Review of Resisted Sled Towing for Sprint Training

Review of Resisted Sled Towing for Sprint Training Sprinting consists of three phases: acceleration phase, transition phase and a maximal velocity phase (Cronin Hansen, 2006). Acceleration is a major component in making a successful performance in many different sports and it can also be seen as potentially pivotal in determining the outcome of a sports game. Therefore training for acceleration is an essential component of many athletes’ strength and conditioning programme (Kraemer et al. 2000). When choosing methods to improve sprinting certain parameters need to be considered. The acceleration phase includes a longer stance time, increased trunk and knee flexion and greater propulsive forces (Kraemer et al. 2000). The muscular structure of the lower leg needs to have the necessary capacity to contribute to the acceleration performance and this is done through specific strength training activities. When an athlete improves strength, it produces greater force and decreased ground contact time which increases stride frequency (Spinks et al. 2007). Various training modalities including sprint loading improve the elastic energy during the support sage of the sprint cycle, increasing stride length. Resisted sprint training is a basic conditioning method used by coaches to lengthen running stride (Makarur et al. 2013). It is carried out by adding an external load to the athlete, such as pulling a tyre, a loaded sled, running up hill or using parachutes. Hunter et al. (2005) observed that running velocity and increasing strength are greatly increased by resisted sprint training due to the increased strength and power of the leg extensor muscles in the acceleration phase. This critical review will analyse previous studies and their findings when using resisted sprint training using weighted sleds on athletes. Lockie (2003) and Letzelter et al. (1995) stated that towing causes acute changes in sprint kinematics of acceleration phase. Certain loads may be more appropriate for sprints performed from a block start compared to a standing start. Mero and Komi (1990) found mean contact time of foot to floor in the acceleration phase after a block start to range from 0.15s to 0.22s. This coincides with Spinks et al. (2007) findings of decreased contact time of first step of acceleration phase in the resisted sprint group of 11.8% and recording 0.15s to 0.19s contact time. Spinks et al. (2007) also found that the biggest increase in overall velocity was achieved in the 0-5m interval. Rimmer and Sleivert (2000) found that carrying out 8 weeks of sprint and plyometric training improves the velocity over the first 10m of the sprint. However Kafer et al. (1993) studied resisted sled training and found that there was a significant improvement of 0.35 seconds (P Harridge et al. (1998) found that resisted sled towing can alter myosin heavy chain expression of muscle fibres. Increases in speed occur due to a shift in fibre type distribution and speed of shortening cycle which might contribute to increased power generation. 8.4% significant increases were found on resisted sprint trained athletes when compared to a control group (Spinks et al. 2007). If power output of knee extensors are increased, improved ground contact time results in greater propulsive acceleration efforts. However Maclean () disproved this as he found that after testing this hypothesis across 6 weeks of training increase in muscle performance occurred without any significant change in myosin heavy chain or fibre type distribution. Letzelter et al. (1995) after studying 16 female sprint performances found that performance was decreased by 8% and 22% respectively for the loads of 2.5 kg and 10 kg. Results showed that this was predominantly due to the reduced stride length in athletes. Decreases in stride length by 5.3% and 13.5%, stride frequency 2.4% with 2.5 kg load and 6.2% with a 10 kg load. Across all loads were found to be an increased stance time to lean and hip flexion angle. Lockie et al. (2003) reported similar findings when testing 20 males’ field sport athletes. Athletes performed 15m sprints using no resistance, 12.6% or 32.2% of body mass load. These were chosen as previous findings show a decrease in 10/20% of max velocity. Decrease in stride length of 10% +24% were documented. Stride frequency was only found to decrease by 6% in each load. In agreement with Leztler et al. (1995). Makurak et al. (2013) found running stride length increased in their resisted sled training group when compared to the standard training group. Findings were also supported by Delecluse (1997). Increasing stride length is said to be the result of performing fuller extension at the knee found by the increased knee angle at toe off. This change could be directly due to the strength between hip and knee extensors. Bhowmick and Bhattacharyya (1988) suggest the horizontal acceleration of the arm swing increases stride length and during ground contact time the vertical element enhances the leg drive. Ropret et al. (1988) tested adding load to the athlete’s arms however no significant reduction in initial acceleration over 30 m was found. Lockie et al. (2003) state that 32.2% body mass was better for the development of upper body action. As the load increases shoulder range of motion increases. However Spinks et al. (2007) in terms of their study of upper-body kinematics found that it had little impact on acceleration performance. The critical analysis of various studies showed that results were contradictory. More investigations into optimal load, changes in strength shortening cycle and training distances should be undertaken to find ideal training focus. References Bhowmick, S., Bhattacharyya, A. (1988) ‘Kinematicanalysis of arm movements in sprint start.’ Journal of Sports Medicine and Physical Fitness; Vol: 28: pp315–323. Cronin, J., Hansen, K. (2006) ‘Resisted sprint training for the acceleration phase of sprinting’ Journal of Strength and Conditioning; Vol: 28 (4), pp.42-51 Delecluse, G. (1997) ‘Influence of strength training on sprint running performance: Current findings and implications for training’ Journal of Sports Medicine; Vol. 24 (3), pp.147-156, Harridge, S.., Bottinelli, R., Canepari, M., Pellegrino, M., Reggiani, C., Esbjornsson, M., Balsom, P.,Saltin, B. (1998) ‘Sprint Training, In Vitro and In Vivo Muscle Function, and Myosin Heavy Chain Expression’. Journal of Applied Physiology; Vol 84: pp.442-449. Hunter, J., Marshall, R., McNair, P. (2005) ‘Relationships between ground reaction force impulse and kinematics of sprint-running acceleration.’ Journal of Applied Biomechanics; Vol: 21(1), pp.31-34 Kafer, R. Adamson, G., O’Conner, M., Faccioni, A.(1993) ‘Methods of maximising speed development’ Strength and Conditioning Coach; Vol. 1, pp.9-11 Kraemer, W., Ratamess, N., Volek, J., Mazzettil, S., Gomez, A. (2000) ‘The effect of the Meridian Shoe on vertical jump and sprint performances following short-term combined plyometric/sprint and resistance training.’ Journal Strength Conditioning Research. Vol; 14: pp.228–238 Lockie, R., Murphy, A., Spinks, C. (2003) ‘Effects of resisted sled towing on sprint kinematics in field sport athletes;. Journal of Strength and Conditioning Research; Vol 17: pp760-767 Mero, A., Komi, P. (1990) ‘Reaction time and electromyographic activity during a sprint start.’ European. Journal of Applied. Physiology and Occupational. Physiology; Vol: 61:pp. 73–80. Rimmer, E., Sleivert, G. (2000) ‘Effects of a plyometrics intervention program on sprint performance.’ Journal of Strength and Conditioning. Research; Vol. 14: pp. 295–301. ROPRET, R., M. KUKOLJ, D. UGARKOVIC, D.MATAVULJ, AND S. JARIC. ‘Effect of arm and leg loading on sprint performance.’ European Journal of Applied Physiology and Occupational Physiology; Vol: 77: pp.547–550. Spinks, C., Murphy, A., Spinks, W., Lockie, R. (2007) ‘The effects of resisted sprint training on acceleration performance and kinematics in soccer, rugby union and Australian football players’ Journal of Strength and Conditioning Research; Vol: 21 (1), pp.77-85

Memory, Imagination, and Consciousness in Funes the Memorious and Meurs

Memory, Imagination, and Consciousness in Funes the Memorious and Meursault  Ã‚     Ã‚  Ã‚   Consciousness separates humans from sense perceiving â€Å"garbage heaps.† Jorge Luis Borges, in â€Å"Funes the Memorious,† and Albert Camus, in â€Å"The Stranger,† explore the causes of consciousness. They are philosophers who write fiction to answer the question, â€Å"What makes us aware?† An imperfect memory and imagination define our reality. Funes can be aware of other realities because has a perfect memory. Meursault reveals that the missing element for Funes to possess consciousness is imagination. I will define consciousness, assess memory and imagination as essential, discuss metaphor as a manifestation of consciousness, and isolate the affect of the awareness of other consciousness’. Without memory, we could not compare a past object or idea with a present one. Memory allows us to enhance past objective observations with present sensory perceptions. Because we have an imperfect memory, that is, we cannot remember every detail, we embellish. We give a past idea or object an identity independent from the external world because we perceive and imagine it differently than our initial sensory reaction. We change our original reaction with our imagination. Thus, creative people experience life more vividly. In the process of consciousness, we first remember something imperfectly, and then qualify it with other embellished thoughts. The act of thought, then, is not consciousness. Thought is the comparison of one object to another. We are not conscious because we notice a difference between two things. Once, we embellish the relationship however, we create an internal reality that is an imperfect copy of our true sensory reaction. We possess consciousness... .... Together, Camus and Borges show us that through our imperfect memories and our distorting, lying imaginations, we obtain an individual identity. Works Cited Borges, Jorge Luis. Labyrinths: â€Å"Funes the Memorious†. New York: New Directions Publishing Co., 1964. Camus, Albert. The Stranger. New York: Random House, 1988. Christ, Ronald. The Narrow Act: Borges’ Art of Fiction. New York: Lumen Books, 1995. Hart, Thomas R. Jr. â€Å"Borges’ Literary Criticism.† Modern Critical Views: Jorge Luis Borges. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. 5-20. Jaynes, Julian. The Origin of Consciousness in the Breakdown of the Bicameral Mind. Boston: Houghton, 1976. Mà ¼ller, Max. The Science of Thought. London: Longmans Green, 1887. 78-9. Sarte, Jean-Paul. â€Å"An Explication of â€Å"The Stranger.† Camus. Ed. Germaine Brà ©e. Englewood Cliffs: Prentice, 1962.   

Personal Leadership Plan Essay

Aspiring to be a Life Coach upon receiving my degree in Human Services, I have chosen to write about the roles of Life Coaches and a projected practice I aspire to one day develop or be a part of. Throughout this personal leadership plan, I will include keys points of interest of a Life Coach; objectives, values, and ethics I personally feel should be incorporated, as well as the role ethics play within the profession of Life Coaching. Coaches work in a variety of specializations (such as personal/life and corporate/business) in order to help their clients. Coaches are specifically trained in coaching through a school or mentor coach, and use/incorporate their individual life experience in their practice. Although each coach measures their progress differently, achievement is always measured by progress made by the coaches’ clients. Due to the personal nature of most coaching relationships, this Ethics Code provides the framework and values upon which professional coaches, bas e their practice. The purposes of this Code are threefold. First, it provides the broad principles and values to which coaches subscribe. These include confidentiality and the utmost concern for the welfare and success of the client. Secondly, it provides rules for coaches to use in many of the specific situations that a coach might encounter. Finally, this Code is meant to serve as a building block for the ethical and moral standards of coaches. While each individual coach agrees to follow this Code, they are encouraged to supplement and add to it in order to build a lifelong commitment to building an ethical workplace and profession. -Objectives- The primary objective of my life coaching practice would be as follows: 1. Provide a means for individual students and clients to evaluate their own ethical standards and behaviors and make adjustments if necessary to meet the established standards. 2. Provide a means for participants of the life coaching practice programs to evaluate the standards and practices used by their students and clients and to validate that participants are receiving professional and ethically soun d training  and development. 3. Provide a means for the life coaching practice to evaluate the standards and behaviors of students and clients to ensure a high ethical standard is being met. 4. Provide a means to educate the public and to promote the high ethical standards practiced by members of the life coaching practice. -Values- The profession of Life Coaching holds respect for the worth, dignity and capability of every human being as its primary value. Therefore, my life coaching practice shall not discriminate against anyone on the basis of race, color, language, religion, age, sex, sexual orientation, marital status, physical and mental ability, economic condition or national ancestry. Furthermore, they shall work towards preventing and eliminating such discrimination in rendering service, in work assignments and in employment practices. The profession of Life Coaching affirms that all people have the right to well-being. In addition, all people have the right to learn the skills necessary for the development of human relationships and that each person has the right to self-determination with due regard to the rights of others. -Purpose for Code of Ethics- †¢ To define accepted/acceptable behaviors; †¢ To promote high standards of practice; †¢ To provide a benchmark for visitors, members and students to use for self evaluation; †¢ To establish a framework for professional behavior and responsibilities; †¢ As a vehicle for personal identity; †¢ As a mark of personal maturity; -Responsibility of Confidentiality- The commitment to confidentiality fosters open communication and is essential to effective Life Coaching work. Concerns about privacy and confidential matters can arise throughout the entire professional relationship. -Responsibility to Self- In private life or professional activity, an individual of the Life Coaching practices behavior reflects upon the profession as a whole. -Responsibility to Group and Individuals- Life Coaches should recognize their primary professional responsibility under all circumstances is to the  group and individuals they are serving. Life Coaches should recognize that they bear a considerable social responsibility because their recommendations and professional actions influence the lives of others. -Responsibility to the Profession- The Life Skills profession has a public responsibility to provide competent coaching services. Therefore, individual Life Coaches are encouraged to support and uphold ethical standards and behavior.   -Responsibility to the Community- As Life Coaches are viewed as role models in the communities in which they live and serve, their integrity and behavior reflect upon the profession as a whole. In closing, the profession of Life Coaching is one in which is rich with ethical and moral influence. It should be the Life Coaches primary concern and intent to deliver the utmost level of ethically, morally, and lawfully driven and derived advice and assistance to each and every client he/she works with. It is important to remember, that all lives deserve and have the right to receive the same level of value and respect. It is also vital to remember everyone is an individual, and should be treated as such. Each client as well as the past and present situations they have/are experiencing are unique, therefore there is not just one way to coach all clients.

Essay on Technical Illiteracy and Its Impact on Society

Technical illiteracy â€Å"In a digital age, we must learn how to make the software, or risk becoming the software† by Rush off (Rushkoff). This quotation helps in the paper to support our points against the technical illiteracy and its impact on the society. We are living in the 21st century, we use the benefits of scientific progress, and we consider ourselves civilized people. The future of society is not only to learn new skills, operate a computer, not only become a modern illiterate, but also to make life and work extremely inconvenient. Illiteracy is the illiterate people. The same is true in various dictionary definitions. Literacy and the written word do not bring some impact on their lives and survival. The age criterion is paramount†¦show more content†¦Internet illiterate† is the word for everyone, but still quite strange, maybe someone will ask: What is an â€Å"Internet illiterate â€Å"? In fact, back in 2005 , when the United Nations has defined three new century i lliterate standards : the first is not literacy people, this is an old illiterate in the traditional sense ; second category is not recognized by modern society symbol ( i.e. map , graphs , etc. ) people ; third category is not using the computer for learning, communication and management of people , which is now the Internet illiterate . Modern science and technology advances, brilliant; rapid development of economic construction, with each passing day. Although the computer is a machine that is only an auxiliary tool only, but now has a variety of resources on the Internet. Internet for a long time already won a strong position not only among professional activities, but also became one of the most well-liked sources of entertainment. The Internet network is communication with the world via the keyboard that is using the written language, which means that the Internet and literacy are closely linked; hardly anyone dares to challenge this assertion (Park). People with Internet illiteracy do not know what is the e-reputation, privacy for him is a joke, its wall is open to the public, it fits everywhere and his inbox is flooded with spam, it shares everything that looks interesting (or not), shocking,Show MoreRelatedThe Issue and History of Illiteracy Among African Americans1510 Words   |  7 PagesThe Issue And History Of Illiteracy Among African Americans Becca White Writing 123 Instructor Sydney Darby 27 May 2008 Illiteracy is a growing issue in America. The U.S. Department of Education funded the National Adult Literacy Survey (NALS) in 1992 that estimates over 90 million Americans fall well below an eight grade literacy level (Rome, 2004, pp. 84). 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