الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 175
(8) Alneama, A., Hermassi, S., Hayes, L. D., Bartels, T., Konukman, F., Fieseler, G., Schwesig,
R., & Chelly, M. S. (2023). Differences in the Anthropometric Measurements and Performance
Tests of Qatari First Division Handball Players Depending on Position. Applied Sciences, 13,
12644. https://doi.org/ 10.3390/app132312644
This study sought to investigate the anthropometric traits and physical capabilities of team handball
players, categorized based on their playing positions. A total of 50 male players (age: 27.4 ± 4.2
years; body mass: 92.8 ± 14.2 kg; height: 1.87 ± 0.08 m; body mass index (BMI): 26.3 ± 3.3 kg/m2)
were categorized as Backs (12), Wings (14), Pivots (14), and Goalkeepers (10). The measurements
included squat jumps (SJs), countermovement jumps (CMJs), sprint timings over 15 and 30 m,
upper and lower limb muscle volume, change-of-direction T-Half test performance, and Yo-Yo
intermittent recovery test performance. Depending on the position, the largest differences were
detected for 30 m sprint (ηp2 = 0.72), 15 m sprint (ηp2 = 0.71), T-Half test (ηp2 = 0.41), half squat
(ηp2 = 0.35), and bicipital skinfold of a throwing arm (ηp2 = 0.34). Bicipital skinfold showed the
highest number (three) of relevant (r > 0.5) relationships, especially in sprinting (sprint 15 m: r =
0.528; sprint 30 m: r = 0.503) and change-of-direction ability (T-Half test: r = 0.518). Differences
in physical performance and body type according to playing positions emphasize the value of
goalkeeper-specific training and scouting for handball players, with a particular emphasis on both.
This information might be helpful for optimizing position-specific training regimes.
(9) Sortwell, A., Gkintoni, E., Zagarelli, S., Grancher, U., Forte, P., Ferraz, R., RamirezCampillo, R., Carte, B., Konukman, F., Nouri, A., Bently, B., Marandi, P., Jemni, M. (2023)
Making Neuroscience a Priority in Initial Teacher Education Curricula: A Call for Bridging the
Gap Between Research and Future Practices in the Classroom. Neuroscience Research Notes, 6
(4), 2-7.
Constant global advancements and expanding evidence in the neuroscience of learning have
provided compelling support for the inclusion of neuroscience as a crucial content priority in initial
teacher education. Existing research confirms the efficacy of neurocognitive interventions for
atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the
neuroscience of learning, the adoption of contemporary approaches and strategies that support and
enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating
neuroscience education content, research, and practical application into initial teacher education
curricula will enhance teacher preparation leading to evidence-based education
(10) Hermassi, S., Konukman, F., Lawrance, D. H., Schwesig (2023). Physical Education and
Gender Differences in Physical Activity, Sedentary Behavior related to Academic Success of
Science-Related Courses for Children in the State of Qatar. Applied Sciences, 13, (19), 10771.
https://doi.org/10.3390/app131910771
. ﺳﮭﯿﻞ ھﺮﻣﺎﺳﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
