Purpose: The aim of this review is to (1) retrieve all data validating the Session-rating of perceived exertion (RPE)-method using various criteria, (2) highlight the rationale of this method and its ecological usefulness, and (3) describe factors that can alter RPE and users of this method should take into consideration.Method: Search engines such as SPORTDiscus, PubMed, and Google Scholar databases in the English language between 2001 and 2016 were consulted for the validity and usefulness of the session-RPE method. Studies were considered for further analysis when they used the session-RPE method proposed by Foster et al. in 2001. Participants were athletes of any gender, age, or level of competition. Studies using languages other than English were excluded in the analysis of the validity and reliability of the session-RPE method. Other studies were examined to explain the rationale of the session-RPE method and the origin of RPE.Results: A total of 950 studies cited the Foster et al. study that proposed the session RPE-method. 36 studies have examined the validity and reliability of this proposed method using the modified CR-10.Conclusion: These studies confirmed the validity and good reliability and internal consistency of session-RPE method in several sports and physical activities with men and women of different age categories (children, adolescents, and adults) among various expertise levels. This method could be used as “standing alone” method for training load (TL) monitoring purposes though some recommend to combine it with other physiological parameters as heart rate.

Exercise performance declined in HPM conditions in part due to impaired vasodilation in the peripheral vasculature.

Purpose To identify pelvic rotation and/or distortion in able-bodied and untreated AIS girls with moderate and severe scoliosis and verify association of pelvic morphological changes with Cobb angle increase. Methods The 3D coordinates of nine anatomic bony landmarks were identified to estimate pelvic orientation using a Flock of Birds system. The distances between the first sacral vertebral body (S1) and each of the eight iliac spine landmarks in all three planes were calculated to identify pelvic distortion. Analysis of variance was used to assess pelvic orientation and determine pelvic distortion. Pearson coefficients of correlation were used to identify any relationships between Cobb angle and pelvic morphological parameters.Results Pelvic orientation was similar in able-bodied and scoliotic girls regardless of the severity of the spinal deformity. Significant differences were observed in pelvic morphology between AIS with severe untreated scoliosis and those with a moderate scoliosis for the right anterosuperior iliac spines (ASIS), the tip of the superior iliac crest (TSIC) and the widest tip of the iliac crest (WTIC) widths from S1. Statistically significant correlations were observed between the Cobb angles and the iliac crest distances measured from S1. Conclusions Differences in iliac spine geometries occurred in the transverse plane correlating to Cobb angles which suggest altered bone growth in AIS girls. Such findings could indicate right thoracic spinal deformity as a result of pelvic torsion.

The purpose of this study was to determine how pelvic morphology, body posture, and standing balance variables of scoliotic girls differ from those of able-bodied girls, and to classify neuro-biomechanical variables in terms of a lower number of unobserved variables. Twenty-eight scoliotic and twenty-five non-scoliotic able-bodied girls participated in this study. 3D coordinates of ten anatomic body landmarks were used to describe pelvic morphology and trunk posture using a Flock of Birds system. Standing balance was measured using a force plate to identify the center of pressure (COP), and its anteroposterior (AP) and mediolateral (ML) displacements. A multivariate analysis of variance (MANOVA) was performed to determine differences between the two groups. A factor analysis was used to identify factors that best describe both groups. Statistical differences were identified between the groups for each of the parameter types. While spatial orientation of the pelvis was similar in both groups, five of the eight trunk postural variables of the scoliotic group were significantly different that the able-bodied group. Also, five out of the seven standing balance variables were higher in the scoliotic girls. Approximately 60% of the variation is supported by 4 factors that can be associated with a set of variables; standing balance variables (factor 1), body posture variables (factor 2), and pelvic morphology variables (factors 3 and 4). Pelvic distortion, body posture asymmetry, and standing imbalance are more pronounced in scoliotic girls, when compared to able-bodied girls. These findings may be beneficial when addressing balance and ankle proprioception exercises for the scoliotic population.

Classical models to estimate the head and trunk (HT) moments of inertia (I) are limited to populations from which the anthropometric measures were obtained. The purposes of this study were to determine if the angular momentum technique can be used to estimate subject-specific HT's I values and test its validity and sensitivity. Twenty-three adults who participated in this study were divided into three morphological groups according to their body mass index (BMI). Using the proposed technique, the HT's I values were estimated for the whole sample and compared to three well-known methods to test its validity. The sensitivity of the proposed method was verified while applied to individuals with different BMI (i.e., lean, normal, and obese). The angular momentum technique gave I values within the range of those of the three methods for the entire sample. Statistical differences were identified between the lean and obese groups in relative radii of gyration for the anteroposterior and mediolateral axes ( P<0.05). Since the proposed technique makes no assumption on the mass distribution and segments' geometry, it appeared to be more sensitive to body morphology changes in estimating the HT's I values in lean and obese subjects compared to the classical methods.

Anthropometric tables are not applicable to calculate the scoliotic trunk mass and center of mass (COM). The purposes of this study were: (1) to estimate the head and trunk mass and COM in able-bodied and scoliotic girls using a force plate method, (2) to estimate head and trunk COM offset compared to those of the body, and (3) the use of mean ratios to estimate the head and trunk COM calculated in this study and that calculated according to a conventional three-dimensional (3D) method compared to the measured values. Twenty-one scoliotic and twenty able-bodied girls participated. The subjects stood upright with arms beside the trunk on a force plate that collected data at 60 Hz for a period of 5s. The anteroposterior and mediolateral positions of the body COM were obtained from the mean center of pressure values. The height of the body COM was estimated by the reaction board method. Afterwards a body segment was displaced and changes in force plate readings were recorded and applied to estimate the head and trunk mass and COM. Trunk offset was defined as the difference between the COM of the body and head and trunk. The measured head and trunk COM was compared to values obtained by the mean ratios calculated from this study and given by the conventional 3D method. The relative head and trunk mass and the anteroposterior trunk offset were larger in scoliotic girls. The force plate method gave similar results to measured COM values for both groups underlying its capability to provide a more accurate estimation of COM related values. Thus, the use of mean ratios of 0.5538 and 0.6438 obtained in this study to estimate the head and trunk mass and COM position in scoliotic girls can overcome the main drawbacks of current anthropometric methods, if direct measurements cannot be taken.

One of the goals of the United Arab Emirates (UAE) is to be the centre of excellence in both education and research in the Middle East. Radical educational reforms have been introduced with substantial governmental support provided to ensure that the essential standards of quality are met in terms of teacher professional development (TPD) as the country transitions to a knowledge-based economy. Given UAE’s unique demographic landscape, it is of great interest to map the evolving TPD landscape in the country from its historical beginnings to the current initiatives being done and future initiatives being conceptualized in government and private schools. The paper focuses on TPD in the following areas: early childhood, special education, educational leadership, health and physical education. The resulting shifts in the UAE educational landscape as a function of the pandemic across these specific disciplines are discussed. The impact on field experiences among preservice teachers and the continuous professional development opportunities for in-service teachers are further explored. Moreover, the authors will touch on some best practices and challenges in providing TPD in the UAE, in light of stringent quality assurance systems in teacher education. It is argued that there is a lack of centralization by way of a cohesive framework that effectively structures the implementation of a TPD model that is aligned and customized to the needs of its stakeholders. This provides a unique opportunity for educators to chart their own roadmap and collectively define the evolving educational landscape. Keywords: teacher professional development in UAE, teacher training in the UAE

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