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Identify the perceptions and experiences of how UK entry-level programs educationally prepared pediatric physiotherapists for their first clinical role. Review the extent programs taught essential, recommended, and additional content as per the International Organisation of Physical Therapists in Pediatrics (IOPTP). Mixed methods design involving qualified UK pediatric physiotherapists. Forty-two physiotherapists completed an online questionnaire and nine (21%) completed a follow-up semi-structured interview. All 42 respondents felt they were "Not Well" (median 2, IQR 1.75–2.75) prepared for clinical practice. Not enough curricula emphasis was given to pediatric content (100%), with 31% (n = 13, CI 95% 19–46) reporting no pediatric content throughout their program. Only 15 (36%, 23–51) respondents experienced a pediatric placement. Themes from the follow-up interviews were (1) UK programs are adult focused; (2) placements are the only meaningful opportunity to develop competency; (3) programs lacked non-clinical content; and (4) experiencing pediatric patients was overwhelming due poor preparation. The majority of the IOPTP curriculum guidance is not embedded within UK curriculums. Respondents reported they were not well prepared for pediatric clinical practice. Some entry-level programs did not include any pediatric teaching throughout the entirety of the course. [ABSTRACT FROM AUTHOR]

Studies reporting flexible assessment strategies and their impact across different modes of study remain limited with little emphasis placed on the role these arrangements play in devising authentic assessment processes. This paper synthesises recent research work depicting flexible design principles and practice strategies for how educators might effectively and with confidence move assessment forward in ways that prepare students for a multitude of future possibilities. Evidence is presented for how such assessment arrangements can be created to allow for a valid and authentic representation of student performance in increasingly digital learning environments. Authentically future-facing assessment in higher education needs to be adaptable, ideally offering an element of flexibility and agency to students which helps them to continuously connect what they are learning – ideas to thinking, principles to problems, theory to practice, learning to life. [ABSTRACT FROM AUTHOR]

Context: It is well demonstrated that Nordic hamstring (NH) program has poor compliance across European soccer clubs, but little is known about its implementation in Major League Soccer (MLS). The authors aimed to investigate MLS hamstring prevention practices and compliance with the NH program and understand the reasons for its inclusion or exclusion. Design: A cross-sectional electronic survey was completed by 24 of the 26 (92%) MLS top-division soccer clubs. Methods: The survey, based on the Reach, Efficacy, Adoption, Implementation, and Maintenance framework, was sent to team medical staff. Medical staff were also asked for opinions on barriers to implementation. Results: Eighteen clubs (75%) reported a formal hamstring injury prevention program, with eccentric exercises (94%; 95% CI [confidence interval], 74%-99%), high-speed running (94%; 95% CI, 74%-99%), and NH exercises (89%; 95% CI, 67%-97%) the most common strategies adopted. Fifteen clubs partially implemented the NH program, but only 5 (21 %; 95% CI, 9%-40%) completed the full program and were classed as compliant. A total of 20 respondents reported that player perception and muscle soreness (83%; 95% CI, 64%-93%) were barriers to the implementation of the NH program. On a 5-point Likert scale, respondents "partially agreed" (4.13 [0.80]) that the NH exercise could substantially reduce injuries and would be "effective" at their own club (3.88 [0.61]). Conclusions: The NH exercise was valued, but negative player perception and muscular soreness were identified as barriers to implementing the full program. Manipulation of volume and frequency should inform future "effectiveness" research to prospectively assess such modifications in the context of MLS. [ABSTRACT FROM AUTHOR]

To establish UK Physiotherapy lecturers' perceptions of online learning during the COVID-19 pandemic. A cross-sectional mixed methods electronic survey of UK higher education lecturers, actively teaching pre-registration undergraduate or postgraduate physiotherapy degrees, was conducted between October 2020 and February 2021. Data was converted into proportions with a 95% confidence interval. Likert scale questions were treated as numeric variables with the mean and standard deviation calculated for combined responses. The thematic analysis reported patterns of data extracted from open-ended questions. 96 respondents completed the survey, reporting some positive attributes attached to online learning. 81% (n = 78, 95% CI 72–88) agreed that students developed their digital skills and were able to learn conveniently at their own pace (n = 75, 78%, 95% CI 69–85). However, 62.5% (n = 60, 95% CI 23–72) of respondents felt that students were overall disadvantaged with online learning, with 72% (n = 69, 95% CI 62–80) reporting that online learning was not comparable to face-to-face to teaching. The reasons for perceived student disadvantage were categorised into three themes; 1) a lack of ability in sessions to practice handling techniques, 2) the inability to gauge student understanding and check practical skill competence and 3) the lack of student self-directed practice time. UK physiotherapy lecturers did indicate they would continue to incorporate online learning in the future (n = 84, 87.5%, 95% CI 79–93). Such responses were based on two key themes; an improved work-life balance and the perception that online learning was no more challenging than traditional on-campus delivery. UK physiotherapy lecturers reported that students were disadvantaged with online learning delivery compared to face-to-face teaching. Lecturers indicated a willingness to continue with aspects of online learning across the curriculum, despite suggesting it had a negative impact on students subject understanding. [ABSTRACT FROM AUTHOR]

Context: Despite significant emphasis on anterior cruciate ligament injury prevention, injury rates continue to rise and reinjury is common. Interventions to reduce injury have included resistance, balance, and jump training elements. The use of sand-based jump training has been postulated as an effective treatment. However, evidence on landing mechanics is limited. Objective: To determine potential differences in landing strategies and subsequent landing knee valgus when performing single-leg landing (SLL) and drop jump (DJ) tasks onto sand and land, and to compare between both male and female populations. Design: A randomized repeated-measures crossover design. Setting: University laboratory. Participants: Thirty-one participants (20 males and 11 females) from a university population. Interventions: All participants completed DJ and SLL tasks on both sand and land surfaces. Main outcome measures: Two-dimensional frontal plane projection angle (FPPA) of knee valgus was measured in both the DJ and SLL tasks (right and left) for both sand and land conditions. Results: FPPA was lower (moderate to large effect) for SLL in sand compared with land in both legs (left: 4.3° [2.8°]; right: 4.1° [3.8°]) for females. However, effects were unclear (left: -0.7° [2.2°]) and trivial for males (right: -1.1° [1.9°]). FPPA differences for males and females performing DJ were unclear; thus, more data is required. Differences in FPPA (land vs sand) with respect to grouping (sex) for both SLL left (4.9° [3.0°]) and right (5.1° [4.0°]) were very likely higher (small)/possibly moderate for females compared with males. Conclusions: The effects of sand on FPPA during DJ tasks in males and females are unclear, and further data is required. However, the moderate to large reductions in FPPA in females during SLL tasks suggest that sand may provide a safer alternative to firm ground for female athletes in anterior cruciate ligament injury prevention and rehabilitation programs, which involve a SLL component. [ABSTRACT FROM AUTHOR]

Purpose: To understand the validity of differential ratings of perceived exertion (dRPE) as a measure of girls' training and match internal loads. Methods: Using the centiMax scale (CR100), session dRPE for breathlessness (sRPE-B) and leg muscle exertion (sRPE-L) were collected across a season of training (soccer, resistance, and fitness) and matches from 33 players (15 [1] y). Differences and associations between dRPE were examined using mixed and general linear models. The authors' minimal practical important difference was 8 arbitrary units (AU). Results: Mean (AU [SD] ∼16) sRPE-B and sRPE-L were 66 and 61 for matches, 51 and 49 for soccer, 86 and 67 for fitness, and 45 and 58 for resistance, respectively. Session RPE-B was rated most likely harder than sRPE-L for fitness (19 AU; 90% confidence limits: ±7) and most likely easier for resistance (−13; ±2). Match (5; ±4) and soccer (−3; ±2) differences were likely to most likely trivial. The within-player relationships between sRPE-B and sRPE-L were very likely moderate for matches (r =.44; 90% confidence limits: ±.12) and resistance training (.38; ±.06), likely large for fitness training (.51; ±.22), and most likely large for soccer training (.56; ±.03). Shared variance ranged from 14% to 35%. Conclusions: Practically meaningful differences between dRPE following physical training sessions coupled with low shared variance in all training types and matches suggest that sRPE-B and sRPE-L represent unique sensory inputs in girls' soccer players. The data provide evidence for the face and construct validity of dRPE as a measure of internal load in this population. [ABSTRACT FROM AUTHOR]

The study aimed to explore new United Kingdom (UK) graduate physiotherapists' perceived preparedness for clinical practice to provide valuable information to support curriculum development. An online, mixed method cross-sectional questionnaire was used. Newly qualified UK physiotherapists completed a survey, capturing how physiotherapy degrees prepared them for practice against (1) UK proficiency standards and (2) cross-discipline physiotherapy related clinical skills. Respondents were asked for reflections of their degree course including teaching and effectiveness. Data were converted into proportions with a 95% confidence interval. Likert-scale questions were treated as numeric variables with the mean and standard deviation (SD) calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions. Of a total of 376 respondents, 365 were included in data analysis. Overall respondents perceived that courses prepared them 'well' against 12 of the 15 standards, on a Likert scale of 1–5. Respondents reported that perceived competence was 'indifferent' for manual therapy skills (mean 3.14 ± SD 1.13), red flag (3.45 ± 1.11) and clinical flag management (2.92 ± 1.16). Exercise prescription (2.42 ± 1.35), psychosocial skills (2.27 ± 1.23) and patient management (2.41 ± 1.12) were areas identified for further teaching focus. Placements were the preferred teaching method most applicable to practice followed by practical seminars. Respondents felt sufficiently prepared for practice against UK proficiency standards but not physiotherapy related clinical skills. Areas for curricula development included exercise prescription, psychology and pain management. [ABSTRACT FROM AUTHOR]

Players involved in the various football codes compete throughout the calendar year around the world. Therefore, environmental stressors such as temperature and altitude should be considered in preparation for, and during, matches. We aimed to systematically review the observational and quasi-experimental studies that have been specifically designed to quantify the effects of temperature (hot or cold) high altitude on in-match physical performance indicators. A search of electronic databases (Web of Science, Scopus, SPORTDiscus, PubMed/MEDLINE) was conducted, with 19,424 papers identified as relevant. Following sifting in relation to the eligibility criteria, 12 papers were deemed directly relevant. The reviewed studies scored 6–9 (on a 0–9 scale) for quality assessment using a previously used scale. The major outcome variables relevant to the current review were total distance (m), high-speed running (m) and high-speed runs (count) measured during matches. Standardized effect sizes (ES) were heterogeneous across studies for total distance (ES: −0.96 to −0.14) and high-speed running (ES: −0.69 to 0.12) for >1000 m vs sea-level, time spent at the given altitude being a putative factor for this heterogeneity. Heat had mainly detrimental effects on performance, but ES were, again, heterogeneous across studies (ES: −1.25 to 0.26), dependent on temperature. Given the small number of studies that involved mostly male athletes, and large heterogeneity across studies, more research needs be conducted on physical performance in these environmental conditions, with attention paid to standardizing outcomes and broadening the approaches of studies to guide future decision-making in professional sporting environments. [ABSTRACT FROM AUTHOR]

PURPOSE: The aims of the study were two-fold 1) to explore the treatment modalities musculoskeletal physiotherapists are utilising and the underlying reasons why and 2) report current continuing professional development (CPD) practises and their perceived effectiveness. METHODS: Using a cross-sectional questionnaire, musculoskeletal physiotherapists in the United Kingdom (UK) were invited to complete an online survey. The survey captured respondents' professional characteristics and their main reason for selecting a range of treatments sub-grouped into three broad categories; Manual Therapy, Treatment Modalities and Education Based Approaches. Respondents were asked to report their CPD practises and their perceived effectiveness. Data was converted into proportions with lower and upper limits of the 95% confidence interval (CI). Likert scale questions were treated as numeric variables with the mean and standard deviation (SD) calculated for combined responses. RESULTS: Of the 414 responders, 408 were eligible for analyses. The most common reason for treatment selection, based upon a combined total of 9792 responses across all treatment modalities, was content taught in 'entry-level training' (n = 2010, 20.5%, 85% CI 20 to 21), followed by 'practice related courses or CPD events' (n = 1241, 12.7%, 95% CI 12 to 13). 'Self-reflection' was the most common form of CPD (n = 404). All forms of CPD were considered 'effective' for developing knowledge and skills except 'clinical audit' and 'journal clubs' which were rated as 'indifferent' by respondents. CONCLUSIONS: Treatment technique depends heavily on skills taught in entry-level training. Despite research articles amongst the most utilised forms of CPD, a disconnect exists in its implementation as the main driver of treatment selection. A wide range of CPD activities were undertaken by participants and rated as 'effective' for acquiring and applying physiotherapy related skills. [ABSTRACT FROM AUTHOR]

This paper reports some key findings from an external evaluation of an innovative programme for foreign and heritage languages in the Australian state of New South Wales (NSW). The programme, entitled the Languages Continuity Initiative (LCI), was funded by the NSW Department of Education and Training and involved over 200 schools in its initial 1999-2002 period. The aim of the LCI was to improve student language learning outcomes by promoting continuous sequenced language study pathways from the last two years of primary to the first two years of secondary schooling. This involved the provision of a specified number of hours for languages learning in each of four grades, collaborative languages selection and programming across schools, and development and implementation of action plans by groups of linked schools. The paper focuses on four key factors found in the evaluation to assist and inhibit development of sustainable continuous language study pathways and implications for languages learning. Factors identified in the LCI evaluation include the extent of communication and cooperation among partner schools; establishment and acceptance of a coherent cross-school curriculum; continuing access to, and funding for, qualified, skilled and committed teachers; and in-school support and commitment. The article in turn relates the findings to recent research as revealed in a literature review, and concludes with an examination of the impact of such factors on languages learning outcomes in Australian schools.

Focuses on what has been learned from the implementation and evaluation of the Australian Language and Continuity Initiative (LCI) in relation to addressing transition issues in language education. (Author/VWL)

Context: Pain education is a fundamental part of a holistic approach to athlete injury management. Objective: To investigate the effect of pain neuroscience education (PNE) on sports therapy and rehabilitation students (1) knowledge of persistent pain, (2) attitudes toward athletes with persistent pain, and (3) clinical recommendations for athletes with persistent pain. Design: Parallel groups, single-blind randomized control trial. Setting: A university in the United Kingdom. Participants: Sixty-one undergraduate and postgraduate sports therapy and rehabilitation students. Interventions: The PNE session (intervention group) provided detailed information on the neuroscience of persistent pain, the modulating role of psychosocial factors on pain biology, and how this information could be used to inform clinical practice. The red flags (control group) session provided information on screening patients with persistent pain for serious/sinister pathologies. Each education session lasted 70 minutes. Outcome measures: (1) Knowledge—the Revised Pain Neurophysiology Questionnaire; (2) Attitudes—the Health Care Pain Attitudes and Impairment Relationship Scale; and (3) Clinical recommendations—an athlete case vignette. Results: Posteducation, the PNE group had a greater increase in pain neuroscience knowledge (mean difference 3.2; 95% confidence interval [95% CI], 2.1 to 4.3; P <.01) and improved attitudes (mean difference −10.1; 95% CI, −16.6 to −3.6; P <.01). In addition, students in the PNE group were more likely to make appropriate clinical recommendations (odds ratio [OR]; 95% CI) regarding return-to-work (OR = 6.1; 95% CI, 1.1 to 32.3; P =.03), exercise (OR = 10.7; 95% CI, 2.6 to 43.7; P ≤ 01), and bed rest (OR = 4.3; 95% CI, 1.5 to 12.8; P = 01). Conclusion: A brief PNE session can, in the immediate term, increase sports therapy and rehabilitation students' knowledge of pain neuroscience, improve attitudes toward athletes with pain, and shift their clinical recommendations in line with current guidelines. Such changes could lead to enhanced rehabilitation for athletes with persistent pain. [ABSTRACT FROM AUTHOR]

White Australian university students showed a greater awareness of equal opportunity practices than Asia students partly because White Australians show greater participation in mixing socially. Further study is needed in the cross-cultural construct of equal opportunity and appears to be measurable by the University Equal Opportunity Climate Survey., Introduction This paper reports on a study which examined the applicability to the Australian context of an American instrument measuring equal opportunity climate in university settings. Equal opportunity climate (EOC) [...]

Background: Anterior cruciate ligament (ACL) injuries are a common and complex injury coupled with a lengthy rehabilitation. Goal setting is said to be an effective psychological tool within ACL rehabilitation due to its simplicity and is commonly used amongst sport and health professionals. To date, literature surrounding goal setting practices has only focused on qualified therapists. Purpose: The central aim of this study was to explore UK student physiotherapists' perceptions towards goal setting practices used in ACL rehabilitation and whether they feel prepared for practice. Method: Semi‐structured interviews involving 11 participants from one UK university was conducted using an inductive approach. Data analysis included thematic analysis with triangulation and a comprehensive five‐stage analysis process to enhance confirmability and credibility, whilst respecting ethical considerations. Results/Discussion: Participants reported some understanding of goal setting and the importance of involving the patient during this process. However, participants negatively experienced goal setting practices as being mainly therapist/protocol led. The training participants received on goal setting was minimal, but further training was welcomed by all participants. The findings were consistent with previous UK and international research surrounding inadequate education and training across sport and health professionals when applying goal setting practice within ACL rehabilitation. Conclusion: These findings suggest that, initially, a review of the psychological content of sport and health professional courses is warranted to clearly identify potential knowledge gaps. There is also an opportunity whereby a global specialist interest group could be designed to share psychological practices and globally connect like‐minded sport and health professionals together. [ABSTRACT FROM AUTHOR]