The purpose of this study was to describe professional soccer players’ perceptions towards injuries, physical recovery and the effect of surface related factors on injury resulting from soccer participation on 3rd generation artificial turf (FT) compared to natural grass (NG).

Background. Balance impairments, falls, and spasticity are common after stroke, but the effect of spasticity on balance control after stroke is not well understood.Methods. In this cross-sectional study, twenty-seven participants with stroke were divided into two groups, based on ankle plantar flexor spasticity level. Fifteen individuals with high spasticity (Modified Ashworth Scale (MAS) score of ≥2) and 12 individuals with low spasticity (MAS score <2) completed quiet standing trials with eyes open and closed conditions. Balance control measures included centre of pressure (COP) root mean square (RMS), COP velocity, and COP mean power frequency (MPF) in anterior-posterior and mediolateral (ML) directions. Trunk sway was estimated using a wearable inertial measurement unit to measure trunk angle, trunk velocity, and trunk velocity frequency amplitude in pitch and roll directions.Results. The high spasticity group demonstrated greater ML COP velocity, trunk roll velocity, trunk roll velocity frequency amplitude at 3.7 Hz, and trunk roll velocity frequency amplitude at 4.9 Hz, particularly in the eyes closed condition (spasticitybyvisioninteraction). ML COP MPF was greater in the high spasticity group.Conclusion. Individuals with high spasticity after stroke demonstrated greater impairment of balance control in the frontal plane, which was exacerbated when vision was removed.

Identifying the optimal approach for motivating faculty to adopt teaching innovation is important, given that broad-scale initiatives can utilize an inordinate amount of time and resources. Using a quantitative approach, we evaluate policy actions that are most strongly associated with the adoption of either e-learning or community-focused experiential learning, over a five-year period in a single institution. Comparisons between adopters and non-adopters affirm the relevance of previously documented facilitators and barriers. However, a logistic regression analysis demonstrates that actions that promote a supportive institutional culture (such as, an institutional plan, committee involvement, professional development and logistical support) as well as faculty perceptions and beliefs (i.e., “using new methods is not risky for student learning”; confidence and self-efficacy with respect to implementation), is strongly associated with the adoption of either e-learning (n = 118) or community-focused experiential learning (n = 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) is weakly associated with adoption. The results not only provide a fine-grained analysis of current assumptions regarding the necessary conditions for implementing organizational change in the university context, but also suggest an approach that reinforces and sustains the adoption of teaching innovation over the long term. Theoretical and practical implications are discussed in reference to models of organizational change, faculty motivation and approaches to institutionalizing teaching innovation.