Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.
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Introduction: Cutting is an important skill in team-sports, but unfortunately is also related to non-contact ACL injuries. The purpose was to examine knee kinetics and kinematics at different cutting angles. Material and methods: 13 males and 16 females performed cuts at different angles (45 , 90 , 135 and 180 ) at maximum speed. 3D kinematics and kinetics were collected. To determine differences across cutting angles (45 , 90 , 135 and 180 ) and sex (female, male), a 4 2 repeated measures ANOVA was conducted followed by post hoc comparisons (Bonferroni) with alpha level set at a 0.05 a priori. Results: At all cutting angles, males showed greater knee flexion angles than females (p < 0.01). Also, where males performed all cutting angles with no differences in the amount of knee flexion 42.53 ± 8.95 , females decreased their knee flexion angle from 40.6 ± 7.2 when cutting at 45 to 36.81 ± 9.10 when cutting at 90 , 135 and 180 (p < 0.01). Knee flexion moment decreased for both sexes when cutting towards sharper angles (p < 0.05). At 90 , 135 and 180 , males showed greater knee valgus moments than females. For both sexes, knee valgus moment increased towards the sharper cut- ting angles and then stabilized compared to the 45 cutting angle (p < 0.01). Both females and males showed smaller vGRF when cutting to sharper angles (p < 0.01). Conclusion: It can be concluded that different cutting angles demand different knee kinematics and kinet- ics. Sharper cutting angles place the knee more at risk. However, females and males handle this differ- ently, which has implications for injury prevention.
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Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; 42%) within 13 classes in grades 7–9 (age 11–15) played basketball in mixed-gender and in single-gender teams. The effects on participant’s perceived competence and moderate-to-vigorous activity (MVPA) were assessed using questionnaires and heart rate monitors, respectively. Although girls’ perceived competence was lower than that of boys, girls’ perceived competence increased during single-gender game play. Physical activity levels were high during both mixed-gender and single-gender game play. Playing invasion games (i.e. basketball, handball, soccer) in gender-specific groups could be a useful strategy for PE teachers to implement into their lessons, in order to improve girls’ perceived competence during invasion games. https://doi.org/10.1177/1356336X13496000
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