ABSTRACT
Abstract AIMS The aim of this study was to explore the effects of a deep-defending vs high-press defending strategy on footballers' tactical behaviour, physical and physiological responses, when in numerical difference. METHODS Nineteen elite professional footballers (outfield players) participated in this study, playing an 11vs10 match (simulating an early dismissal) for two halves of 10 minutes on a full-sized regulation pitch. The 11-men team was instructed by the head coach to defend closer to goal in the first half (deep-defending) and then defend higher up the pitch in the second half (high-press). Players' positional data were used to calculate the distance between team centroids, players' distance to own and to opponent centroid, teams' effective playing space (EPS), teams' length per width ratio, distance covered and player velocity. Heart rate was measured via short-range radio telemetry. RESULTS Relative-phase analysis of teams' EPS showed 61.6% of anti-phase synchronisation pattern (i.e. the values change in opposite directions) in the deep-defending game. In the high-press game, teams' centroid distances were closer (% difference in means; ±90% CL, -21.0%; ±9.5%), while players' distances to own and opponent centroids were 20% more regular. Distance covered (-19.8%; ±2.5%), player velocity (-20.0%; ±2.5%) and heart rates also decreased in the high-press game. CONCLUSION These findings suggest that, adopting a high-press defending strategy can elicit closer centroid distances, more regular movement patterns, decreased synchronisation patterns of EPS, lower distance covered, lower player velocity, and lower heart rates. Coaches may also consider adopting a high-press strategy, when in numerical superiority, to decrease players' physical and physiological demands.
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Humans , Male , Soccer , Athletes , Sports and Recreational Facilities/organization & administration , Interpersonal RelationsABSTRACT
Objective:To explore relationship amongpersonality,family interpersonal dynamics and college students'adaption.Methods:Adaption to college was assessed with the Symptom Checklist 90 (SCL-90)in internet when 1850 freshman selected conveniently from a university in Shanghai (Students with single factor score of SCL-90 equal or greater than 2.5 belonged to the positive group,while the other students with single factor score of SCL-90 all less than 2.5 belonged to the negative group).At the same time,they were evaluated with the Cattell's 16 Personality Factor(16PF)to evaluate their characteristics and Multi-Interpersonal Dynamics Questionnaire for Un-dergraduates (MIDQ-U)for undergraduate students to assess family interpersonal dynamics.Results:The scores of anxiety of 16PFwere higherin the positive groupwith 50 students than in the negative group[(7.2 ±1.4)vs.(4.6 ± 1.9),P <0.001 ],while the scores of extroversion,serenity and alertness of 16PF were lower in the positive groupthan inthe negativegroup.In the SCL-90 positive group,the MIDQ-Uscores of indifference and submissivenesswere higher[(17.3 ±6.0)vs.(14.9 ±4.2),(11.5 ±3.2)vs.(10.3 ±3.1);P <0.001]and the scores of indepen-dencewere lower than that in the positive group[(18.7 ±3.0)vs.(19.8 ±3.4),P =0.02].Path graphanalysiss-howed that anxiety and extroversionpartly predicted freshmen's adaption directly(β=0.57 --0.01 )and partly worked through indifference(β=0.031 --0.004),while decisivenesscompletely functioned through indifference with the coefficient of 0.008.Anxiety had part mediating effect between indifference and freshmen's adaption(β=0.008).In the other three factors,anxietyplayedcompletemediatingrole.Conclusion:Personalities and family inter-personal dynamics may affect each other,then mutually predictstudents'adaption to college.
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Objective To develop a scale to measure three representative real relationships of undergraduates (parent-child relationship,collegemate relationship and teacher-student relationship) and test its validity and reliability(multi-interpersonal dynamics questionnaire for undergraduates,MIDQ-U).Methods A total of 1 310 students were conveniently sampled as respondents to analyze validity and reliability indexes.Result Three relationships share four factors for interpersonal dynamic characteristics:closeness,indifference,independence and submissiveness.The revised MIDQ-U composed of 26 items to separately measure characteristics of three relationships both separately and together.The factor loading of items in parent-child relationship scale were 0.41-0.73 and 50.71％ of the variances could be explained,while eollegemate relationship 0.41-0.72 and 51.81％ explained,teacher-student relationship 0.42-0.76 and 49.58％ explained.The model in 4 factors(x2/df =2.59,CFI =0.85) fitted the data with well construct validity.The Cronbach α coefficients were 0.847 in parent-child relationship scale,0.865 in collegemate relationship scale and 0.836 in teacher-student relationship scale.The test-retest reliabilities were 0.867,0.786 and 0.746.Conclusions The MIDQ-U has satisfactory validity aud reliability.It can be used to measure one of the three relationships separately,and also as an evaluation tool to compare and correlate multiple interpersonal dynamics.