Research Impact: Exercise training reduces depressive symptoms among people with Multiple Sclerosis (PwMS). However, identification of modifiable patient and trial characteristics that influence exercise effects is critical to the development of effective exercise interventions. This […]
Stride length, hip, knee and ankle angles were compared during barefoot and shod running on a treadmill at two speeds. Nine well-trained (1500m time: 3min:59.80s ± 14.7 s) male (22 ±3 years; 73 ±9 kg; […]
Research Impact: At present, numerous studies have noted a scarcity of research examining the effectiveness of interventions designed to reach recommended moderate-to-vigorous physical activity (MVPA) levels as well as physical activity (PA) levels of specific sports […]
Research Impact: The purpose of this study was to design and validate an assessment instrument to explore how primary school students perceive their competency-based learning. Main findings showed that students from year three to year six […]
Research Impact: This study conveys that Sport Education is a curriculum and instructional model lacking a thorough exploration that can establish an even more robust and sophisticated model. Appreciating the research conducted on Sport Education, we […]
In this blog, I hope I can shed light on the publication process by outlining my experiences and what I learnt, along the way, from this experience. My first publication “The Impact of Resistance Training […]
Research Impact : The cautious climate in Ireland of teachers being involved in assessing students’ work is delaying the enactment of such curricula and, more specifically for this paper, currently hindering associated assessment processes. It is […]
Research Impact: The literature shows that for optimal transfer, specificity, low volume, high velocity/force resistance training programmes are optimal. Stroke length is best achieved through resistance training with low repetitions at a high velocity/force. Resisted swims […]
Research Impact: Learning to teach SE and other curriculum and instructional models is more than learning how to deliver models of teaching. Subsequently, teacher educators need to allow for a continuing growth of understanding where […]
Condello, G., Puggina, A., Aleksovska, K., Buck, C., Burns, C., Cardon, G., Carlin, A., Simon, C., Ciarapica, D., Coppinger, T. and Cortis, C., D’Haese S., De Craemer, M., Di Blasio, A., Hansen, S., Iacoviello, […]
