The effect of playing formation on high-intensity running and technical profiles in English FA Premier League soccer matches.

The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance.

The carbon footprint of a UK University during the COVID-19 lockdown.

The COVID-19 pandemic has provided a unique opportunity to compare the carbon intensity of higher education delivered on- and off-campus. This is attributed to governmental lockdown orders that have forced Universities to close their campuses, ban business travel and move all teaching and learning activities online. This study represents the first known attempt to compare the carbon footprint of a mid-sized UK University produced during the COVID-19 lockdown (April-June 2020) against that generated within the respective time period in previous years. Although the overall carbon footprint of the University decreased by almost 30% during the lockdown, the carbon intensity of online teaching and learning was found to be substantial and almost equal to that of staff and student commute in the pre-lockdown period. The study contributed to an emerging academic discourse on the carbon (dis)benefits of different models of higher education provision in the UK and beyond. The study suggested that policy and management decisions on transferring education online should carefully consider the carbon implications of this transfer.