University of Salford

About: University of Salford is a education organization based out in Salford, Manchester, United Kingdom. It is known for research contribution in the topics: Population & Thin film. The organization has 13049 authors who have published 22957 publications receiving 537330 citations. The organization is also known as: University of Salford Manchester & The University of Salford Manchester.

Relationships Between Strength, Sprint, and Jump Performance in Well-Trained Youth Soccer Players

Abstract: Research has demonstrated a clear relationship between absolute and relative strength and sprint and jump performance in adult athletes; however, this relationship in younger athletes has been less extensively studied. The aim of this study, therefore, was to determine the relationships between strength, sprint, and jump performances in well-trained youth soccer players. Thirty-four young male soccer players (17.2 ± 0.6 years; body mass, 72.62 ± 7.42 kg; height, 179.27 ± 6.58 cm) performed a predicted maximal squat test, 20-m sprints, squat jumps (SJs), and countermovement jumps (CMJs). Absolute strength showed the strongest correlations with 5-m sprint times (r = -0.596, p < 0.001, power = 0.99), SJ height (r = 0.762, p < 0.001, power = 1.00), and CMJ height (r = 0.760, p < 0.001, power = 1.00), whereas relative strength demonstrated the strongest correlation with 20-m sprint times (r = -0.672, p < 0.001, power = 0.99). The results of this study illustrate the importance of developing high levels of lower-body strength to enhance sprint and jump performance in youth soccer players, with stronger athletes demonstrating superior sprint and jump performances.

What can experience add to early medical education? Consensus survey

Abstract: Objective To provide a rationale for integrating experience into early medical education (“early experience”). Design Small group discussions to obtain stakeholders9 views. Grounded theory analysis with respondent, internal, and external validation. Setting Problem based, undergraduate medical curriculum that is not vertically integrated. Participants A purposive sample of 64 students, staff, and curriculum leaders from three university medical schools in the United Kingdom. Results Without early experience, the curriculum was socially isolating and divorced from clinical practice. The abruptness of students9 transition to the clinical environment in year 3 generated positive and negative emotions. The rationale for early experience would be to ease the transition; orientate the curriculum towards the social context of practice; make students more confident to approach patients; motivate them; increase their awareness of themselves and others; strengthen, deepen, and contextualise their theoretical knowledge; teach intellectual skills; strengthen learning of behavioural and social sciences; and teach them about the role of health professionals. Conclusion A rationale for early experience would be to strengthen and deepen cognitively, broaden affectively, contextualise, and integrate medical education. This is partly a process of professional socialisation that should start earlier to avoid an abrupt transition. “Experience” can be defined as “authentic human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional.”