA training induced significantly higher both O2max and watt at O2max following HA training. Total work done was significantly higher in HA with ICE than for the NOC trial on both day 1 and day 5. Sweating Na+ concentration in NOC trial at day 5 were significantly lower than those in the NOC trial day 1, but was not observed in ICE trial. Cooling during HA training may be an effective strategy for enhancement of aerobic capacity via the adaptations gained from a higher quantity of exercise caused by cooling, but does not improve heat loss capacity. Highlights There is the potential dilemma whether cooling during short-term training in the heat might negatively impacts the process of helping athletes adapt to hot environments. Cooling during short-term heat training may be an effective strategy to enhancement of aerobic capacity via the adaptations gained from a higher quantity of exercise caused by cooling, but does not improve heat loss capacity. The study suggests the importance to selecting cooling during the heat acclimation phase of consecutive field training according to the individual's training plan.

Utility of an Isometric Midthigh Pull Test to Assess Lower Body Muscular Strength in Professional Netball Players.

This study established the relationship between isometric midthigh pull (IMTP) peak force and court-based jumping, sprinting, and change of direction (COD) performance in professional netball players. The change in IMTP peak force in response to sport-specific training was also examined. IMTP peak force and court-based jumping, sprinting, and COD were collected in 18 female athletes contracted to a Suncorp Super Netball team. Linear regression models established the relationship between absolute and normalized strength values and court-based performance measures in the participant cohort. Changes in IMTP peak force and court-based performance measures were examined following 2 consecutive preseason training blocks in a subset of participants. The IMTP peak force values normalized to body mass were found to be determinants of court-based jumping, sprinting, and COD performance in the participant cohort (R2 = .34-.65, P ≤ .016). The participants showed increases in absolute (mean ± SE = 398 ± 68.5N, P < .001, Hedge g = 0.70 [-0.05 to 1.35]) and normalized IMTP peak force (mean ± SE = 4.6 ± 0.78N·kg-1, P < .001, Hedge g = 0.47 [-0.04 to 0.97]) over 2 consecutive training blocks that coincided with improvements in jumping, sprinting, and COD performances. IMTP peak force is a determinant of court-based jumping, sprinting, and COD performance and is sensitive to training in professional netball players. These results support the utility of the IMTP test to monitor the development and maintenance of maximal lower body muscular strength in these athletes.