Purpose. The study aimed at determining the relationships between muscle architecture and badminton-specific physical abilities. Methods. The total of 30 university level badminton players (mean age: 22.1 ± 1.4 years) were recruited as participants and underwent assessment of muscle architecture and badminton-specific physical abilities. Pennation angle, fascicle length, and muscle thickness of vastus medialis, vastus lateralis, rectus femoris, and biceps femoris were determined with ultrasonography for muscle architecture variables. Lunge one repetition maximum (1RM), lunge relative 1RM, standing long jump, vertical jump, and agility t-test were performed for physical abilities. The relationship between all muscle architectures and physical abilities was determined with the use of Pearson correlation. Results. The results showed that the pennation angle and muscle thickness were positively correlated while fascicle length was negatively correlated with the physical abilities except for the agility test. Conclusions. The study demonstrates that the possibilities of training performed by athletes affect their muscle architecture; further studies are required to examine how different kinds of training affect muscle architecture, which can then influence performance in sports.
This study was conducted to determine and compare the kinetics during step forward lunge (SFL) and jump forward lunge (JFL) in badminton. Fifteen university badminton players (mean age = 22.07 ± 1.39 years old) were recruited and were assigned to perform SFL and JFL while holding a badminton racquet using their dominant hand. For both dominant and non-dominant leg, all the force variables during JFL were significantly higher compared to SFL. Results also showed that time to peak force and stance time was significantly shorter during SFL compared to JFL. Besides that, all the forces variables were greater in the dominant limb compared to the non-dominant limb. Time to peak force and stance time were also shorter in dominant limb compared to the non-dominant limb. To conclude, coaches and athletes need to be aware of the mechanical demands during both lunge method and the assymetries that exist in terms of force production between both sites of limbs.
The aim of this study was to compare kinetics, muscle activation and performance during resistance exercises between internal focus attention instructions, external focus attention instructions and control condition. Thirty (n = 30, mean age = 21.40 ± 0.93 years old) healthy men were recruited as participants and were asked to perform resistance exercises in three conditions; i) internal focus, ii) external focus and iii) control (no focus attention instruction). Participants performed 10RM squat and deadlift assessment in which kinetics, muscle activation and number of repetitions completed were recorded and analyzed during the exercises. Findings of this study revealed that external focus attention instruction produced greater force production and number of repetitions completed while at the same time lower muscle activity compared to the internal focus conditions. To conclude, external focus attention instructions were suggested to be adopted during resistance training due to its effectiveness to make movement more economic while producing greater performance in which will be more advantages for future adaptations.
Background:Sahrmann five-level core stability test protocol has been used to evaluate the ability of the core muscles to stabilize the spine. However, validation studies on the Sahrmann protocol are limited. Objective:The purpose of this study was to compare the different levels of Sahrmann five-level core stability (levels 1–5) on the muscle activity of rectus abdominis (RA), external oblique (EO), and transverse abdominis/internal oblique (TrA/IO). Methods:Twenty-two asymptomatic male participants aged 21.3[Formula: see text].59 years were recruited. Participants were instructed to perform maximum voluntary contraction (MVC) and five levels of Sahrmann five-level core stability test guided with a pressure biofeedback unit (PBU). The surface electromyography (EMG) data of each muscle during five levels of Sahrmann five-level core stability test were normalized as a percentage of MVC. Results:Results showed significant differences in the normalized EMGs of RA [[Formula: see text](4) = 64.80, [Formula: see text].001], EO [[Formula: see text](4) = 58.11, [Formula: see text].001], and TrA/IO [[Formula: see text](4) = 56.00, [Formula: see text].001] between the five levels of Sahrmann five-level core stability test. Post-hoc analysis revealed Sahrmann levels 5 and 3 have significantly higher abdominal EMG signals than levels 4, 2, and 1 ([Formula: see text].001). Conclusion:In conclusion, the Sahrmann five-level core stability test differs according to the level of Sahrmann tests. Significantly higher abdominal muscle activities were observed during levels 3 and 5. Therefore, the classification exchange in levels 3 and 4 of the Sahrmann five-level core stability test should be reconsidered in the future.
In this study, the defining development pathways of "A", "B" and "C" licenced coaches in Malaysia, were examined from the perspective of identifying critical issues and challenges. This research was guided by principles of evolved grounded theory (EGT), (Strauss & Corbin, 1990). Twelve participants were recruited based on the principles of theoretical sampling (Strauss & Corbin, 1998), eventually a cross section of "A", "B" and "C" licenced coaches were recruited that adequately represented the various levels. In-depth semi-structured interviews were used to explore how participants organised and understood their coaching experiences was used with a recursive design whereby newly identified themes could be explored in subsequent interviews. Furthermore, probe questions were also used to explore ideographic themes and issues relevant to each interviewee. Initially data analysis involved creating electronic written transcripts of the participant's answer during the interviews. The data underwent systematically construction, deconstruction and reconstruction stages. As expected, stages of development emerged as a central overarching category. Based on the analysis, the following four stages of development emerged, a) pre-accreditation, b) participation, c) developmental and d) performance. These four stages of development formed the central structure of the constructed grounded theory.
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