Sport Science and Studies in Asia: Issues, Reflections and Emergent Solutions

Foreword......Page 6
Preface......Page 8
List of Contributors......Page 10
CONTENTS......Page 22
Sport Science......Page 24
1. The Nature and Promotion of Physical Activity in Singaporean Youths Michael Chia......Page 26
1. Introduction......Page 27
2. Benefits of physical activity through physical play......Page 28
3. Consequences of physical activity insufficiency and associated conditions......Page 30
4. Physical activity guidelines for young persons and youths......Page 32
7. Physical activity in primary school pupils (children)......Page 35
8. Physical activity in secondary school students (adolescents)......Page 36
9. Explanations for physical inactivity among youths in Singapore......Page 37
10.1. HealthTrek Information Tracking System- a tool for building a health-enabling environment in schools......Page 38
10.2. PRIDE for PLAY- personal responsibility in daily effort for participation in lifetime activity for youths......Page 39
10.3. Every step counts- how an active recess can help to buttress physical activity achieved during physical education lessons......Page 40
References......Page 41
2. Validity and Reliability of OMRON HJ-005 Pedometer in Quantifying Field-Based Physical Activity Among Singaporean Children Yvonne Wang Ye and Michael Chia......Page 46
1. Introduction......Page 47
2.1. Participants......Page 48
2.2. Data collection......Page 49
3. Results......Page 51
4. Discussion......Page 59
5. Conclusion......Page 61
References......Page 62
1. Introduction......Page 66
2. The importance of motor and physical development to whole child development......Page 67
3. The development of children’s fundamental motor skills......Page 69
4. Preference and performance in motor skills......Page 71
5. Task affecting preference and performance in children’s motor skills......Page 73
6. Space for children’s movement experiences......Page 74
7. Children’s involvement in sports......Page 75
8. Conclusion......Page 76
References......Page 77
4. Insights From an Emerging Theoretical Perspective in Motor Learning for Physical Education Chow Jia Yi......Page 82
1. Introduction......Page 83
2.1. Embodied approach: a nonlinear perspective......Page 84
2.2. Embodied cognition and control of movements: perception-action coupling......Page 86
2.3. Variability as an inherent phenomenon for control and change......Page 88
3.1. An embodied approach to the interactions of constraints......Page 89
3.3. Allow for explorative learning: search within the perceptual motor workspace......Page 91
3.4. Allow implicit and less conscious type of learning......Page 92
3.5. Allow for movement variability......Page 93
4. Implications of nonlinear pedagogy in the East......Page 94
References......Page 95
1.1. Introduction......Page 102
1.4. Analysis......Page 103
1.6. Discussion......Page 104
2.2. Method......Page 108
2.3. Results......Page 109
2.5. Conclusion......Page 110
References......Page 111
1. Introduction......Page 112
2. Blood lactate concentration during sports......Page 113
2.1. Soccer......Page 114
2.2. Synchronized swimming......Page 117
2.3. Energy source contribution in alpine skiing......Page 120
2.4. Critical swimming velocity......Page 123
2.4.2. A simplified method for breaststroke swimmer......Page 124
References......Page 126
7. Assessment of Body Composition Govindasamy Balasekaran, Nidhi Gupta and Visvasuresh Victor Govindaswamy......Page 128
1. Introduction......Page 129
2. Bone mineral density (BMD)......Page 131
3. Hydrodensitometry......Page 133
4. Bioelectric impedance analysis (BIA)......Page 134
6. Anthropometry......Page 136
7. Dual energy X-ray absorptiometry (DXA)......Page 137
References......Page 142
8. Repeated Short-Term Sprint Performance of Adults on a Non-Motorised Treadmill Using Different Work-To-Rest Ratios Jamie Mervyn Lim and Michael Chia......Page 152
1. Introduction......Page 153
2.1. Subject, test arrangement and equipment......Page 155
2.2. Power computations......Page 157
3.2. Power output......Page 158
3.3. Composite Fatigue Index (CFI) for the different WRs......Page 160
4. Discussion......Page 162
5. Conclusion......Page 164
References......Page 165
1. Introduction......Page 168
1.1. Motion characteristics of soccer: with reference to repeated high-intensity running......Page 169
1.2. Criteria for running intensity in soccer......Page 170
1.3. Physiology of soccer- in relation to the performance of repeated high-intensity exercise......Page 171
1.4. The phosphagen system in repeated high-intensity exercise......Page 172
1.5. The anaerobic glycolytic system in repeated high-intensity exercise......Page 173
1.6. The aerobic system in repeated high-intensity exercise......Page 175
1.8. Field tests assessing repeated sprint running ability in soccer players......Page 176
1.9. Field tests assessing intermittent high-intensity running ability in soccer players......Page 177
1.10. Laboratory tests assessing repeated high-intensity running in soccer players......Page 179
1.11. Assessment of repeated high-intensity running capability on the motorised treadmill......Page 180
1.13. Assessment of repeated high-intensity running capability on the bicycle ergometer......Page 182
1.14. Repeated high-intensity running performance in soccer – future research......Page 184
References......Page 185
1. Introduction......Page 192
2.1. Participants and test arrangement......Page 196
2.3. Determination of composite concentric isokinetic torque (CCIT)......Page 197
2.5. Statistical analysis......Page 199
3.2. Anthropometric and descriptive data of male and female participants......Page 201
3.6. Torque generated at different angular velocities......Page 202
3.7. Relationships between power and composite torque......Page 203
4.2. Body size descriptor of choice......Page 207
4.3. Ratio standard versus allometric scaling......Page 208
4.4. Common b exponents for PP, MP and CCIT......Page 209
4.5. Correlations between computed power function ratios for PP and MP, and CCIT......Page 210
References......Page 211
1. Introduction......Page 214
3. Sports biomechanics in practice in Taiwan......Page 217
References......Page 223
1. Introduction......Page 224
2. A case of chronic myofascial pain......Page 225
3. Understanding Myofascial Trigger Points (MTrPs)......Page 227
5. Characteristics of Myofascial Trigger Points......Page 228
7. Who gets MTrP?......Page 229
8. How do we know if someone has MTrPs?......Page 230
9. How to prevent MPS and MTrPs?......Page 231
References......Page 232
Sport Studies......Page 234
1. Introduction......Page 236
2.2. Holistic approach......Page 237
2.4. Learning from great philosophers......Page 238
3. Wisdom formulas in action......Page 239
References......Page 240
1. Introduction......Page 242
2. Theoretical Concepts......Page 243
3. Resistance......Page 245
4. Conclusion......Page 250
Notes......Page 251
References......Page 252
1. Introduction......Page 254
2. The content of life aspirations and well-being......Page 255
3.2. SDT-based studies examining specific dimensions of parenting style......Page 256
3.4. Parental involvement......Page 258
3.7. Parenting and life aspiration......Page 259
4.2.3. Perceived Locus of Causality Scale......Page 260
4.2.5. Aspiration Index......Page 261
5.1. Descriptive statistics......Page 262
5.2. Cluster snalysis......Page 263
6. Discussion......Page 267
References......Page 268
16. Investing in Human Capital: Policy Leadership and Structural Alignment of Coach Education in Singapore Eugene Chew......Page 272
1. Introduction......Page 273
2. An emerging industry sector in Singapore......Page 274
4. Educating coaches in Singapore......Page 275
4.1. Coach Education under the purview of the Singapore Sports Council – early years to the present scene......Page 276
4.2. Coaching courses offered by educational institutions......Page 277
4.3.1. Canada......Page 278
4.3.2. Australia......Page 279
4.3.3. Hong Kong......Page 280
4.3.4. United Kingdom (UK)......Page 281
5.1. The need for national-level strategic directions and alignment......Page 282
5.3. Establishing tertiary education for coaching......Page 283
5.4. Delivery approaches to coach education......Page 285
6. Conclusion......Page 286
References......Page 287
1. Introduction......Page 290
2. Indirect measurement of attitude......Page 291
3.1. Thurstone scale......Page 293
3.2. Likert scale......Page 294
3.3. Semantic differential scale......Page 295
4. Conclusion......Page 296
References......Page 297
1. Introduction......Page 300
2. Structure of service provision......Page 301
3. Stages in service provision......Page 302
4. Conclusion......Page 305
References......Page 306
1. Introduction......Page 308
2. Environmental initiatives of the IOC......Page 309
3. Sapporo Winter Olympics 1972......Page 310
4. Nagano Winter Olympics 1998......Page 312
5. Initiatives in Tokyo......Page 314
6. Conclusion......Page 315
References......Page 316