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On this episode of the Pro Lacrosse Talk Podcast, Hutton Jackson and Adam Moore are joined by Athletes Unlimited pro Dempsey Arsenault. She discusses her growth as a player at Boston College, winning MVP and a WPLL Championship as a rookie in 2019, and joining Athletes Unlimited’s lacrosse league. She also discusses the opening weekend in Athletes Unlimited, going 3-0 as a member of Team Ohlmiller, being named a captain for Week 2 and the strategy she used in drafting her team.
Hutton and Adam also preview the upcoming PLL slate of games in Colorado Springs, discuss Chrome LC picking up Dylan Molloy off the waiver wire and give their current favorites to win the 2021 PLL Championship.
Pro Lacrosse Talk is the flagship lacrosse podcast of the Lacrosse Playground network covering all three professional lacrosse leagues (NLL, PLL, Athletes Unlimited). Each week throughout the season we’ll recap the games, provide analysis on the teams and feature exclusive postgame and off-the-field interviews with professional lacrosse players, coaches and executives. If you’re a fan of lacrosse podcasts like the Unbuckled Chinstrap, The Inside Feed, Lacrosse Classified or The Crease Dive, then give us a listen.
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Syracuse women’s lacrosse: Who will replace Gary Gait as head coach?
Well that was insane.
On Sunday evening, the Syracuse Orange lacrosse world got turned upside down with the news that John Desko would be announcing his retirement and Gary Gait would be replacing him as head coach of the men’s program.
Obviously, this means that both SU lacrosse programs experienced coaching changes in one shot. While Gait becomes the fifth head coach in the men’s illustrious, 106-year history, the women are now searching for the person to become the third head coach in their ownhistory.
Will John Wildhack focus his search on one of many prominent women’s lacrosse alumni now in the coaching ranks, or will he turn his attention outside the Syracuse network?
Before last night was even over, Brent Axe of Syracuse.com tweeted out that former Orange great and current Boston College assistant
We’re early in the process here and things can change, but initial indications are Kayla Treanor will not be the next @CuseWLAX coach. Sources tell me she was offered the position but has turned it down.— Brent Axe (@BrentAxeMedia) June 7, 2021
Treanor is one of the best players in program history and has been very successful since becoming a BC assistant in 2018, helping guide their offense and, of course, winning a national championship this season.
However, it appears that Treanor is out of the running, at least right now.
In that case, let’s take a look at some of the other top options to become the next head coach of the women’s lacrosse team:
You might remember her as simply Katie Rowan, which was her name back when she was a three-time, first-team All-American for Syracuse from ‘06-’09. Rowan is one of the best players in program history and the program’s leading scorer.
Rowan now has 12 years of coaching experience under her belt, six as an assistant and six as a head coach. She spent four years as a Syracuse assistant and two as an Albany assistant before becoming head coach at Wagner in 2016, where she compiled a 31-27 record in three seasons. In 2019, she went back to Albany, where she’s gone 25-16 in the last three seasons.
Rowan has the most extensive coaching experience of any of the Syracuse women’s alums in the conversation, and she was on Gary Gait’s staff for a combined four years.
Tumolo is yet another of the highest scoring players in program history (fourth) who is now a coach at the DI level.
She took over the Wagner program when Rowan left for Albany back in 2019. In her three years as head coach, she’s guided them to a 29-13 record and a NEC title in 2019. Before coming to Wagner, Tumolo spent five years as an assistant coach at Florida, Syracuse and Oregon, combined.
Tumolo only graduated from SU in 2013, so she’s very young, but she’s began her coaching career immediately as soon as her collegiate career ended.
And now, to throw a wrinkle into the Syracuse equation.
Joe Spallina is a Long Island lifer. He went to high school (Rocky Point) and college (Adelphi) on Long Island, and has spent his entire coaching career there. Spallina just completed his 10th season at Stony Brook. Before that, he coached his alma mater for four seasons, compiling an almost-inexplicable 73-2 record and three consecutive Division II national championships. He also spent six years as head coach of the Long Island Lizards of the MLL (R.I.P.), as well as their general manager for a couple seasons.
So, yeah, the guy screams Long Island. But would he be enticed to head upstate to further his coaching career? He could arrive just one year ahead of his son (we hope!), Class of 2022 No. 1 recruit Joey Spallina, if that’s of any interest to him.
Spallina has done a great job in his career of doing more with less. Stony Brook usually doesn’t attract the quality recruits that the big-name schools do, and yet Spallina has been pretty successful in keeping competitive with that supposed lesser talent. He also has experience working with top talent, having served as an assistant coach for Team USA since 2018.
Will John Wildhack be ready and willing to look outside the Syracuse family for his next women’s head coach? If so, Spallina looks to be the top exterior candidate in terms of experience and success.
Thorpe is an interesting candidate who combines Rowan and Tumolo’s Syracuse connections with Spallina’s extensive coaching experience.
He spent two years as a player at Syracuse, helping captain the 1993 squad to a national championship. More importantly, he spent 10 years as an assistant and associate head coach of the Syracuse women’s lacrosse team under Gary Gait from 2010-2019. A big plus for Thorpe is that many current members of the Orange already have at least some experience with him as a coach and/or a recruiter.
Thorpe is in an interesting situation. He’s currently an assistant with the Pitt women’s team, which is scheduled for its inaugural season in 2022. Would he walk away from that job before it even really begins to go back to his old stomping grounds and a far superior program? Will we get the chance to find out?
The in-house option to consider would be Defliese, the current defensive coordinator and brains behind the SU zone defense.
Defliese came to SU in 2017 after spending the previous five seasons as associate head coach at Stony Brook under Joe Spallina.
She’s the only person here whose never been a head coach, but 10 years as an assistant and five within the SU women’s program are positives in her corner. If not, hopefully we can hold onto her as defensive coordinator since our defense will have some rebuilding to do next year.
A couple other names to consider could be Kathy Taylor and Alyssa Murray Cometti. Taylor is the head coach at Colgate and has a lot of local and Central New York ties. She has previously been the head coach at LeMoyne and Fayetteville-Manlius HS, as well as Cortland. She also went to and played for Cornell. Alyssa Murray is yet another of the best players in program history who has coaching experience at the college and youth levels.
I’m a little disappointed for the women here, who are primed to have such an incredibly talented roster in 2022 but just lost their leader. This is a hire that John Wildhack needs to get right, because you do not want to squander the incredible talent and strong position that the program currently holds.
What do you guys think? Who did I miss? Who do you like to be the next head coach for the women’s lacrosse team? Let us know in the comments!
Lacrosse Heads-Markt Top-Key-Spieler Größe, Anteil, Trend, Aussichten und Wachstumschancen 2021-2025 – Schwabisch Experte
Der globale Lacrosse Heads-Markt forschungsbericht bietet eine detaillierte Analyse der globalen Marktgröße, der Marktgröße auf regionaler und Länderebene, der Segmentierung, des Wachstums, des Lacrosse Heads-Marktanteils, der Wettbewerbslandschaft und der Umsatzanalyse. Der Lacrosse Heads-Marktbericht führte zunächst Definitionen, Klassifizierungen, Anwendungen und Marktüberblicke, Produktspezifikationen, Herstellungsprozesse, Kostenstrukturen, Rohstoffe usw. ein.
Globaler Lacrosse Heads-Marktbericht Bietet Analyse der Entwicklungsstrategie, Landschaft, Typ, Anwendung und führende Länder, deckt das Marktpotenzial, industrielle Aktualisierungen und aktuelle Forschungsergebnisse ab und analysiert statistische Informationen über Marktdynamik, Wachstumsfaktoren und Markteintrittsstrategie. Analyse, Chancen und Prognosen. Das größte Highlight des Berichts besteht darin, Unternehmen der Branche eine strategische Analyse des Berichts zur Verfügung zu stellen.
Der Bericht konzentriert sich auch auf die weltweit führenden Akteure der Branche des globalen Lacrosse Heads-Marktanteils und bietet Informationen wie Firmenprofile, Produktbild und -spezifikation, Kapazität, Produktion, Preis, Kosten, Umsatz und Kontaktinformationen. Vorgelagerte Rohstoffe und Geräte sowie nachgelagerte Nachfrageanalysen werden ebenfalls durchgeführt. Mit Tabellen und Abbildungen, die bei der Analyse der weltweiten globalen Lacrosse Heads-Marktprognose helfen, liefert diese Studie wichtige Statistiken über den Zustand der Branche und ist eine wertvolle Orientierungs- und Orientierungshilfe für Unternehmen und Einzelpersonen, die am Markt interessiert sind.
Um zu verstehen, wie die Auswirkungen von COVID-19 in diesem Bericht behandelt werden. Eine Beispielkopie des Berichts erhalten Sie unter -: www.marketreportsworld.com/enquiry/request-covid19/16440883
Unter dem weltweiten Ausbruch von COVID-19 bietet dieser Bericht eine 360-Grad-Analyse von der Lieferkette über die Import- und Exportkontrolle bis hin zur Politik der Regionalregierung und dem künftigen Einfluss auf die Branche. Eine detaillierte Analyse des Marktstatus (2015-2021), des Wettbewerbsmusters von Unternehmen, der Vor- und Nachteile von Unternehmensprodukten, der Entwicklungstrends der Branche (2021-2025), der regionalen Merkmale des industriellen Layouts und der makroökonomischen Politik sowie der Industriepolitik wurde ebenfalls einbezogen. Vom Rohstoff bis zum Endverbraucher dieser Branche werden die Trends der Produktzirkulation und des Vertriebskanals wissenschaftlich analysiert. In Anbetracht von COVID-19 bietet dieser Bericht eine umfassende und eingehende Analyse darüber, wie die Epidemie diese Transformation und Reform der Branche vorantreibt.
TOP Hersteller im Lacrosse Heads Markt sind: –
East Coast Dyes
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Der Lacrosse Heads-Marktgrößenbericht enthält wichtige Informationen zur Gesamtbewertung, die diese Branche derzeit hält, und listet auch die Segmentierung des Marktes sowie die Wachstumschancen auf, die sich in dieser Branche ergeben. Dieser Bericht konzentriert sich auf die Hersteller des Lacrosse Heads-Marktes, um die Verkäufe zu untersuchen. Wert-, Marktanteils- und Entwicklungspläne für die Zukunft. Es ist das Definieren, Beschreiben und Prognostizieren des Lacrosse Heads-Marktwachstums nach Typ, Anwendung und Region, um das Marktpotenzial und den Vorteil, die Chancen und Herausforderungen, die Einschränkungen und Risiken der globalen und Schlüsselregionen zu untersuchen. Kennen Sie wichtige Trends und Faktoren, die die Wachstumschancen des Lacrosse Heads-Marktes auf dem Markt für Stakeholder vorantreiben oder hemmen, indem Sie die wachstumsstarken Segmente identifizieren. Strategisch untersucht es jeden Teilmarkt hinsichtlich des individuellen Wachstumstrends und seines Beitrags zum Lacrosse Heads-Markt.
Fragen Sie vor dem Kauf dieses Berichts nach – www.marketreportsworld.com/enquiry/pre-order-enquiry/16440883
Die globalen Lacrosse Heads-Markttrends, Entwicklungs- und Marktingkanäle werden analysiert. Abschließend wird die Machbarkeit neuer Investitionsprojekte bewertet und allgemeine Forschungsergebnisse angeboten.
Auf der Grundlage des Produkts zeigt dieser Bericht die Produktion, den Umsatz, den Preis, den Marktanteil und die Wachstumsrate jedes Typs an, hauptsächlich unterteilt in
Goalie Lacrosse Heads
Auf der Grundlage der Endbenutzer / Anwendungen konzentriert sich dieser Bericht auf den Status und die Aussichten für Hauptanwendungen / Endbenutzer, den Verbrauch (Verkäufe), den Marktanteil und die Wachstumsrate für jede Anwendung, einschließlich
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Schlüsselfaktoren des Lacrosse Heads-Marktberichts: –
Lacrosse Heads Marktprognose nach Regionen, Typ und Anwendung mit Umsatz und Umsatz von 2021 bis 2025.
Lacrosse Heads Marktanteil, Händler, Hauptlieferanten, sich ändernde Preismuster und die Lieferkette von Rohstoffen werden im Bericht hervorgehoben.
Lacrosse Heads Marktgröße (Umsatz, Umsatz) nach Regionen und Ländern von 2021 bis 2025 der Lacrosse Heads-Industrie prognostiziert.
Das weltweite Lacrosse Heads-Marktwachstum wird im Prognosezeitraum zwischen 2021 und 2025 voraussichtlich erheblich zunehmen. Im Jahr 2021 wuchs der Markt stetig und mit der zunehmenden Übernahme von Strategien durch wichtige Akteure wird der Markt voraussichtlich zulegen über den projizierten Horizont steigen.
Lacrosse Heads Markttrend für Entwicklungs- und Marktingkanäle werden analysiert. Abschließend wird die Machbarkeit neuer Investitionsprojekte bewertet und allgemeine Forschungsergebnisse angeboten.
Im Lacrosse Heads-Marktbericht werden neben dem Produktionswachstum auch die Marktanteile der einzelnen Produkte auf dem Lacrosse Heads-Markt erwähnt.
Holen Sie sich eine Beispielkopie des Berichts – www.marketreportsworld.com/enquiry/request-sample/16440883
Regionen werden in Kapitel 5, 6, 7, 8, 9, 10, 13 behandelt:
Nordamerika (in Kapitel 6 und 13 behandelt)
Europa (in Kapitel 7 und 13 behandelt)
Asien-Pazifik (in Kapitel 8 und 13 behandelt)
Naher Osten und Afrika (in Kapitel 9 und 13 behandelt)
Südamerika (in Kapitel 10 und 13 behandelt)
Eine ganzheitliche Marktstudie wird unter Berücksichtigung einer Vielzahl von Faktoren durchgeführt, von demografischen Bedingungen und Konjunkturzyklen in einem bestimmten Land bis hin zu marktspezifischen mikroökonomischen Auswirkungen. Die Studie fand den Wechsel der Marktparadigmen in Bezug auf den regionalen Wettbewerbsvorteil und die Wettbewerbslandschaft der Hauptakteure.
Studienziele aus dem Bericht:
Der Bericht enthält eine Analyse der Produktpalette des Lacrosse Heads-Marktes. Details zu Preisentwicklung und Produktionsvolumen finden Sie im Bericht.
In dem Bericht werden auch die Marktanteile der einzelnen Produkte auf dem Lacrosse Heads-Markt sowie das Produktionswachstum erwähnt. Der Forschungsbericht bezieht auch die Konzentrationsrate der Industrie in Bezug auf die Rohstoffe ein.
Informationen zu dem Marktanteil, der durch jede Anwendung gewonnen wurde, sowie Daten zum Produktverbrauch und zur geschätzten Wachstumsrate, die von jeder Anwendung registriert werden müssen, sind im Bericht enthalten.
Die Studie bietet eine gründliche Bewertung des Marktingstrategie-Portfolios, das aus mehreren Marktingkanälen besteht, die Hersteller implementieren, um ihre Produkte zu unterstützen.
Der Bericht enthält auch Daten zur Marktposition und zu den Entwicklungstrends der Marktingkanäle. Entsprechend der Marktposition verweist der Bericht auch auf Branding, Preisstrategien und Zielvorgaben.
Händler, Hauptlieferanten, sich ändernde Preismuster und die Lieferkette von Rohstoffen werden im Bericht hervorgehoben. Die Herstellungskosten sowie Einzelheiten zu den Arbeitskosten sind im Bericht aufgeführt.
Händler / Händler / Großhändler / Lieferanten
Regulierungsbehörden, einschließlich Regierungsbehörden und NRO
Kommerzielle Forschungs- und Entwicklungseinrichtungen (F & E)
Importeure und Exporteure
Regierungsorganisationen, Forschungsorganisationen und Beratungsunternehmen
Fachverbände und Branchenverbände
Wichtige Punkte aus dem Inhaltsverzeichnis:
1 Lacrosse Heads Markt – Forschungsumfang
1.2 Marktdefinition und Umfang
1.3 Wichtige Marktsegmente
1.4 Studien- und Prognosejahre
2 Lacrosse Heads Markt – Forschungsmethodik
2.2.3 Schätzung der Marktgröße
3 Lacrosse Heads Marktkräfte
3.1 Globale Lacrosse Heads-Marktgröße
3.2 Top-Einflussfaktoren (PESTEL-Analyse)
3.2.1 Politische Faktoren
3.2.3 Soziale Faktoren
3.2.4 Technologische Faktoren
3.2.6 Rechtliche Faktoren
3.4 Branchentrends unter COVID-19
3.4.1 Risikobewertung zu COVID-19
3.4.2 Bewertung der Gesamtauswirkung von COVID-19 auf die Industrie
3.4.3 Marktszenario vor COVID-19 und nach COVID-19
3.5 Bewertung des Branchenrisikos
4 Lacrosse Heads Markt – Nach Geografie
4.1 Globaler Lacrosse Heads-Marktwert und Marktanteil nach Regionen
4.1.1 Globaler Lacrosse Heads-Wert (USD) nach Regionen (2015-2020)
4.1.2 Globaler Lacrosse Heads-Wert Marktanteil nach Regionen (2015-2020)
4.2 Globale Lacrosse Heads-Marktproduktion und Marktanteil nach wichtigen Ländern
4.2.1 Globale Lacrosse Heads-Produktion nach wichtigen Ländern (2015-2020)
4.2.2 Weltweiter Marktanteil der Lacrosse Heads-Produktion nach wichtigen Ländern (2015-2020)
4.3 Globaler Lacrosse Heads-Marktverbrauch und Marktanteil nach Regionen
4.3.1 Weltweiter Lacrosse Heads-Verbrauch nach Regionen (2015-2020)
4.3.2 Globaler Lacrosse Heads-Verbrauchsmarktanteil nach Regionen (2015-2020)
5 Lacrosse Heads Markt – Nach Handelsstatistik
5.1 Globaler Lacrosse Heads-Export und -Import
5.2 USA Lacrosse Heads Export und Import (2015-2020)
5.3 Europa Lacrosse Heads Export und Import (2015-2020)
5.4 China Lacrosse Heads Export und Import (2015-2020)
5.5 Japan Lacrosse Heads Export und Import (2015-2020)
5.6 Indien Lacrosse Heads Export und Import (2015-2020)
6 Lacrosse Heads Markt – Nach Typ
6.1 Globale Lacrosse Heads-Produktion und Marktanteil nach Typen (2015-2020)
6.1.1 Globale Lacrosse Heads-Produktion nach Typen (2015-2020)
6.1.2 Weltweiter Marktanteil der Lacrosse Heads-Produktion nach Typen (2015-2020)
6.2 Globaler Lacrosse Heads-Wert und Marktanteil nach Typen (2015-2020)
6.2.1 Globaler Lacrosse Heads-Wert nach Typen (2015-2020)
7 Lacrosse Heads-Markt – nach Anwendung
8 Nordamerika Lacrosse Heads Markt
9 Europa Lacrosse Heads Marktanalyse
10 Asien-Pazifik-Lacrosse Heads-Marktanalyse
11 Marktanalyse für den Nahen Osten und Afrika Lacrosse Heads
12 Südamerika Lacrosse Heads Marktanalyse
14 Marktprognose – Nach Regionen
15 Marktprognose – nach Typ und Anwendung
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Unsere anderen Berichte hier: –
Look Good to Play Good: Goalie Guide To Looking Sweet
Perhaps you’ve heard this quote by the great Deion Sanders:
If you look good, you feel good,
If you feel good, you play good,
If you play good, they pay good.
We all know that guy/gal on our team that spends a ridiculous amount of time prepping the game look.
Eye-black in just the right style. Back of the hair gelled for maximum flow. Armbands just right. Socks and cleats laced up to perfection.
But the truth is – it works.
If you look good, you feel good. And if you feel good, you play good!
And like Neon Deion says – if you play good, they pay good! Ok, maybe we’re not talking a pro contract but pay good could mean a college scholarship and/or All-American awards.
Here’s a quick guide on how to look good as a goalie when you step into the crease.
Get Some Tilt
A discussion on lacrosse fashion has to start with helmet tilt.
Tilt refers to the downward angle that the helmet sits on the player’s head. And when achieved to perfection its a thing of beauty.
Those without tilt suffer from what the lacrosse community calls Second Bar Syndrome or colloquially “Second Barring” it.
Below are some poor unfortunate souls with some serious cases of SBS.
I realize these pics might be very unsettling for some. SBS is a real issue and needs to be treated appropriately. Please consider a donation help rid the world of SBS once and for all.
So now that you understand what Second Bar Syndrome is, let’s discuss Tilt.
Tilt is a downward angle that the helmet sits on a champion goalie’s head.
There is a very fine line between looking super sweet and blocking your visibility. You want the former, you must avoid the latter.
Play with those chin straps and helmet adjust in the back to achieve maximum tilt while still maintaining visibility of the shots.
If you’re interested in getting your tilt game right on your helmet, check this video.
After you’ve watched the intro to tilt, you’re ready for an MBA in tilt taught by the master tilt-ologist himself Ryan Drenner (seen in that Towson photo above).
By far the biggest factor in looking and feeling sweet is achieving a perfect level of tilt.
Those that have it can claim swag, those without it just look ridiculous.
Now that your tilt game is on point, you’re going to want to pair it with some eye black.
While eye black also serves a functional purpose of reducing glare from the sun or lights, it has a secondary purpose of making you look sweet.
Especially when you get the tilt / eye black combination working to perfection.
Keep in mind high school rules limit your ability to go berserk when applying the eye black.
Rule 2, Section 17: Eye black must be one solid stroke with no logos/numbers/letters and shall not extend further than the width of the eye socket or below the cheekbone.”
Other than men’s high school everyone else is free to express themselves however they see fit.
But I do think eye black is a part of a solid goalie look that will make you feel good and thus make you play good.
Grow Some Flow
Flow refers to the long hair “flowing” out the back of the lacrosse helmet and can make even the most mediocre of goalies feel sweet.
While its not a proven fact that goalies rocking lots of lettuce play better, it should be.
This is goalie has achieved flow-fection. Also note his tilt game is on point.
So do yourself a favor and let the hair grow a little so we can see nice cabbage flowing out the back.
Sweats Rolled Up
When I played in my prime my go-to look was the sweat pants with the bottoms rolled up.
Sweats felt better for me than regular lacrosse shorts. The additional thickness gives you a little extra padding from shots so there’s some functional benefit too.
Plus you get some extra warmth for those cold games.
Then I rolled up the bottoms to let everyone know there were no shin guards under there. Plus I liked the way it looked and felt.
Here is a Jack Kelly rocking: 1.) Tilt 2.) Eye Black 3.) Rolled Up Sweats. I wonder if he grew out some flow would anyone ever score on him??
I also think the shorts with past the knee compression pants look is awesome.
At the end of the day, it’s really about whatever makes you feel good.
Sometimes I see lacrosse goalies in practice sessions with no penny or jersey. The chest pad just flying solo in the free air.
I never understood this. For me putting on a jersey is the ultimate feel good move.
Love the way the jersey feels!
Most coaches want all players to wear their pennies so they can flip colors quickly for drills. But if you can get away with it I recommend using a jersey.
If not at a bare minimum, cover up that chest pad with a penny.
Even when I’m taking shots with a teammate I throw on an old jersey because I love the way it looks and feels.
As a result I play better.
Although I do have the jersey in that pic above, I will admit my tilt game needs MAJOR work. But those old helmets just don’t have the tilt of today’s models. That’s a Cascade C2 y’all. You kids have no idea how good you got it haha.
Customized Goalie Head & Mesh
Unlike ice hockey goalies, lacrosse goalies cannot have a customized paint job on the helmet.
It’s one of the changes I hope the PLL implements.
Until then, what a lacrosse goalie can customize is the goalie head, mesh, and shaft combination.
Now there’s nothing wrong with all white stick head and mesh but if you’re looking for maximum levels of swag, then consider getting a dye job and throwing in some color into that mesh to show off your personality.
Customized Throat Guard
While lax goalies must use the same helmets as field players – why is there no lacrosse goalie helmet?? – there is no rule against customizing the throat guard.
In fact, the only rules related to lacrosse goalie throat guards are:
- You must use one
- Throat protectors must be specifically designed for lacrosse
So we have free reign to decorate our throat guard as we see fit.
Many goalies like to put tape on the throat guard and write a meaningful message. Could be the number or initials of a meaningful player in your life. Or first letters of your anchor phrase / positive affirmation.
For example, this goalie went with “WIT”
Here’s another example –
Wait a minute??
Does this goalie South Portland have it all? Flow! Tilt! Eye Black! Jersey! Red shooting strings for mesh! Sweat pants!! Customized throat guard with tape? Uwww weee…he look good.
Some goalies choose to customize their throat guard with a full design –
Consider adding some customization to that throat guard for looking and feeling sweet.
In fact some goalies out there feel the throat guard tape customization is essential to our being:
One last point on the throat guard. Sometimes goalies have the throat guard connected to the helmet with the screws so tightly that it shoots out forward and stays in that position. Especially when you’re running outside the crease.
Kind of like this…
So reasons of safety and also for reasons of looking better, make sure the throat guard always falls downwards to cover your throat.
You don’t want it so loose that it rattles too much when you run but you don’t want it to stay extended, leaving your throat exposed before you have a chance to pull it down.
Sometimes lacrosse athletes get a bad wrap for wanting to look good while playing.
But in the immortal words of Neon Deion Sanders – You look good, you play good.
So if you’re looking for some tips on how to look good, following the items in this post –
- Eye Black
- Sweats Rolled Up
- Custom Head or mesh
- Custom Throat Guard Design
One thing I purposely left off the list is the helmet visor. While I will admit a nice mirrored visor passes the test when it comes to looking sweet, when I tried to play with one I found it horrible.
So much echo in my helmet as I tried to communicate with the defense. So I can’t recommend that piece of gear for goalies wanting to look sweet. I’m pretty sure the tinted versions of the visors are illegal anyways.
Anything else you goalies use to look good while making your saves? Leave me a comment down below.
Until next time! Coach Damon
Healthy Wealthy & Smart: 527: Dr. Alli Gokeler: Motor Learning & ACL Rehab: Do We Need It?
In this episode, sports physical therapist specialist, Dr. Alli Gokeler, talks about motor learning.
Today, Alli tells us about the process of motor learning, how patient autonomy is advantageous to rehabilitation, and how to motivate patients. How does Alli measure motor learning outcomes? Alli elaborates on his on-field rehabilitation model, and the importance of incorporating cognition in ACL injury rehabilitation.
Alli talks about RTS from a motor learning perspective, how to continue motor learning on the field, and he gives his younger self some advice, all on today’s episode of The Healthy, Wealthy & Smart Podcast.
- Alli defines motor learning:
- “In order to acquire motor learning, you need to practice. If you don’t practice, you can’t learn something.”
- “The learning process itself cannot be measured directly. It’s only something you can measure indirectly.”
- “What motor learning should result in is: it should lead to relatively permanent improvement of motor skills.”
- “Be careful how you interpret this process. Quite a few clinicians have a tendency to provide feedback because they intuitively try to correct a patient.”
- “Be a little bit patient with your patient, because learning takes time. Don’t interrupt the learning process too soon.”
- “Motor learning, as well as learning a language or math, is a non-linear process.”
- “One of the strong drivers of learning is intrinsic motivation.”
- “We provide our patients with a significant amount of autonomy, which means the patient gets a certain level of control over the exercises.”
“Providing autonomy during rehab enhances learning.”
- “Around 70% of people prefer to receive feedback after a good performance of an exercise. What happens in most clinical situations, with all good intentions, we typically give corrective feedback, which typically means you didn’t do something according to the standards of the therapist. This may affect their motivation.”
- “If you look at the brain activity of someone that is instructed to do something, or the brain activity of a person who has some control over what they’re going to do, you have completely different brain patterns. When you give them some control, they are much more engaged, and this is a prerequisite in order to learn something.”
- “If you want to be certain that learning has taken place, you need to measure, otherwise you can’t be sure that the patient has learnt something.”
- “If you’re good at something, it’s not challenging anymore. If it’s too difficult, then it’s overreaching.”
- “One-on-one training is not what’s needed for a football player. They are team athletes.”
- Alli’s on-field rehabilitation model:
- Neurocognition: Reaction time, decision-making, selective attention, inhibition and working memory.
- Motor component: Strength, range of motion endurance, and speed.
- Sensory: Visual, auditory, and environmental factors.
- “We need cognition during our motor control, and if we only work on pre-planned activities, we miss something from the on-field situation.”
- “An ACL injury isn’t just a peripheral injury, but it’s also a neurophysiological lesion, and that needs to be considered in rehab.”
- “With colleagues that work with paediatric patients, some of the motor learning principles that they use could be very beneficial for us working with orthopaedic, sports-related injuries.”
Motor Learning, RTS, PDCA, ACL, Rehabilitation, Neurocognition, Therapy, Physiotherapy, PT, Training, Injuries, Sport, Wellness, Health, Recovery, Injury-Prevention,
More about Dr. Gokeler
Dr. Alli Gokeler has 28 years of experience as a sports physical therapist specialist.
In 1990, Alli graduated with a degree in Physical Therapy from the Rijkshogeschool Groningen. Following his graduation, he worked in both the US and Germany as a physical therapist. In 2003, he earned his Sports Physical Therapy Degree from the Utrecht University of Applied Science. In 2005, he started a PhD project at the University Medical Center Groningen, Center for Rehabilitation.
He is a researcher-clinician and a clinician-researcher with a passion for multidisciplinary injury prevention. He has over 40 peer-reviewed publications, and he regularly gives lectures worldwide. In his free time, he loves to do mountain biking.
To learn more, follow Alli at:
Facebook: Motor Learning Institute
YouTube: Motor Learning Institute
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Read the Full Transcript Here:
Speaker 1 (00:07):
Welcome to the healthy, wealthy, and smart podcast. Each week we interview the best and brightest in physical therapy, wellness, and entrepreneurship. We give you cutting edge information. You need to live your best life. Healthy, wealthy, and smart. The information in this podcast is for entertainment purposes only and should not be used as personalized medical advice. And now here’s your host, Dr. Karen Litzy. Hey everybody.
Speaker 2 (00:37):
Welcome back to the podcast. I am your host, Karen Litzy and today’s episode is brought to you by net health. So net health is hosting a three-part mini webinars series on Tuesday, March 9th, entitled from purpose to profits. How to elevate your practice in an uncertain economy after 2020. I think you’re going to want to sign up for this. So you’re going to hear from a panel of guests that have over 50 years of combined experience working in the PT industry sign up will begin tomorrow, which is Tuesday the 23rd, February 23rd for this mini webinars series. So head over to net health.com/litzy to sign up once again, that’s net health.com forward slash L I T Z Y. So check it out and sign up now. Oh, and it’s free. Okay. So this whole month we’ve been talking about ACL injury and rehab. So today’s episode is with Dr. [inaudible].
Speaker 2 (01:41):
He has 28 years of experience as a sports physical therapist specialist. In 1990, he graduated with a degree in physical therapy from I’m not even going to pretend to try and pronounce this. So you can just go onto the podcast website to find out where he went to school. Cause I’m not even going to attempt it following his graduation. He worked in both the us and Germany as a physical therapist in 2003 here in does sports physical therapy degree from you trick university of applied science in 2005, he started a PhD project at the university university medical center, grown again, center for rehabilitation. He is a researcher, clinician, and a clinician researcher with a passion for multidisciplinary injury prevention. He has over 40 peer reviewed publications and he regularly gives lectures worldwide in his free time. He loves to mountain bike and you can check out more from him and his [email protected].
Speaker 2 (02:46):
Okay. So today we talk about just that we talk about motor learning. So the process of motor learning, how patient autonomy is advantageous to rehab, how to motivate, how to measure low motor learning outcomes on field rehab models and the importance of cognition and ACL rehab. And we talk about Allie’s brand new model for Mona motor learning, which will be out hopefully in a month or so. So a big thanks to Allie. And of course, thank you all for listening to this month on ACL injury and rehab. Hey, Alli, welcome back to the podcast. I am happy to have you on once again.
Speaker 3 (03:31):
Thank you for inviting me. Yeah. It’s been awhile pleasure to be here today.
Speaker 2 (03:34):
Yes. And so, as people, if you’ve been listening to the podcast, you know, that this month has been all about ACL injury and rehab. And so what better person to have on the new to talk about kind of the rehab process after an ACL injury and your specialty, which sort of motor motor learning. So the first thing I want to ask you is can you define motor learning?
Speaker 3 (04:02):
Yeah, that’s it, that’s a very good question. And I I’ve taken three, I think important aspects of motor learning that I think are relevant for clinicians that listen to this podcast. The first one is in order to acquire motor learning, you need to practice. If you don’t practice, you can’t learn something and that may be pretty straight forward, but I still think it’s important. The second one, and that’s a little bit of a vague one, but the learning process itself cannot be measured directly. It’s only been some been something that you can measure indirectly. And I I’ll touch back on that a little bit later. What I mean by that? And the third point is what model learning should result in is that it should lead to relatively permanent improvement of motor skills. And last year I gave the example of writing how to ride a bicycle for this year.
Speaker 3 (05:03):
I thought, Hey, maybe skiing is a good example. And so if you’ve taking ski lessons as a teenager and you became quite proficient in skiing, it could be for many different reasons for job or any other reason that you haven’t been going to the Rocky mountains, but at the age of, let’s say 35, you have some time again, and you have some financial resources and you’d, Hey, let’s spend the week again in Vermont or the Rockies and maybe a little bit of rusty at the beginning, but perhaps after a day or two, you get the hang of it again. So this is I think a great example of what motor learning means. It means that you acquire something and it sustains over time. Now that needs to be distinguished from performance. And this is, I think one of my key messages that I would like to point out to clinicians when you work with your patient in the clinic and you have your patient doing an exercise.
Speaker 3 (06:11):
And this relates to my second point is that motor learning is not directly observable. What you see in the here and now is performance. Now I get, I can give you two examples. So let’s say you have a patient after an ACL injury six weeks post-op and you want to have your patient work on balance, not patient number one comes in and stands on one leg. And actually what you’re seeing, you’re very happy, very stable not any excessive movements is able to maintain balance for 30 seconds. Okay. You’re you might be happy with that. Now, your second patient comes in from the same surgeon, also six weeks post-op and when you have this patient perform the same exercise, you see that a patient sometimes needs to take the hands of the hips or needs to hold onto something, or puts the other foot down to maintain balance.
Speaker 3 (07:16):
And from these two examples, you may draw the conclusion that the first patient has better motor skills and has better learning potential. And the second one has poor motor skills and is not such demonstrating good learning potential. We don’t know. We only, we only know that performance in patient one is better for sure. Performance in patient B is not as good for sure, but that doesn’t mean that the dis says anything about the learning potential. In fact, it may be that the learning potential in patient one is, or has already been reached because this is at the max of his abilities, various for the second patient with poor performance, there may be a large learning potential. So that that’s that’s I think very important. And what you need to consider as a clinician is be careful how you interpret this process, because what I know from my early days, and also when I teach courses, is that quite a few clinicians have a tendency to provide feedback because they would intuitive to literally try to correct patient too, because you see that it’s not able to maintain balance.
Speaker 3 (08:40):
So we need to say something. So we will usually do that in with feedback. And we typically do this with corrective feedback. And my second take home message would be, be a little bit patient with your patient because learning takes time. So maybe unless you feel that there is an unsafe situation, but if that’s not the case, let the patient practice and re evaluate in the week or in two weeks time. But don’t interrupt the learning process too soon. Because when I go back to the skiing example, remember when you haven’t been skiing for for like 15 years or when you started to ski, it, it, it was probably something like this first day, quite difficult. Second day, still difficult. You might even get frustrated third day, no improvement. However, on the fourth day snow not being able to ski ski lift is closed.
Speaker 3 (09:55):
And on the fifth day means there was no one day without any skiing lessons on the fifth. There you go out again, Hey, and all of a sudden you feel like, Hey, I I’m, I’m better than I was on day three, although you haven’t practiced in the day in between. So this is what I mean, learning is not only happening as you practice, but there’s also some processing afterwards going on in your brain that helps to acquire those motor skills now. And if you interrupt that process like vote by providing a lot of corrective feedback you may actually, although with all good intentions, I don’t want to disqualify that, but maybe it’s better to leave the process happening and evolve and then provide feedback later on.
Speaker 2 (10:50):
Yeah. It kind of reminds me of have you ever heard the term helicopter parent? So it’s the parent that’s always hovering over the child, making the decisions, not allowing them any autonomy for themselves. And so it reminds me of that helicopter therapist who’s on top like, Oh, I see that if you use the example of balance, Oh, I see that you struggled a lot with your balance. Why don’t you try and do this? Well, why don’t you do this, try this, try this, try this. And, and in that as the therapist, are you taking away the autonomy for the patient and what kind of, how can that affect the outcomes for that patient?
Speaker 3 (11:31):
Yeah, that’s an excellent point. Karen C motor learning, as well as learning a language or learning math is a nonlinear process, which means how you learn how to ride a bicycle was probably different from how I learned it. So, but what we typically do as clinicians, we have this, this, this clinical guidebook in our, in our mind map that we think based on our experience or based on our beliefs, how we need to guide our patients from simple skills to more advanced skills from single task skills to do a test skill, whatever. However, we don’t know how this patient is actively engaged in this process, actually, by example, that you were provided the, the patient is directed by the, by the parent or, or the child is directed by the parent and is actually a passenger. Now, I think one of the strong drivers of learning is intrinsic motivation.
Speaker 3 (12:41):
So what role do you give your patient if you direct them, where to go, what to do, and also you give them corrective feedback are these all strong drivers for self-organized learning? I’m putting a question Mark behind it. So people need to think about them for themselves. I can tell you what we do in, in, in our clinical situation. And that’s based also on our research we provide our patients or in ACL injury prevention, we provide a significant amount of autonomy, which means an athlete or a patient gets a certain level, not complete control, but a certain level of control over the exercises. So they can choose, for example, out of 10 exercises, they can pick three exercises that they would like to do on that particular day, in an order they would like to do. And we know from a substantial body of research that providing autonomy during during rehab enhances enhances learning.
Speaker 3 (13:59):
And I can tell you this from a research point, but it can also give you a brief insight from a recent survey that we’ve done among patients that completed their rehab. And we sent them an open questionnaire about their experience in in the entire process of rehabilitation. And one thing that two things that really stood out were a positive environment, a positive environment with relatedness of the therapist towards the patient, and not as a patient, but as a person that’s quite important. So it’s not a ne it’s not an ACL patient. No, it’s, it’s, it’s a person with an ACL injury. That’s quite, quite, quite an important distinction. And the second thing that stood out was and you, you touched on that before is the autonomy some self-control over the rehabilitation process. And this was a qualitative study that we did my PhD student while surveilling ran the study.
Speaker 3 (15:10):
So it’s not something that I’m just saying as a scientist, but this is also what we get back from our patients. And when we ask them so going back to the clinical situation this is what we apply also by providing our patient with the opportunity, instead of me always providing the feedback I’m asking them, or I’m giving them the opportunity please let me know when you want me to give you feedback. That is a great example of of autonomy, the thing, easy question. Yeah. And, and, you know, what’s, what’s, what’s what’s quite important to understand is if w if we think how humans preferably like to receive feedback if we, if we, if we ask a healthy population and the same applies to to an injured population, it turns out that around 70% of the power of the people prefer to receive feedback after a good performance of an exercise, what happens in most clinical situations with all good intentions? I really don’t want to question that, but we typically give corrective feedback, which typically means you didn’t do something according to the standards of the therapist. That means that maybe seven out of the 10 people that you provide feedback to may not really like this, and this may affect their motivation. This may affect their learning potential because they like to receive feedback when something went well, they, they conversely they already know when something didn’t go well and they don’t need us to rub it in or to remind them they already know.
Speaker 2 (17:15):
So you, you touched on a word that I was just going to ask you about, and that is motivation. So why is motivation key in motor learning?
Speaker 3 (17:28):
If you look for example, at the brain activity of a person that is instructed to do something, or you look at the brain activity of a person who has some control over what they’re going to do, you have completely different brain patterns. And I can tell you that the second one, the second example, when you give them some, and when they can choose, they are much more engaged, and this is a prerequisite in order to learn something.
Speaker 2 (17:59):
Yeah. And, and I think we can probably all look back on our own personal experiences of learning, whether that be academic learning, or learning a physical task. I think we all like to have a little bit of control over that versus just have stuff thrown at us without our IM without our input or without our thoughts on it. So I think that makes perfect sense. And now, so we spoke about how motor learning is, non-linear why motivation and autonomy is so important. Now let’s talk about, we’ve got this patient with who had an ACL repair and they want to get back to sport. They, they are, they are ready mentally. So we’ll put that to one side. They’re ready mentally. So let’s talk about the return to sport from a motor learning perspective.
Speaker 3 (19:02):
In my opinion, return to sports is we first need to define what we mean. And I think the 2016 consensus meeting gave us some leeway in that direction. And I think one of the most important things that stood out is that it’s a continuum. It is not one moment in time. And I think what I read in the literature often is is that it’s such a that coma to choice yes or no at at six months or nine months, whatever you’re, you’re, you’re, you’re believing in. I think what we need to understand is certainly in light of the high number of secondary ACL injuries, particularly in the young population, in, in, in pivoting type sports, that’s number one. But also the second one is that, you know, only, I think a disappointed percentage of people reach their pre-injury level.
Speaker 3 (20:00):
So their performance is not up to par. So do those two factors. When we, when we look at that, I think it all starts prior to the surgery. So the rehabilitation, I think is one of the key factors that we need to, that we need to consider anything that’s left. Unaddressed will show up even in higher magnitude, after the ACL reconstruction, which was the second trauma to the knee. And, and then in, during the entire rehabilitation process, something very simple. And I can’t stress that enough if, if walking is not normal and how do, how do many clinicians assess a normal gait pattern? They usually ballpark it, but, you know, even a slight deficit of five degrees is clinically meaningful. And now, now just follow some logical sense. If you’re walking is not normal, what do you think will happen with the running?
Speaker 3 (21:01):
W what do you think, what would you expect? How, how the squat will be executed by the patient and how will the single leg up will be done or a drop foot, a good jump. So that’s why I think that all these elements from a motor learning perspective, and also we’ll touch back on that a little bit later, of course, sound strengthening program, you know, no question about it, very important, but I think it is, it is very important to also incorporate the model learning process so that we make sure that the patient is learning or relearning those motor skills, but Mo and I can also stress enough. It’s also important that we as clinicians really, really measure and boarding and, and I, we just completed and published a study among Flemish physiotherapist. And one of the things that came out of this study is that many don’t use the evidence-based principles, meaning also they don’t use two criteria as they don’t assess and in order, and that’s also coming down to model learning. If you want to a certain that learning has taken place, you need to measure, otherwise you can’t, you can’t be sure that the patient has learned something.
Speaker 2 (22:22):
And how do you, what are some examples that you can maybe give the listeners of how you measure these motor learning outcomes? Because I think that’s important to let people kind of wrap their heads around that. And on that note, we’re going to take a quick break to hear from our sponsor and be right back
Speaker 4 (22:41):
On Tuesday, March 9th, net health is putting on a three-part mini webinars series entitled from purpose to profits, how to elevate your practice in an uncertain economy after 2020, you’re going to want to sign up for this. You’re going to hear from a panel of experts that have over 50 years of combined experience working in the PT industry, signup will begin tomorrow for this mini webinars series. So head over to net health.com/litzy to sign up once again, that’s net health.com forward slash L I T Z Y.
Speaker 3 (23:16):
Yeah. So I use, then that’s something from, from the business that you probably know that the PDCA cycle, the plan do check act and the P and the plan, which means you do a baseline test. So first you need to let’s say balance. So there’s the patient have a balance deficit yes or no. You can use the star balance says you can use th the balance error scoring system. That’s your baseline test. Now, it’s up for you as, as a physiotherapist with your clinical reasoning. Does the patient need an intervention to target a balance? Yes or no, or are we happy with, but let’s assume now there is a balance deficit. Now we go to the do, which means what is my intervention? So my intervention could be, I’m planning to do balance training for four weeks, with two therapy sessions in the clinic, and four sessions at home consisting of those and those exercises.
Speaker 3 (24:21):
And then AF in between I’m doing an interim evaluation, is the patient going on track as I’m expecting or not? I can still find tune my my intervention program, a training program. And then I do a final assessment after, after two weeks and preferably even one little bit later on as well to make sure that the effects of the balanced training are really sustained over time. Remember what I said about riding a bike or skiing and that’s a very simple procedure you can use. It doesn’t take a lot of time but it’s, it needs to be integrated in your daily practice because if you don’t measure, you don’t know.
Speaker 2 (25:09):
Yeah, absolutely. And I love that. I think people can get behind that PDCA cycle and cause, you know, PTs love things that are regimented and you know, things that sort of follow a plan. So I think this is a really easy, and I think people can get behind it. And I also think that it will keep your patient on track and keep you on track and organized versus just like throwing whatever up against the wall and seeing what sticks, if you measure it, you’re, you know, you’re, you kinda know where this patient is going and that makes all the difference.
Speaker 3 (25:51):
Yeah. Which, which th that’s a good point that you I, I forgot to mention it actually in the, in the, in the planning cycle, I’m incorporating my patient. So I’m discussing the baseline tests and I’m asking in my patients, so you have a balanced deficit. What do you think is needed for you to improve your score? What do you think is could be if you score eight out of 10, so zero would be no balanced error. 10 would be the maximum errors that you can acquire. So you have an eight, what do you think is reasonable to achieve in two weeks time, for example, and then the patient could say, yeah, I think I’m I can reach a seven. Hey, that’s the interesting information. Why, why are you so conservative? Why can’t, why can’t you challenge yourself from, from an eight to a four, for example?
Speaker 3 (26:42):
So I always creating this interaction with my patient. You know, I can in conjunction with, with, with me and my patient, I can set goals that, and that’s quite important as well. That need to be challenging for the patient, because if you, if you already a good or something, you’re not challenging and it’s not challenging anymore, if it’s too difficult, then you then it’s overreaching. But it, it has to be something that the patient sees. Okay. I really got to put some effort into this is again, which is, again, something for important for learning.
Speaker 2 (27:22):
I was just going to say that I said from a motor learning standpoint, if you do nothing that gives a substantial challenge to your patient, are they really going to see the benefits of those exercise or of your plan? Exactly. Yeah, yeah. Yeah. That makes perfect sense. Okay.
Speaker 3 (27:45):
And also going back to to the first example where the two patients with the balance exercise, if, if I give my patient an exercise, it is usually an exercise that creates difficulty for them. So if I see a perfect demonstration, then I’m kind of thinking, yeah, what is the learning potential here? So I purposely make the exercise a little bit more difficult right away. And I explained that to them, I’m explaining to them, don’t expect to, to master this exercise today or tomorrow. And I always give that example of, of riding a bike and, and a lot of patients like that because, Oh yeah, I remember that I fell down quite a few times and and that that’s in ACL rehab. It’s, it’s more or less the same process.
Speaker 2 (28:37):
Yeah. And, and I also want to switch, well, this isn’t really switching gears just moving forward. So yes, we know that return to sport is a continuum you’ve got returned to sport and returned to performance, different things. And one of the things that I spoke about with Nicole [inaudible] is the importance of on-field rehab. So I know that’s something that you’re also passionate about. So do you want to kind of tie that into what, what therapists can do on field to continue to foster this motor learning within their sport, whatever that sport may be?
Speaker 3 (29:20):
Yeah. I think that’s, that’s something that’s underappreciated and, and maybe that’s because we haven’t really integrated the motor learning processes in our rehab. And one of the things that we have to consider is when you observe your patient in the clinic and you a certain motor behavior, that’s all what it means. It stems down to the interaction between the environment. The task at hand could be a jumping exercise, could be a single lag, actually, whatever. And, and, and, and to behavior that you’re seeing. So there is a task athlete, environmental interaction, which means the movement that you see from that interaction only is valid for that interaction. You cannot extrapolate a jump landing strategy from a box in a physiotherapy clinic. And imagine how this athlete would play lacrosse or American football or soccer. It’s completely different game, completely different worlds.
Speaker 3 (30:37):
So I think that’s where one of the main reasons why single leg hop test and accessed by, by, by Kate Webster and, and, and Tim, you, it were shown not to be valid predictors of secondary ACL injury, because a hop test is something completely different than how an athlete performs on the field. So, in, in, in that regards I think we need to take the patient to the field and to see how the patient is performing based on that interaction that I just refer to the tasks, the environment, and the athlete interaction. And then you get meaningful information where the, where that patient is is add, which for example also means that one-on-one training is not what’s needed for a football player. They are team ball athletes. So you need to do something with the ball. You need to be on the turf and you need to do something with teammates
Speaker 2 (31:43):
That yes, when you’re working with someone with a team sport, you have to have those other I don’t want to say distractions, but you know, other people, a ball scanning a field versus just going one to one with you.
Speaker 3 (32:02):
Yeah. And we, we’ve just completed an analysis of 47 non-contact ACL injuries in Italian professional football. Just this work that I’ve done with Francisco Della Villa from the ISO kinetic group. And what we did is we, we looked at the injury mechanism through a different lens and what we the lens we use was a neurocognition lens. So we looked at the inciting events that happened before the ACL injury took place, because so far the literature is predominated by the dynamic valgus collapse. And I totally agree. I totally agree. However, it doesn’t tell you what led to the injury. It just tells you what the end point is. That’s dynamic velvets now. And what we’ve done now is what are now some typical events occurring during a match play in which a non-contact ACL injuries took place. And we took two neurocognitive factors. One is the selective attention. So are you able to maintain attention to the relevant information in this regard and filter out irrelevant information? And the other one is, did we see some impulsive behavior of defenders? And they were running into a situation in which basically the attacker waiting for them to approach. And then at the last moment, they made a deceiving action that the defender did not entail.
Speaker 2 (33:40):
And now in the very small timeframe,
Speaker 3 (33:43):
The defender had to change the movements in a timeframe that you don’t have enough time to coordinate those movements well. So if you think about this as a framework, how injuries may happen, we also need to consider this framework, how we integrate that in our rehabilitation process. And this is what I do from day one. And certainly this is what I do re related back to your question for the on-field this framework we use for the on-field rehabilitation. And I’ve created a model for that.
Speaker 2 (34:19):
Yeah. So I was just going to say, I know that you’ve created a model and it’s going to be published soon. So let’s talk about what that model is. And if you can kind of walk us through that, that would be great.
Speaker 3 (34:31):
So the model is consists of three main pillars. The first one is neurocognition and neurocognition, you need to think about reaction time. Decision-Making selective attention, as I mentioned before, but also your ability to control impulsive behavior. That’s called inhibition. Can you, can you change your intended movement? Yeah. That’s something to control your impulses. Very important. Working memory is another aspect. So those are the neurocognitive components. Then we have the motor component, and I think that’s where most physios will be quite familiar with. So we think about strength, range of motion endurance speed, things like that. Yeah. That that’s, that’s I think pretty straightforward. Then we have the sensory part. So in the sensory part, we can have the visual components so we can alter the visual input, maybe quite relevant for ACL rehab as Dustin grooms has already shown. And also my colleague and part of borne, Tim layman has demonstrated that with EEG, that the patient may have some visual reliance, but also things like, do you have your patient do training with shoes on is, are you playing on the hard surface, soft surface lighting conditions, auditory information.
Speaker 3 (36:06):
Now those three factors, neurocognitive motor, and the sensory part. What I did in my model, I created like a gauge, so I can create an exercise combination in which I have a relatively simple motor skill. So not so demanding, standing on one leg, for example, but what happens now, if I, and more cognitive load, for example, by having them do math subtractions, or working on the synaptic sensory station by doing motion tracking. Now I can see what the influences is of an added neurocognitive load on my motor art, because those three shape my functional movement coordination. Likewise, I can turn back. My neurocognition lit and stay with the same exercise and do now something on the sensory part. And this is what we all do as clinicians. So we do a single leg balance exercise, and we have the patient stand on on the, on the foam surface, or we have them close their eyes.
Speaker 3 (37:14):
So we already doing this, but I think the model can help you. How do I plan my exercises within one rehab session? And I’m changing that from week two week. And why would this be important? Well, first of all, we all always need to consider that we have, we need cognition during our motor control. And if we only work on pre-planned activities that, that are often in happened, we miss something exactly what you pointed out already from the on-field situation. They have to perceive a lot of information. They have to process that information and then execute the movement. And here’s where cognition comes in. And we do this by being aware of that, we can use these gauges. What we do is we actually create a rehab environment that we call in part a board. And we call that an enriched environment in which we constantly provide different stimuli to the patient.
Speaker 3 (38:22):
That means the rehab from week one to week two is not the same, which means variation, something new, something I haven’t done before. Again, this could already motivation so significantly, and I can tell you from experience, patients love this. The second benefit would be since you’re providing different stimuli, you actually confronting the brain every time with a new situation and the brain has to find solutions. And this is I think very important also from the motor learning perspective that we need to consider to enhance the neuroplasticity of the brain, because an ACL injury is not just a peripheral ligamentous injury. It is also a neurophysiological lesion and that’s, I think, needs to be considered and rehab.
Speaker 2 (39:19):
I mean, I, I have to say for me, I really liked this model because it, it gives you a great way. Like you said, to plan out your session so you can maybe enlarge the motor component one day or take it back another day, do more, neurocognition move that back, do more sensory, do sensory motor, maybe not so much neuro do a little bit of all three. So it’s sort of like, I just sort of see the Venn diagram, just expanding and contracting with all three of those bubbles, which I think is really great. And like you said, it gives you, it’s almost from a therapist standpoint, a clinician standpoint, I feel like it gives me permission to play around and come up with some fun things and be a little more original.
Speaker 3 (40:06):
Yeah. And I think what it also does it, it, it may help you as a therapist to get a better understanding where some underlying deficits may be because we only, we T we typically like to measure the outcome. So let’s say I’m doing an agility course, and I’m just looking at at the time. And then I see, Oh, the patient is not so fast. So I need to do more training. Well, what you could maybe do is try to untangle a little bit and to see if the patient from the motor perspective has all the necessary requirements in order to be fast. Maybe there’s a deficit there, but let’s assume it’s not the case. So all, all the strength, all the rate of force development, all these parameters are satisfactory. That must mean that there’s something else in the system that can’t cope with the demands. And that could quite well be that there is an underlying neurocognitive deficit, and this may help you as a therapist to work more on those neurocognitive elements with the intended goal that the patient becomes faster, but maybe not so much, but we’re doing more plyometrics and, and doing more speed now working on the neurocognitive aspect.
Speaker 2 (41:30):
Yeah. So it’s, it’s a, a treatment as well as an evaluative tool to kind of see where some deficits are and how you, you and your patient together can plan to move forward. Sounds great. When when will this be widely available?
Speaker 3 (41:49):
I hope we have it out in a month, the time from that pending on, on the, on the publication process, but please stay tuned.
Speaker 2 (41:58):
Okay, perfect. And we will let, we will let people know. I will put it on social media when that is out. So that sounds great. Well, I mean, thank you so much for coming on and talking about this, I’ve been taking copious notes. I think this was great. Before we get into where people can find you, I have one last question and I ask everyone this, and that’s knowing where you are now in your life and in your career. What advice would you give to your, to your younger self?
Speaker 3 (42:23):
Good question. I think what would have helped me if I would have spent more time in the neurological field, I think in, in what I still see, or with colleagues that work with pediatric patients, I think some of the motor learning principles that they use could be very beneficial for us working with more orthopedic sports related injuries. That’s something I did not understand back then, because my interests were solely in the, in the sports domain, but in retrospect, I should have spent more time in, in the neurological and pediatric field.
Speaker 2 (43:04):
Great advice and great advice for anyone who is maybe at that starting point in the sports or orthopedic rehab world and trying to figure out, Hey, what is there something I’m missing here? So I think that’s great advice now, where can people find you and find all this great stuff, all your great info.
Speaker 3 (43:24):
All right. So we have a website from our company and our company’s serves as the hopefully as the intermediary between academics and the clinical field. I, I work in both fields. I’m, I’m a clinician, I’m a researcher. And with our platform, actually our community model learning Institute, we want to create a bridge between the academic field and the clinical field, because I think we can all improve, but we need to find each other and we need to speak the same language and have respect mutual respect for one another. And if we engage in in such a culture by exploring, by facilitating one another, I think we can create a lot of new things and approaches with the overall purpose to help our patient. This website will be updated in a month from from now. So we will we will be offering completely new courses, which are also have the opportunity to get coaching from us. So it’s not frontal education, but we offer for every course participant to receive life or written feedback on their progress during the course, because our premise is that we want to create a course in such a way that you can apply it into your setting after you’ve completed the course.
Speaker 2 (44:58):
That sounds amazing. And we will have links to to the website. We’ll have also put the link up to your research gate profile so that if people want to look at some of the papers that you mentioned today, they can just go there and see all the papers that you have authored and co-authored do. I think it would be really helpful. And if people want to find you on social media, where’s the best place to reach out to you there
Speaker 3 (45:26):
Would be Twitter, Instagram, or Facebook.
Speaker 2 (45:30):
Perfect. And what are the handles if you know them off hand motor learning Institute. Perfect. Perfect. Okay. So thank you so much. And like I said, I will have everything available up on the website at pod podcast at healthy, wealthy, smart.com. So Allie, thank you so much for coming on again. I really appreciate it.
Speaker 3 (45:55):
Thank you, Karen. And I really want to say, thank you so much for setting this up. I think this is exactly what we also stand for, that we create a platform in which we can exchange our ideas. We can ask one another question that that’s the best way I think, to move forward. So really thankful for you to organize this and yeah.
Speaker 2 (46:16):
And so everyone, thank you so much for listening. Have a great couple. I have a great week and stay healthy, wealthy and smart. Well, a big thank you to Allie for coming on and sharing all this great information about motor learning as it relates to ACL injury and rehab. And of course thank you to our sponsor net health. So remember on Tuesday, March 9th, net health is putting on a three-part mini webinars series entitled from purpose to profits, how to elevate your practice in an uncertain economy. You’re going to hear from a panel of guests that have over 50 years of combined experience working in the PT industry, signups will begin tomorrow, which is February 23rd for this mini webinars series. So head over to net health.com/ let’s say to sign up once again, that’s net help.com forward slash L I
Speaker 1 (47:04):
T Z Y. Thank you for listening and please subscribe to the podcast at podcast dot healthy, wealthy, smart.com. And don’t forget to follow us on social media.
Brine, East Coast Dyes, Epoch, Gait, Maverik, Nike, StringKing – Androidfun.fr
Le rapport commercial publié par MR Accuracy Reports sur le Marché mondial Têtes de gardien de but de crosse couvertures du rapport de recherche, tendances futures, taille, part, données passées et présentes et analyse approfondie, et prévisions, 2021-2027 vise à faciliter une compréhension approfondie de la définition, du potentiel et de la portée du marché. Le rapport est organisé après des recherches approfondies et des analyses d’experts. Il consiste en une explication organisée et méthodique des tendances actuelles du marché pour aider les utilisateurs à effectuer une analyse approfondie du marché. Le rapport comprend une évaluation complète des différentes stratégies telles que les fusions et acquisitions, les développements de produits et la recherche et les développements adoptés par les principaux leaders du marché pour rester à la pointe du marché mondial.
GRATUIT | La demande d’échantillon est disponible sur @ https://www.mraccuracyreports.com/report-sample/196437
Les meilleurs joueurs compétitifs majeurs sont: Brine, East Coast Dyes, Epoch, Gait, Maverik, Nike, StringKing, STX, Ture, Under Armour, Warrior.
En plus d’apporter une valeur significative aux utilisateurs, le rapport de MR Accuracy Reports s’est concentré sur l’analyse des cinq forces de Porter pour mettre en avant le large éventail du marché en termes d’opportunités, de menaces et de défis. Les informations extraites à travers différents modèles commerciaux comme SWOT et PESTEL sont représentées sous forme de camemberts, de diagrammes et d’autres représentations picturales pour une compréhension meilleure et plus rapide des faits. Le rapport peut être divisé en parties principales suivantes.
Moteurs de croissance: Le rapport fournit une étude précise et professionnelle des scénarios commerciaux du marché mondial. L’analyse complexe des opportunités, des moteurs de croissance et des prévisions futures est présentée dans des formats simples et facilement compréhensibles. Le rapport comprend le marché Têtes de gardien de but de crosse en élaborant la dynamique technologique, la position financière, la stratégie de croissance, le portefeuille de produits au cours de la période de prévision.
Segmentation: Le rapport est organisé sur la base de la segmentation et de la sous-segmentation qui sont agrégées à partir de la recherche primaire et secondaire. La segmentation et la sous-segmentation sont une consolidation du segment de l’industrie, du type de segment, du segment de canal et bien d’autres. En outre, le rapport est développé pour vous fournir des informations détaillées sur chaque segment.
Régions et pays prometteurs mentionnés dans le marché Rapport sur le marché Têtes de gardien de but de crosse des mots clés:
- Amérique du Nord (États-Unis)
- Europe (Allemagne, France, Royaume-Uni)
- Asie-Pacifique (Chine, Japon, Inde)
- Amérique latine (Brésil)
- Le Moyen-Orient et l’Afrique
Pour consulter la table des matières complète, cliquez ici @ https://www.mraccuracyreports.com/reportdetails/reportview/196437
Analyse régionale: Le rapport couvre toutes les régions du monde montrant l’état de développement régional, le volume du marché, la taille et la valeur. Il facilite les précieuses connaissances régionales des utilisateurs qui fourniront un paysage concurrentiel complet du marché régional. En outre, les différents marchés régionaux ainsi que leur taille et leur valeur sont illustrés en détail dans le rapport pour des informations précises.
Analyse compétitive: Le rapport est organisé après une analyse SWOT des principaux leaders du marché. Il contient des contributions détaillées et stratégiques de leaders mondiaux pour aider les utilisateurs à comprendre les forces et les faiblesses des principaux leaders. Des analystes experts dans le domaine suivent des acteurs qui sont présentés comme des leaders de premier plan sur le marché Têtes de gardien de but de crosse. Le rapport contient également la stratégie concurrentielle adoptée par ces leaders du marché à la valeur marchande. Leur processus de recherche et développement a été suffisamment bien expliqué par des experts du marché mondial Têtes de gardien de but de crosse pour aider les utilisateurs à comprendre leur processus de travail.
Détails clés et USP de l’étude de rapport existante:
- Taille du marché mondial de Têtes de gardien de but de crosse Market en termes de volume (unités K) et de valeur (en millions USD) pour la période historique (2016-2020) et les années projetées (2021-2027)
- Taille du marché au niveau de la région (Amérique du Nord, Europe, Asie-Pacifique, Amérique latine et Moyen-Orient et Afrique) du marché Têtes de gardien de but de crosse en termes de volume (unités K) et de valeur (en millions USD) pour la période historique (2016-2020) et projetée ans (2021-2027)
- Taille du marché au niveau des pays (États-Unis, Canada, Allemagne, Royaume-Uni, France, Espagne, Italie, Chine, Japon, Inde, Corée du Sud, Asie du Sud-Est, Brésil, Mexique, CCG, Afrique du Sud, RoW) du marché des Têtes de gardien de but de crosse mots clés en termes de volume (Unités K) et valeur (en millions USD) pour la période historique (2016-2020) et les années projetées (2021-2027)
- Taille du marché du type divisée en son type de produit individuel (concentration, température, combustion, conductivité et autres) en termes de volume (unités K) et de valeur (en millions USD) pour la période historique (2016-2020) et les années projetées (2021-2027) )
- Perspective et analyse du côté de la demande et du côté de l’offre
- Part de marché des entreprises / joueurs / fabricants / fournisseurs / fournisseurs de services
- Analyse du paysage concurrentiel, de la matrice de compétition et du positionnement des joueurs
- Dynamique du marché, tendances, facteurs affectant la croissance du marché au cours de l’année à venir
- Principaux acheteurs et analyse des utilisateurs finaux
- Analyse de la chaîne de valeur et de la chaîne d’approvisionnement, y compris les canaux de distribution et de vente, ainsi que des scénarios d’intégration en amont et en aval
- Analyse de la structure des coûts de fabrication
- Analyse des matières premières clés
- Stratégies de tarification clés adoptées sur le marché
- Stratégies marketing clés adoptées sur le marché
- Analyse des cinq forces des porteurs
- Analyse SWOT
- Analyse PESTLE
Demander une analyse d’impact des coronavirus sur les secteurs et le marché En savoir plus sur ce rapport @ https://www.mraccuracyreports.com/checkout/196437
Ce que fournissent les rapports
- Analyse complète et approfondie du marché parent
- Changements importants dans la dynamique du marché
- Détails de segmentation du marché
- Analyse de marché antérieure, en cours et projetée en termes de volume et de valeur
- Évaluation des développements de l’industrie de niche
- Analyse des parts de marché
- Stratégies clés des principaux acteurs
- Segments émergents et marchés régionaux
- Témoignages aux entreprises afin de renforcer leur implantation sur le marché.
En outre, le rapport de recherche examine:
- Entreprises et fabricants compétitifs sur le marché mondial
- Par type de produit, applications et facteurs de croissance
- Statut de l’industrie et perspectives pour les principales applications / utilisateurs finaux / zone d’utilisation
Merci d’avoir lu cet article; vous pouvez également obtenir une section par chapitre ou une version de rapport par région comme l’Amérique du Nord, l’Europe ou l’Asie.90,000 Gary Gait – Russian
When using text, please include a link to this page.
Gary Charles Guythe (born April 5, 1967) is a retired Canadian professional lacrosse player, currently the head coach of the women’s lacrosse team at Syracuse University, where he practiced the sport collegially. On January 24, 2017, he was named Interim Lacrosse Commissioner of the Women’s United League.
He played collegially for the Syracuse Orange men’s lacrosse team and professionally in the indoor National Lacrosse League and MLL outdoors, while representing Canada internationally.Gait has been inducted into the US National Lacrosse Hall of Fame and the National Lacrosse League Hall of Fame.
He was a four-time American on the Syracuse Orange men’s lacrosse team from 1987-90. (including first-team honors from 1988 to 1990) and has also been on three NCAA Championship winning teams. Winner of the Lieutenant Raymond Enners Award for Outstanding College Lacrosse Player twice in 1988 and 1990. Gate set the Syracuse record for career goals at 192 and the record for single-season goals at 70, an NCAA record until 2008.In 1997, the NCAA lacrosse committee named Gaita, along with his twin brother and Syracuse teammate Paul, a 25-year-old lacrosse player.
He played NLL for 17 years, won Rookie of the Year in 1991, won league MVP awards for five consecutive years from 1995 to 99, and won All-Pro awards every season. Gate led the league seven times in points and goals, won three league championships and ended his indoor career with 191 points, a league record at the time.
Gait also played five seasons in MLL from 2001 to 2005, winning the league title and co-MVP three times in 2005.
He helped Canada win the 2006 Lacrosse World Cup, the first World Cup since 1978, by scoring four goals in the final against the United States.
Gary Guyt and his twin brother Paul played lacrosse for Syracuse orange at Syracuse University from 1987 to 1990, where they set numerous records.Gate has been named an American by USILA four times – three times as First Team and once as an Honorable Mention. Gary graduated from Syracuse University as the consummate goalkeeper with 192 career goals. He led Orange in three NCAA DI championships and was named NCAA Player of the Year in 1988 and 1990, as well as Outstanding Player of the 1990 NCAA Tournament.
The Gait twins are also widely known for popularizing innovative games such as passes and kicks behind the back and “Air Gait,” an acrobatic scoring move where they jump from a crease and score a goal in the air by submerging the ball over the crossbar and landing. to the opposite side from the fold.This move was later banned in the NCAA game.
Gait began playing in the Big League Indoor Lacrosse (later the National Lacrosse League) in 1991. He was recruited by Detroit Turbos, which got both the Gait brothers in a somewhat controversial double-tackle. He won the MILL Championship this season and received the Rookie of the Year award. He played Detroit for another season before both of his brothers were traded for the Philadelphia Wings in 1993.This deal was highly controversial, as the Wings traded all of their draft teams for Detroit for two players.
Gait played five seasons on the Philadelphia Wings. The first four years on the “Wings” Gayt attended the championship and won the title twice (1994 1995). He was named MVP of the league in 1996 and 1997, and in 1995 he became the champion MVP. Guyt has spent more time with Wings than any other NLL / MILL team, and this is where he is most remembered for playing.In 1995, Gary’s brother Paul was traded to Rochester, splitting the brothers until they played together at Washington Power in 2001. In the 1998 season, Gary was traded to Baltimore to play closer to his home.
Baltimore Thunder (1998-99)
The gait only played two seasons with Baltimore Thunder. In their first year with Team Gait, they went to the Championship, which became the new Best of 3 series. In two games they were beaten to zero by his former Philadelphia Wings.In the 1998 season, Gight was still voted the league’s best player for how much he helped Baltimore improve. In 1999, Baltimore went 8-4 in the regular season, but lost to Rochester Nightwax in the first round of the playoffs. In 2000, Baltimore Thunder moved to Pittsburgh Crossfire and Gary moved in with the franchise.
Pittsburgh CrosseFire (2000)
In Pittsburgh’s only season, they went 6-6 and missed the playoffs. For the first time in Gait’s NLL / MILL career, he missed the playoffs, having conceded only 3 times in his entire 18-season career.After a not very successful first season, CrossFire moved to Washington, where Washington Power became.
Washington Power (2001-02)
The Washington Power existed in those two seasons, and they made it to the playoffs. Gary was present in both of these seasons, as was his brother Paul, having merged them for the first time since 1994 when they both played in Philadelphia. In 2001, Washington lost in the semi-finals to Toronto with a final score of 10: 9. In 2002, Washington beat Philadelphia in the quarterfinals 10:11 before a rematch with Toronto in the semifinals, where Power was beaten 11:12.Washington Power faced low attendance and as such moved to Colorado where it became the Colorado Mammoth. As with Thunder and CrosseFire, Gait continued to move with the franchise as it moved back to Colorado.
Colorado Mammoth (2003-05)
Walk played with the Colorado Mammoth for three seasons. In his first game of the 2006 season, Gary was honored with the Mammoth. On December 30, 2005, at the Pepsi Center in Denver, Colorado, the Colorado Mammoth raised his number (22) on the rafters, making him the second player in NLL history to retire after Darris Kilgour of Buffalo.They made the playoffs all three seasons, but never made any progress in the championship. Guyte announced his retirement after the 2005 season. He was then elected to the NLL Hall of Fame along with his brother Paul. After retiring, he became the head coach of Mammoth in 2006 2007, but resigned as head coach in August 2007 to pursue other interests.
Rochester Knights (2009-11)
Guyt returned to NLL in 2009 when he joined the Rochester Knights.For the 2009 season, Gary was named an All-Star Reservist. In 2009, Gary also made his last visit to the NLL playoffs, as the Knights missed the playoffs in the 2010 and 2011 seasons. After the 2011 season, Gary announced that he would retire from the NLL game for good to pursue a career as a lacrosse coach.
Gary Guythe has had one of the most spectacular NLL careers of any player in league history. He has the second highest career achievement among players with 635 and the third highest goals per game in league history with 3.207 goals per game. Gary also scored the most goals in a single game – 10, his number was retired by Colorado, and he is a member of the National Lacrosse League Hall of Fame.
Gait has played in the Major League Lacrosse since its founding in 2001. He was a member of the Long Island Lizards. After the first season, The Walk was sold to the Baltimore Hawks, where he served as coach-player for the next four years. In 2005, Gayt won the Steinfeld Cup as coach-player.He scored six goals in a championship game and was named MVP in both that game and this season.
Gait initially retired from MLL in 2005, but recently returned and signed with the Hamilton Nationals for their inaugural season in 2009.
Gait, along with his brother, had outstanding seasons with Victoria Shamrock of the Western Lacrosse Association. Gait won the Mike Kelly Memorial Trophy for Most Valuable Player in the Mann Cup as Shamrock in 1997, and shared the Most Valuable Player Award with her brother Paul in 1999.
In June 2005, Guyt was named head coach of his former NLL team, the Colorado Mammoth. After a 10-6 season in which Mammoth finished second in the Western Division, Guyt led them to an overtime of 18-17 wins over Calgary and 13-12 wins over Arizona, before closing out the Eastern Division champion Buffalo Bandits 16-9 in a championship game. Guyt became the first rookie head coach to win a championship since Tony Resch did so with the Philadelphia Wings in 1994, the team Guyt played on.
In August 2007, Guyt retired after two seasons as head coach of the Mammoth and returned to his alma mater at Syracuse University, becoming the second head coach in the history of the women’s lacrosse program. Prior to that, Gate worked as an assistant coach on the women’s team at the University of Maryland for nine seasons.
On February 3, 2011, Gait was announced as the new assistant coach for Hamilton’s National Games in the Lacrosse Major League.
International Lacrosse Quarry
Guyt was a member of the Canadian national team in 1990, 1994, 1998, 2004 and 2006.In the same final year, he led Canada to a historic 15-10 victory over the United States in the 2006 World Lacrosse Championship, his last international game. Gait scored four goals in the last quarter, marking a fabulous end to his international playing career as the World Cup gave him every major lacrosse title possible (three NCAA championships in Syracuse in 1988, 1989, 1990, three NLL championships in 1991, 1994, 1995 , three Mann Cups in 2001, 2002, 2005, three Mann Cups in 1991, 1997, 1999, the Heritage Cup in 2004 and the International Lacrosse Federation World Championship in 2006).
International Game Results
1990 – Finalist of the World Lacrosse Championship.
1994 – Third place at the World Lacrosse Championship.
1998 – World Lacrosse Championship finalist.
2002 – Finalist of the Heritage Cup
2004 – Winner of the Heritage Cup
2006 – Winner of the World Lacrosse Championship.
Club Lacrosse Career
Gait also played amateur lacrosse for the legendary Mount Washington Lacrosse club in the 1990s, The Baltimore Sun, June 13, 1993, reinstated May 26, 2010.
– a) 5th place for one-season purposes of the NSAA.
– b) 6th place in career goals NCAA
Records and awards
Gait has set many NLL records throughout his career.
Gait has been named an NLL MVP six times, including five straight seasons. Apart from Gary Gait, only John Tavares (3 times) has ever won this award more than once.
He also received the NLL Sports Excellence Award twice, in 2004 (tie with Peter Lough) and in 2005.
NLL Weekly and Monthly Bonuses …
Player of the Week (1994-2001) – 7 times
Overall Player of the Week (2002 – present) – 6 times
Forward Player of the Week (2002 – present) – 3 times
Player of the Month – 6 times
Gait was named the MLL MVP for his final season in 2005, sharing it with Mark Millon. In the same season, he also topped the league in goals and points, with 42 and 21 assists in 63 points.
MLL Weekly Awards
Forward of the Week – 2 times
In 2011, Gary, along with his twin brother Paul Guyt, was honored with the highest honor in his home province.The British Columbia Sports Hall of Fame will place the legendary brothers into its Hall of Fame on September 13, 2011 at a ceremony in Vancouver.
Gate lives in Fayetteville, New York with his wife Nicole and their children.
Text on this page is based on translation of the Wikipedia page by Gary Gait
Material used under a Creative Commons Attribution-Share-Alike License
Modified Drop Tower Impact Tests for American Football Helmets
The main goal of this modified drop tower test method is to more closely represent the impact of the American football helmet system on the field of impact and to help expand safety standards.The entailed test method can provide the knowledge of systematic response helmets necessary for the effective development of a reinforced headgear to prevent concussion. The occurrence of concussions is plagued by contact sports such as American football. In the United States alone, sports-related concussions are estimated to occur 1.6 to 3.8 million times each year. 1 A footballer can have over 1500 head impacts each season. 2, 3 While the magnitude of most exposures can be sub-shocking, the accumulation of these exposures can lead to long-term brain damage due to exposure to an induced neurodegenerative disease known as chronic traumatic encephalopathy (CTE). 4 CTE is associated with the accumulation of tau protein in the brain, resulting in memory loss, behavior and personality changes, Parkinson’s syndrome, and speech and gait abnormalities that sometimes lead to suicide. 5 Football helmets have made several technological advances over the past 15 years, but even today the most modern helmets do not completely cushion all the falling forces on the helmet and therefore athletes still suffer concussions. A study by Barch and et al. 6 showed that in many cases supervisor exposure dose and traumatic brain injury risks, while dark vintage Leatherhead helmets were comparable to those worn widely used 21 – 90 125 90 126 century helmets illustrating the need for improved design and testing standards of football helmets. Specifically, the NOCSAE 7 certification does not require a large helmet to be included in the helmet drop test. The added rigidity from the tone of a large helmet attached to the helmet would drastically change the overall mechanical response.The present study proposes a method to provide more robust helmet safety standards that will serve as a driving force to promote safer helmet design.
Head Injury Metrics
The exact biological mechanisms associated with concussions remain unidentified. Although much has been done in an attempt to quantify the tolerances of head injury for various measures of injury, disagreement has arisen in the biomedical community regarding these criteria.These mechanisms of injury must relate to multiple individuals: linear acceleration, rotational acceleration, exposure duration, and impulse. 8, 9, 10, 11 Several Injury criteria have been used to define contusion as a measure of linear acceleration. Wayne State Tolerance Curve (WSTC) 12, 13, 14 was designed to predict skull fracture for frontal impact car accidents by defining the threshold curve for linear acceleration versus duration of exposure.The WSTC served as the basis for other injury criteria such as the Severity Index (SI) 11 and Head Injury Criterion (HIC), 15 , which are the two most commonly used criteria. SI and HIC as a measure of severity impact based on weighted integrals of linear time acceleration profiles. While these criteria define threshold values for linear acceleration, other criteria have been proposed to account for rotational acceleration, such as the head impact power index. 8, 10, 16 Today’s helmet testing standards often use an injury criterion based on the Wayne State to have alerance curve (namely ICC or SI), or peak acceleration criterion, or in some cases both. While some changes are needed to add angular acceleration to the standard performance criteria, linear based acceleration criteria remain dominant.
In this study, the metrics used to assess the relative safety that each helmet provided were the apex of the resulting values for acceleration, SI, and SVD.Of these indicators, only SI is used for evaluation in the current National Working Committee for Standards for Sports Equipment (NOCSAE) Football Helmet Standards. SI is based on the following equation,
where A is the translational acceleration of the center of gravity (CG) of the head, and T is the acceleration time. 11, 17 SI was calculated according to the standards NOCSAE 18, where the calculation is limited to 4 G threshold on the resulting acceleration curve.SVD values were calculated according to the following equation,
where a translational acceleration CG of the head and t 1 and t 2 represent the start and end times, respectively, of the interval at which the HIC reaches its maximum value. All values of CTG calculated in this study were MKH 36, where the duration of the time interval is limited to 36 ms.
NOCSAE Football Helmet Test Standards
In 1969 NOCSAE was formed to develop performance standards for American football helmets / faceguards and other sports equipment with the aim of reducing sports injuries. 1 7 The NOCSAE Football Helmet Standards were developed by Dr. Voigt Hodgson 9 Wayne State University to reduce head injuries by establishing impact attenuation and structural integrity requirements for football helmets / faceguards. These standards include football helmet test certification and annual recertification procedures for helmets. In 2015, NOCSAE implemented a quality assurance program requiring the use of a specific American National Standards Institute (ANSI) accredited helmet certification body.
Test Method NOCSAE
NOCSAE Football Helmet The standard does not include testing helmets with faceguards, as this requires their removal before helmet drops are carried out. NOCSAE helmet test standards 17 use a two-wire drop crusher that relies on gravity to accelerate the dummy helmet combination to the required impact speeds. NOCSAE head model with instrumental shIth triaxial accelerometers at the center of gravity. The combination of a dummy head and helmet is then dropped at specified speeds onto a steel anvil covered with a 12.7 mm thick ebonite Modular Elastomer Programmer (MEP) pad.On impact, the instantaneous acceleration is recorded and the SI values are calculated. These SI values are compared with the pass / fail criterion for a variety of required exposure locations and speeds and temperatures, including the environment and high exposure temperatures. If the obtained SI value for any impact violates the threshold, the helmet will not pass the test.
A separate standard test method is used for the certification of the football big helmet. The NOCSAE Football Grand Slam standard includes an analysis of structural integrity as well as an assessment of the impact of the attenuation characteristics of the helmet and chin strap of their attachment system.Each exposure measurement must be below 1200 SI in order to pass the test, without facial contact and without intermittent failure of any component as defined by the NOCSAE standard. 19
There is a proposed optional NOCSAE (Linear Impact (LI)) test 20 , which includes a helmet with a Grand Slam, but it is not suitable for certification of a football helmet because it cannot recognize the influence of the crown. LI uses a pneumatic ram to act on the helmet, located on the NOCSAE dummy equipped with a hybrid III dummy neck mounted on a linear bearing table in order to induce angular acceleration.For this reason, the LI test is an optional test to the current two-wire NOCSAE drop test procedures and is not a replacement. 20, 21 Instead of testing LI, we suggest simply adding two more scenarios to the current two-wire drop test procedure.
The NOCSAE Standard Test Method for Certification of Football Helmets currently includes six Locations Prescribed Impact and one Random Impact Location.Prescribed exposure locations include the following: Front (F), Front Boss (FB), Side (S), Rear (R), Rear Boss (RB), and Top (T). The random exposure location test can select a region from anywhere within the helmet’s defined acceptable exposure area. Impact locations for our modified NOCSAE tower drop tests include replacing the previously identified Front and Front Boss impact locations with what has been named as Front Top (FT) and Front Top Boss impact locations (PTB).Our front-top and front Top Boss impact points are identical to the impact points and right frontal Boss of the NOCSAE standard for Lacrosse helmets, which also includes a large helmet for drop tests. 22 The helmet shell impact locations, including the replaced front and front Boss seats, are depicted in Figure . In addition, the modified helmet test method of our present study includes two Impac Grand Slam seats, which were named FG front and FG to bottom.The two impact locations for the Grand Slam are identical to the required impact locations for the current NOCSAE Grand Slam certification procedures. The eight impact locations for the modified NOCSAE impact tests of this study are shown in Figure 2.
Figure 1: Approximate impact location for football helmets. Six currently required NOCSAE impact helmet drop test seats, Front (F), Front Boss (FB), Side (S), Top (T), Rear (R), and Rear Boss (RB), plus two seats the impacts are projected, Front Top (FT) and Front Top Boss (PTB).Note: The NOCSAE Standard Test Method for Safety Helmets does not include the Front Top and Front Top Boss Impact Locations (shown in red) and for this study, they replace the Front and Front Boss Impact Locations. (Image modified from NOCSAE DOC. 001-13m15b)
Figure 2: Modified NOCSAE test rig , showing eight impact locations. Front Top, Front Top Boss, Side, Grand Slam (FG) Front, Back, Rear Boss, Upper and Lower Grand Slam (FB).Note: The NOCSAE standard does not include attachments and the big helmet here is the Front Top and Front Top Boss replace the standard Front and Front Boss impact spots. (Image modified from NOCSAE DOC. 002-11m12) Please click here to view a larger version of this figure.
Helmet designs have evolved progressively over the past decade, while NOCSAE’s soccer helmet standards have never included a large helmet with the ELMET in evaluating the technical performance of a soccer helmet.Although, more recently, an amendment has been made to include a pass / fail value of 300 SI for low impact velocities (3.46 m / s), the total credit / fail limit of 1200 SI has not changed since 1997 90 125 17 90 126 Until 1997, NOCSAE used 1500 SI Pass / Fail criterion. Hodgson and et al. (1970) showed that SI values of over 1000 are life threatening, while SI values of 540 produced linear skull fractures in non-cadaveric impact test helmets. 23 Most modern football helmets have shown to pass well below the 1200 SI limit, but not all below 540 SI.
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Rhythmic gymnastics for children: benefits and harms
How to raise an athlete
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Each parent thinks about choosing a section for their child. It is important to give the child to the area that suits him and that would interest him. For girls, rhythmic gymnastics is a popular and acceptable option.The brightness, beauty and grace of this sport is mesmerizing. Young athletes love their outfits and the ability to move gracefully. Moms and dads are attracted by the prospect and the fame of the most famous gymnasts is mesmerizing. But, as in all sports areas, there are advantages, disadvantages and features.Consider the benefits and harms of rhythmic gymnastics for girls.
The benefits of rhythmic gymnastics for a girl
This sport has a number of advantages. He:
- Improves physical fitness. Frequent exercise for a long time has a positive effect on the child’s body. They contribute to the formation of correct posture and gait. Children learn to control the body, become flexible, plastic than many of their peers. Training helps to lose weight, so both initially slender children and guys with extra pounds can go to the rhythmic gymnastics section.
- Promotes health. Regular exercise makes muscles stronger and increases immunity. Children who train since childhood get sick less often than their peers. The benefits of rhythmic gymnastics for children are also in the treatment of the initial stage of scoliosis. Constant stretch marks make the spine stronger, straighten it, and eliminate curvature. Gymnasts are always stately. In addition, it is even possible to get rid of clubfoot.
- Forms character.Every coach wants to make his team champions. High demands and often pressure from the teacher teaches the child resilience, increases his stress resistance. In the future, this leads to a quick and easy solution to many problems. Athletes are less prone to depression. Especially if sports are fun, they are a hobby. The desire to achieve high results, to take prizes in competitions, to receive a reward for their work develops a sense of purpose. Therefore, children grow into self-confident people with a stable psyche.
- Produces aesthetic taste. Beautiful music, graceful movements, rich eye-catching dresses and costumes – all this surrounds the child almost as soon as he came to the section. Being in such an environment for a long time affects the worldview and tastes of children.
Harm of rhythmic gymnastics
Speaking about any sport, one cannot touch only its positive qualities. Since rhythmic gymnastics brings benefits and harm to children, it is necessary to consider the disadvantages of this section in order to understand the whole picture.
- Pain. There’s a lot of emphasis here on stretching, which kids generally don’t like. Sitting on a split at first is excruciatingly painful for them. Especially for those who are initially not flexible. Unpleasant sensations in the muscles and joints follow the child for a long time, until the body develops to a certain extent.
- Fatigue. Many hours of training, hopes and responsibilities are exhausting children, adversely affect the fragile nervous system.Frequent absences from school require independent study and mastering of the material. As a result of all this, nervous breakdowns can occur.
- Slow development. Due to high physical exertion in the body, disruptions often occur, including hormonal ones. This leads to late puberty and the onset of the menstrual cycle in girls. Nutrition is also of great importance in gymnastics. Children should not be overweight, so they are often put on a strict diet.Sometimes the necessary substances do not enter the body, as a result of which there is exhaustion or, less often, hungry fainting.
Who is gymnastics suitable for?
Having examined the benefits and harms of rhythmic gymnastics for children, we will stipulate which children it is suitable for, and who is absolutely forbidden to perform tricks.
To build a professional career, coaches are waiting for thin tall girls who know how to control their bodies and quickly memorize new information. But please note that this sport is traumatic and has contraindications. They are not recommended to deal with:
- diabetes mellitus;
- visual impairment;
- heart disease;
- problems of the musculoskeletal system.
It takes more than a year to get good results. Therefore, you should not send girls to this section at the age of three. Such kids can be frightened by such an activity and close attention from the coach or the audience. It is recommended to send children who are five to six years old to this sport..