National Football League Scouting Combine Tests Correlated to National Football League Player Performance.

LaPlaca, DA and McCullick, BA. National Football League scouting combine tests correlated to National Football League player performance. J Strength Cond Res 34(5): 1317-1329, 2020-The National Football League (NFL) Scouting Combine has been used since 1982 to collect performance information on the top-rated NFL prospects including physical test results from the vertical jump, broad jump, 3 cone drill, shuttle run, 40-yd dash, and bench press. The correlation between NFL Scouting Combine test results and NFL player performance is frequently questioned, and thus this study endeavored to identify significant relationships between NFL Scouting Combine test results and NFL player performance indicators for all offensive and defensive positions, including quarterback (n = 107), fullback (n = 31), running back (n = 228), wide receiver (n = 336), tight end (n = 137), offensive tackle (n = 204), guard (n = 128), center (n = 66), cornerback (n = 276), free safety (n = 92), strong safety (n = 96), outside linebacker (n = 215), inside linebacker (n = 116), defensive end (n = 212), and defensive tackle (n = 223). A Spearman rank-order correlation analysis set at a p of ≤0.01 and p of ≤ 0.05 level of significance indicated that every offensive and defensive positions had at least 1 NFL Scouting Combine test result that correlated with NFL player performance. These results can be useful for those in charge of making player personnel decisions in the NFL, such as general managers, draft analysts, and scouts by helping them select NFL prospects. Furthermore, these results could inform strength and conditioning coaches in preparing athletes to excel in the NFL.

Individual and Group-Based Engagement in an Online Physical Activity Monitoring Program in Georgia.

INTRODUCTION: Given the rising prevalence of obesity in the United States, innovative methods are needed to increase physical activity (PA) in community settings. Evidence suggests that individuals are more likely to engage in PA if they are given a choice of activities and have support from others (for encouragement, motivation, and accountability). The objective of this study was to describe the use of the online Walk Georgia PA tracking platform according to whether the user was an individual user or group user. METHODS: Walk Georgia is a free, interactive online tracking platform that enables users to log PA by duration, activity, and perceived difficulty, and then converts these data into points based on metabolic equivalents. Users join individually or in groups and are encouraged to set weekly PA goals. Data were examined for 6,639 users (65.8% were group users) over 28 months. We used independent sample t tests and Mann-Whitney U tests to compare means between individual and group users. Two linear regression models were fitted to identify factors associated with activity logging. RESULTS: Users logged 218,766 activities (15,119,249 minutes of PA spanning 592,714 miles [41,858,446 points]). On average, group users had created accounts more recently than individual users (P < .001); however, group users logged more activities (P < .001). On average, group users logged more minutes of PA (P < .001) and earned more points (P < .001). Being in a group was associated with a larger proportion of weeks in which 150 minutes or more of weekly PA was logged (B = 20.47, P < .001). CONCLUSION: Use of Walk Georgia was significantly higher among group users than among individual users. To expand use and dissemination of online tracking of PA, programs should target naturally occurring groups (eg, workplaces, schools, faith-based groups).

What Can Veterinary Educators Learn from PE Teachers?

Veterinary education requires the training of students in cognitive, affective, and psychomotor domains. However, the veterinary education literature tends to focus more on the cognitive domain, with less emphasis on the affective and psychomotor domains. Physical education (PE) teachers have been teaching psychomotor skills to students for decades using a variety of teaching models. Teaching models provide a framework encompassing theory, student and teacher interactions, instructional themes, research support, and valid assessments. This paper reviews some of the models used by PE teachers, including the Direct Instruction Model, the Cooperative Learning Model, the Personalized System for Instruction, and the Peer Teaching Model. We posit that these models might be particularly helpful for novice teachers in veterinary education settings, providing a structure for the teaching and assessment of psychomotor skills.

Institutional factors associated with college students' healthy physical activity and body composition: A first semester follow-up.

Objective: The first aim of this study was to examine changes in freshman college students' health-enhancing physical activity (PA) and body composition across the first semester. Secondly, this study aimed to explore the role of socio-ecological variables on these processes. Methods: A sample of 166 participants (108 females, 58 males, Mage = 18.14[.96]) completed self-report pre-and posttest data on vigorous PA (VPA), moderate-to-vigorous PA (MVPA), and body mass index (BMI). Results: The results showed a statistically significant increase in BMI, but no statistically significant changes in VPA or MVPA. The findings revealed that our socio-ecological model predicted .71, .39, and .92 percent of the end of the year VPA, MVPA, and BMI, respectively. The findings highlighted the positive role of peer support, positive motivation, and university's Recreational Services on measured healthy behaviors. Conclusions: These findings suggest a need to increase college students' VPA.