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The purpose of this study was to evaluate the effectiveness of predicting actual one repetition maximum (1RM) bench press strength from the National Football League (NFL) 225-test in college football players. Forty-one Division II college football players participated in this study. Participants' upper body strength scores were expressed relative to body weight and results were compared across both tests. Mayhew et al. equation was used to predict 1RM. A repeated measures ANOVA and one-way ANOVA was used to compare the groups. The present study found that the Mayhew equation overestimated relative upper body strength of college football players, while high degree of reliability was found between the actual 1RM and the NFL-225 tests [Wilks λ = 0.43, F (1,40) = 53.07, p = 0.000, Eta-squared = 0.57] and the correlation between these two tests was very high (r = 0.94, p<0.001). The present study also found that defensive players were stronger than offensive players when scores were expressed relative to body weight. The finding of this study indicates that the NFL-225 test's applicability may not be identical for all college players. This study elucidates some of the difficulties associated with predicting 1RM. However, while it is difficult to predict 1RM, testing using sub-maximal loads are far less time consuming especially when they involve a large number of athletes. The results of this study should facilitate coaches in choosing the most appropriate strength testing procedure for their programs.
Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.
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