Special Article responsible in the event of any contradiction, discrepancy and/or ambiguity between the EACTS, EACTA and EBCP Guidelines and any other official recommendations or guidelines issued by the relevant public health authorities, in particular in relation to good use of healthcare or therapeutic strategies. Health professionals are encouraged to take the EACTS, EACTA and EBCP Guidelines fully into account when exercising their clinical judgement as well as in the determination and the implementation of preventive, diagnostic or therapeutic medical strategies; however, the EACTS, EACTA and EBCP Guidelines do not, in any way whatsoever, override the individual responsibility of health professionals to make appropriate and accurate decisions in consideration of each patient's health condition and, where appropriate and/or necessary, in consultation with that patient and the patient's care provider. Nor do the EACTS, EACTA and EBCP Guidelines exempt health professionals from giving full and careful consideration to the relevant official, updated recommendations or guidelines issued by the competent public health authorities, in order to manage each patient's case in light of the scientifically accepted data pursuant to their respective ethical and professional obligations. It is also the health professional's responsibility to verify the applicable rules and regulations relating to drugs and medical devices at the time of prescription. The article has been co-published with permission in the British Journal of Anaesthesia, the European Journal of Cardio-Thoracic Surgery and the Interactive CardioVascular and Thoracic Surgery.
Context: Athlete monitoring using wearable technology is often incorporated with soccer athletes. While evaluations have tracked global outcomes across soccer seasons, there is little information on athlete loads during individual practice drills. Understanding these demands is important for athletic trainers for return-to-play decision-making. Objective: To provide descriptive information on total distance, total playerload (PL), distance per minute, and PL per minute for practice drill structures and game-play by player position among female soccer athletes across a competitive season. Design: Retrospective, observational field study. Setting: NCAA Division I university. Patients or other Participants: Thirty-two female college soccer players (20±1 years). Interventions: Athletes wore a single GPS and triaxial accelerometer unit during all practices and games in a single soccer season. Individual practice drills were labeled by the team's strength and conditioning coach, and binned into physical, technical and tactical skills, and small- and large-sided competition drill structures. Main Outcome Measures: Descriptive analyses were used to assess the median total distance, total PL, distance per minute, and PL per minute by drill structure and player position (defenders, midfielders, forwards/strikers) during practices and games. Results: Small- and large-sided competitive drills imposed the greatest percentage of workload across all measures for each position (~20% of total practice), followed by physical drills. When comparing technical and tactical, technical skills required athletes to cover the greatest distance (technical: ~17%; tactical: ~15%), tactical skills required higher play intensity during practices across all positions (technical: ~18%; tactical: ~13%). Defenders had the highest median PL outcomes of all positions during practices. Conclusions: Different practice drill types imposed varying levels of demands on female soccer athletes, which simulated game play. Athletic trainers and other clinicians may use this information for formulating objective return-to-play guidelines for injured collegiate women's soccer players.
The field of Web development has evolved and diversified significantly in recent years, and narrowing the gap between the requirements of academia and the demands of industry remains a challenge. Moreover, many faculty members often struggle with knowing "how much" of a particular subject they should teach to their students and at what level. This small-scale, exploratory study seeks to uncover the existence of "threshold concepts" within Web development. Threshold concepts are the fundamental concepts which, once mastered, allow a learner to progress to a deeper understanding of a subject. An online questionnaire was sent out to 24 instructors within UK higher education institutions who teach Web development subjects. Nine participants responded to the questionnaire and interviews were conducted with five to discuss and expand on the responses provided, resulting in the identification of four areas that were perceived as difficult for students to grasp when learning Web development. Analysis of these areas suggests that threshold concepts do exist within the subject and we offer up two candidates for the field of Web development: basic programming principles and decomposition and abstraction. Designing a curriculum based on threshold concepts and less on the latest methods, tools, and techniques can go a long way in helping students to become experts in their chosen discipline.
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