Time-motion analysis in women’s team handball: importance of aerobic performance

Women’s handball is a sport, which has seen an accelerated development over the last decade. Data on movement patterns in combination with physiological demands are nearly nonexistent in the literature. The aim of this study was twofold: first, to analyze the horizontal movement pattern, including the sprint acceleration profiles, of individual female elite handball players and the corresponding heart rates (HRs) during a match and secondly to determine underlying correlations with individual aerobic performance. Players from one German First League team (n = 11) and the Norwegian National Team (n = 14) were studied during one match using the Sagit system for movement analysis and Polar HR monitoring for analysis of physiological demands. Mean HR during the match was 86 % of maximum HR (HRmax). With the exception of the goalkeepers (GKs, 78 % of HRmax), no position-specific differences could be detected. Total distance covered during the match was 4614 m (2066 m in GKs and 5251 m in field players (FPs)). Total distance consisted of 9.2 % sprinting, 26.7 % fast running, 28.8 % slow running, and 35.5 % walking. Mean velocity varied between 1.9 km/h (0.52 m/s) (GKs) and 4.2 km/h (1.17 m/s) (FPs, no position effect). Field players with a higher level of maximum oxygen uptake (V̇O2max) executed run activities with a higher velocity but comparable percentage of HRmax as compared to players with lower aerobic performance, independent of FP position. Acceleration profile depended on aerobic performance and the field player’s position. In conclusion, a high V̇O2max appears to be important in top-level international women’s handball. Sprint and endurance training should be conducted according to the specific demands of the player’s position.

Transcriptional profiles of Haloferax mediterranei based on nitrogen availability

The haloarchaeon Haloferax mediterranei is able to grow in the presence of different inorganic and organic nitrogen sources by means of the assimilatory pathway under aerobic conditions. In order to identify genes of potential importance in nitrogen metabolism and its regulation in the halophilic microorganism, we have analysed its global gene expression in three culture media with different nitrogen sources: (a) cells were grown stationary and exponentially in ammonium, (b) cells were grown exponentially in nitrate, and (c) cells were shifted to nitrogen starvation conditions. The main differences in the transcriptional profiles have been identified between the cultures with ammonium as nitrogen source and the cultures with nitrate or nitrogen starvation, supporting previous results which indicate the absence of ammonium as the factor responsible for the expression of genes involved in nitrate assimilation pathway. The results have also permitted the identification of transcriptional regulators and changes in metabolic pathways related to the catabolism and anabolism of amino acids or nucleotides. The microarray data was validated by real-time quantitative PCR on 4 selected genes involved in nitrogen metabolism. This work represents the first transcriptional profiles study related to nitrogen assimilation metabolism in extreme halophilic microorganisms using microarray technology.

Motivational profiles Spanish students of Compulsory Secondary Education: Differential analysis of academic self-attributions

Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The Goal Achievement Tendencies Questionnaire (AGTQ) and the Sydney Attribution Scale (SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (M = 13.81, SD = 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.