https://nova.newcastle.edu.au/vital/access/ /manager/Index en-au 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:23269 Wed 19 Jun 2019 15:39:08 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:44369 Wed 12 Oct 2022 10:17:24 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:18891 14.4 km·h−1) demands across each quarter. Decision-making performance was assessed through video by 3 elite umpire coaches who reviewed free-kick accuracy during each match. These data were further analyzed according to the position (mid-zone or end-zone) of the umpire when each decision was made. The average distance covered was 10,563 ± 608 m, of which 1,952 ± 494 m was HSR. Significant reductions in distance covered were observed during the third (p = 0.006) and fourth (p = 0.001) quarters, compared with the first. An average of 44 ± 8 free kicks awarded per match with a decision accuracy of 84 ± 6%; however, there were no significant differences (p > 0.05) in these measures across a match. Significantly (p ≤ 0.05) higher physical (HSR; relative distance) and decision-making requirements were observed within the mid-zone. The current data quantify the physical and decision-making demands of AF umpiring and demonstrated that despite a high physical workload, free-kick accuracy is maintained across a match. This suggests that decision making may not be directly compromised by the intermittent running demands of AF umpires. Positional rotations between the mid-zone and end-zone position allow for the demands to be shared among all field umpires during a match.]]> Wed 11 Apr 2018 15:32:45 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:9434 Wed 11 Apr 2018 14:12:24 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:20688 Wed 04 Sep 2019 10:59:23 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:35531 Tue 27 Aug 2019 16:36:44 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:2276 Sat 24 Mar 2018 08:27:00 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:13798 Sat 24 Mar 2018 08:25:25 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:29980 Sat 24 Mar 2018 07:37:38 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:25575 Sat 24 Mar 2018 07:35:12 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:22252 Sat 24 Mar 2018 07:17:36 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:22879 Sat 24 Mar 2018 07:12:59 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:23935 Sat 24 Mar 2018 07:10:11 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:27450 0.05) were observed for perceived sporting competence. Conclusions: The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.]]> Mon 23 Sep 2019 13:20:45 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:27494 0.05) were observed for skills outcome during game play (d = -0.2) or student enjoyment (d = 0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students' FMS skills, in-class PA and their decision making and support skills in game play.]]> Mon 23 Sep 2019 13:02:46 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:21859 Mon 23 Sep 2019 10:35:56 AEST ]]>