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Journal articles on the topic 'Training level'

Author: Grafiati

Published: 11 March 2023

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1

Rozikovich, Soliyev Ikrorjon. "Functional Training Level of Runners Student-athletes Sprinters." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 2028–33. http://dx.doi.org/10.37200/ijpr/v24i5/pr201878.

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2

Waszkiel, Marek. "University-Level puppetry training." Móin-Móin: Revista de estudos sobre teatro de formas animadas 2, no. 14 (April 5, 2018): 219–27. http://dx.doi.org/10.5965/2595034702142015219.

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3

Martin‐Thornton, Renee A. "Training Entry‐Level Nurses." AWHONN Lifelines 6, no. 4 (August 2002): 295–98. http://dx.doi.org/10.1111/j.1552-6356.2002.tb00481.x.

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4

Jensen, B., B. Fletcher, J. Rupp, G. Fletcher, J. Lee, and A. Oberman. "TRAINING LEVEL COMPARISON STUDY." Journal of Cardiopulmonary Rehabilitation 13, no. 5 (September 1993): 348. http://dx.doi.org/10.1097/00008483-199309000-00030.

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Widiyastuti, Umi, and Dedi Purwana ES. "EVALUASI PELATIHAN (TRAINING) LEVEL II BERDASARKAN TEORI THE FOUR LEVELS KIRKPATRICK." Jurnal Pendidikan Ekonomi dan Bisnis (JPEB) 3, no. 2 (October 30, 2015): 1. http://dx.doi.org/10.21009/jpeb.003.2.1.

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Training is an important aspect in human resources development (HRD) in the organization, as an effort to improve knowledge, skills, and expertise. It should be organize effectively in accordance with the needs of the organization’s member.This research was conducted to evaluate the training for students organized by Pusat Sumber Belajar Universitas Negeri Jakarta (PSB UNJ); and it aimed to find out the effectiveness of training at level II, based on the theory of Four Levels Kirkpatrick. The training that we observed in this study includingtraining of scientific approach learning, training of project-based learning, training of internet based learning, training of simple medium and training of authentic assessment. Population in this study is all students who participate in these programs that came from the entire faculty in UNJ. Using purposive sampling, the sample is randomly selected proportionately based on the type of training provided by PSB UNJ. The number of samples obtained is 110 students.By comparing pre and post-testdata using paired samples t-test, the resultsshown that there are significant difference in knowledge and skills before and after attending the training.

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6

Alkema, Anne. "Foundation Level Workplace Training Programmes." Journal of Learning for Development 7, no. 2 (July 20, 2020): 218–32. http://dx.doi.org/10.56059/jl4d.v7i2.377.

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This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century. Keywords: adult literacy and numeracy, workplace-based learning, wellbeing, social and economic outcomes.

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Adin, Christopher A., and Kelly D. Farnsworth. "Communications Training: The Next Level." Veterinary Clinics of North America: Small Animal Practice 51, no. 5 (September 2021): xi—xii. http://dx.doi.org/10.1016/j.cvsm.2021.06.001.

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8

Giblin, Paul, and Jay Stark-Dykema. "Master's-Level Pastoral Counseling Training." Journal of Pastoral Care 46, no. 4 (December 1992): 361–71. http://dx.doi.org/10.1177/002234099204600405.

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Describes the rapid development and transformation of graduate training in pastoral counseling. Identifies and describes thirty-five Master's-level programs in terms of program variables, student demographics, theological and psychological curricula, support for personal formation, internship and supervision, and graduates' professional affiliation and employment. Notes that the findings reflect a surge of interest in spirituality and an evolving understanding of ministry, particularly lay ministry. Suggests recommendations for future research.

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9

Siregar, Nofi Marlina, Eka Fitri Novita Sari, Marlinda Budiningsih, Lilis Suryani, and Muslimin Muslimin. "Beginner Level Surf Training Model." International Journal of Human Movement and Sports Sciences 10, no. 6 (December 2022): 1217–24. http://dx.doi.org/10.13189/saj.2022.100613.

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10

Goddard, Charlotte. "Level 3 Training: T-Building." Nursery World 2022, no. 11 (November 2, 2022): 60–61. http://dx.doi.org/10.12968/nuwa.2022.11.60a.

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11

Jiménez, María Margoth Bonilla, María Rodríguez Gámez, Nancy López García, Ana Karen Gualacata Cevallos, and Angélica María Sánchez Bonilla. "Training of Investigative Competencies at the Secondary Level: A Systematic Review." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 657–62. http://dx.doi.org/10.9756/int-jecse/v14i1.221078.

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The work addresses a systematic review of the formation of investigative competences at the secondary level and its role for the constant improvement of teachers and students. The objective of the research is to describe the types of investigative competences for the development of skills in the research teacher. For this, the prism method was used, which allows an approach to the theoretical criteria through the aid of graphic diagrams that provide a selection and synthesis of the topic, to forecast the priorities of future research, in addition to providing a guide on how to report the use of automation tools in various steps of the review process, such as search, study selection, data collection, evaluation and study synthesis for conducting systematic reviews. As a technique, was used Desk Research to obtain bibliographic information efficiently and systematically review documents where research competencies are exposed. The importance of mastery of investigative techniques by teachers and students is concluded for the educational process in secondary education, so that the work can constitute a starting point to deepen future research on the subject studied.

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12

Villalba-Condori, Klinge Orlando, and Luis Magdiel Oliva-Córdova. "Teacher Training to Develop Computational Thinking at the Primary Education Level." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10 (October 31, 2019): 91–98. http://dx.doi.org/10.5373/jardcs/v11i10/20193010.

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13

Elies, Abigail M., Shannon Groff, Michelle Mc Craney, and Sunddip Panesar Aguilar. "Grit and Academic Success in Graduate Masters-Level Athletic Training Programs." International Journal of Social Science And Human Research 05, no. 11 (November 11, 2022): 4962–71. http://dx.doi.org/10.47191/ijsshr/v5-i11-18.

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: A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers’ Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that Grit-S scores were higher in participants who attempted to complete the BOC exam more than once. Grit-S scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the Grit-S score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of Grit-S assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.

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14

Baker, Stanley B., Thomas G. Daniels, and Ann T. Greeley. "Systematic Training of Graduate-Level Counselors." Counseling Psychologist 18, no. 3 (July 1990): 355–421. http://dx.doi.org/10.1177/0011000090183001.

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This study reviews research on Carkhuff's Human Resource Training/Human Resource Development (HRT/HRD), Kagan 's Interpersonal Process Recall (IPR), and Ivey's Microcounseling (MC) programs, in all of which the trainees were graduate-level counselors. Both narrative and meta-analytic reviewing approaches were used. What has been accomplished thus far in each program is summed up, and future directions for training and research are suggested. All three programs were found effective overall with the meta-analysis categorizing the effects of HRT/HRD as large, of IPR as small, and of MC as a medium. Beyond overall effects; the narrative and meta-analytic reviews tended to focus on different variables, calling reviewer and reader attention to differing concerns and recommendations. It was concluded that there is more work to be accomplished with all three training programs when used with graduate-level counselors, and both methods of research integration should be understood for what they do and do not offer and used accordingly.

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15

Cormier, Sherry. "Systematic Training of Graduate-Level Counselors." Counseling Psychologist 18, no. 3 (July 1990): 446–54. http://dx.doi.org/10.1177/0011000090183006.

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16

Sadler-Smith, Eugene, Adrian Sargeant, and Adele Dawson. "Higher Level Skills Training and SMEs." International Small Business Journal: Researching Entrepreneurship 16, no. 2 (January 1998): 84–94. http://dx.doi.org/10.1177/0266242698162005.

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17

Crown, Hannah. "training The new Level 3 apprenticeship." Nursery World 2019, no. 10 (May 13, 2019): 36–37. http://dx.doi.org/10.12968/nuwa.2019.10.36.

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18

Saunders, N., N. Hanson, P. Koutakis, A. Chaudhari, and S. Devor. "Figure Skater Level Moderates Balance Training." International Journal of Sports Medicine 34, no. 04 (November 26, 2012): 345–49. http://dx.doi.org/10.1055/s-0032-1327653.

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19

KUBLER, CORNELIUS C. "Training for High-Level Language Skills." ANNALS of the American Academy of Political and Social Science 490, no. 1 (March 1987): 125–36. http://dx.doi.org/10.1177/0002716287490001009.

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20

Lavrinenko, Sergey, Stanislav Yankovsky, Vladimir Gubin, and Kirill Larionov. "Increase of Engineering Students Training Level." Procedia - Social and Behavioral Sciences 206 (October 2015): 278–83. http://dx.doi.org/10.1016/j.sbspro.2015.10.025.

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21

Croitoru, Doina, Gheorghe Grigore, Dan Badea, and Cezar Hantau. "Training Contributions at Mini-volleyball Level." Procedia - Social and Behavioral Sciences 93 (October 2013): 724–26. http://dx.doi.org/10.1016/j.sbspro.2013.09.269.

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22

Butko, G. P., and P. A. Porotnikov. "The level of training in competitiveness." Management Issues 1, no. 6 (2018): 162–65. http://dx.doi.org/10.22394/2304-3369-2018-6-162-165.

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23

Bisson, Jonathan I., and Martin Baggaley. "Management training at senior registrar level." Psychiatric Bulletin 19, no. 10 (October 1995): 650. http://dx.doi.org/10.1192/pb.19.10.650.

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24

de Koning, Jaap. "Evaluating Training at the Company Level." International Journal of Manpower 14, no. 2 (February 1993): 94–104. http://dx.doi.org/10.1108/01437729310024296.

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25

Learner, Sue. "Plans for foundation-level dementia training." Nursing and Residential Care 15, no. 7 (July 2013): 468. http://dx.doi.org/10.12968/nrec.2013.15.7.468.

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26

Bogorya, Yvonne. "A MULTI‐LEVEL APPROACH TO TRAINING." Industrial and Commercial Training 20, no. 1 (January 1988): 10–12. http://dx.doi.org/10.1108/eb004090.

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27

Narang, Akhil, Roberto M. Lang, and Karima Addetia. "3D Echocardiography and Level III Training." JACC: Cardiovascular Imaging 9, no. 8 (August 2016): 1017–18. http://dx.doi.org/10.1016/j.jcmg.2016.02.024.

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28

Boysen, Yvette. "Take Training to the Next Level." Volunteer Management Report 23, no. 12 (November 13, 2018): 4. http://dx.doi.org/10.1002/vmr.31053.

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29

Levine, B. D., D. Verstraete, B. Murchisor, and J. Stray-Gundersen. "583 ALTITUDE TRAINING WITHOUT ACCUMATIZATION DOES NOT IMPROVE SEA LEVEL PERFORMANCE MORE THAN SEA LEVEL TRAINING." Medicine & Science in Sports & Exercise 25, Supplement (May 1993): S105. http://dx.doi.org/10.1249/00005768-199305001-00585.

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30

Herasymenko, Liudmyla, and Andriy Bondar. "Analysis of the innovative Aviation English Training Technology "Climb Level 4"." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 8 (September 2020): 168–73. http://dx.doi.org/10.33251/2522-1477-2020-8-168-173.

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31

Jurkovič, Martin, and Andrej Dávid. "Navigation Training Requirements and Technical Support for the Danube Inland Navigation Simulator." Advanced Engineering Forum 13 (June 2015): 271–76. http://dx.doi.org/10.4028/www.scientific.net/aef.13.271.

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In our study we describe the navigation training requirements for simulator training, and analysing the suggested infrastructure of an inland navigation simulator training centre. Intensity of navigation training on the Inland Navigation Simulator depends on its character and the chosen difficulty (complexity). The participant of the navigation training has to be able to carry out the minimum training skills depending on the difficulty. The level of difficulty could be divided according to the education target like: basic trainings for non-professionals, medium level trainings for crew on operational level, high level training for crew on management level (+ practicing Local Knowledge Requirements (LKR) if possible).

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32

Gitaastuti, Maharani, and Nur Arief Rahmatsyah Putranto. "Designing Training Program to Solve Competencies Gap in Non-Managerial Level, Low Management Level, and Middle Management Level at PT Frolant." Jurnal Ilmu Sosial Politik dan Humaniora 4, no. 1 (March 25, 2021): 28–34. http://dx.doi.org/10.36624/jisora.v4i1.86.

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Competencies gap is now becoming a common problem in Indonesia. Research done by the World Bank in 2019 shows that one of the reasons for the competencies gap is limited opportunities for on-the-job training, only 5% of the workforce reported receiving formal training. One of the companies in Indonesia that experiences a problem of competencies gap is PT Frolant. PT Frolant is a manufacturer of instant food and drinks in Indonesia. The problem of competencies gap is shown from the low internal readiness of the company, employees don’t have the competencies required by the company, especially competencies for higher positions of Supervisor and Manager. The proposed solution to solve the competencies gap problem in PT Frolant is by designing new training programs. The process of designing a new training program included conducting training need analysis, design training based on competency, and using the Kirkpatrick Model to evaluate the training program. The research findings show that the company needs to do several improvements in order to create a training program that can solve the problem of the competencies gap. Those including aligning competency standards with organizational goals and organizational design; use several tools to be better in identifying employees with competency gap; differentiate between soft skill and hard skill or between strategic knowledge and operational knowledge in designing training; and perform all four steps of Kirkpatrick Model in evaluating training. Designing training programs based on competencies aims to help PT Frolant improving employee performance that will further improve company performance.

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33

Aksoy, Duygu. "Effect of Whole Body Vibration Training on Depression Level." Journal of Education and Training Studies 7, no. 3 (January 31, 2019): 65. http://dx.doi.org/10.11114/jets.v7i3.3941.

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Recently, the Whole Body Vibration (WBV) training has been introduced as an alternative method of exercise or as a type of physical exercise in health and fitness centers. The purpose of the present study was to examine the effect of Whole Body Vibration (WBV) training applied for 12 weeks on depression level. A total of 53 healthy young male individuals participated in this study. Volunteers were randomly divided into two groups as the Whole Body Vibration Training Group (n=27) and the Control Group (n=26). WBV group did training 3 times a week for 12 weeks. The Control Group did not do any trainings. The Beck Depression Inventory (BDI) was applied to both groups before and after the 12-week WBV training. When the Beck Depression Inventory (BDI) scores of the WBV training group and Control groups were compared, it was determined that there were no significant differences in the pre-test Beck Depression Inventory (BDI) scores of the WBVT and Control Group according to the Mann-Whitney U-Test.However, the post-test scores of the WBV training and Control groups was significant at a statistical level (p=.013). According to the Wilcoxon Signed Ranks test, the difference between the pre- and post-test scores of the WBV training group was significant at a statistical level (p=.014); and the difference between the pre-test and post-test scores of the Control Group was not statistically significant (p=.596). The effect of the Whole Body Vibration training on depression is positive and decreases the depression level.

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34

Бикмухаметова, Дильбар Наиловна, Алсу Рафаэлевна Миндубаева, and Евгения Михайловна Нуриева. "Multi-Level Mathematical Training of University Students." Russian Digital Libraries Journal 22, no. 6 (December 15, 2019): 531–41. http://dx.doi.org/10.26907/1562-5419-2019-22-6-531-541.

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An important role for the purposeful development of the motivational component of the formed competences among students of engineering and natural-science (geological) specialties is played by the demonstration of the application of mathematical methods of calculations in engineering and geology. At the same time, the solution of practice-oriented tasks is of great importance.It is necessary to teach the student to master the material not only at the knowledge level, but also at the level of mastery of mathematical methods and models, interpolation and extrapolation not only in mathematics, but also in solving professional and life problems.

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35

Parsons, Brentan. "Resistance Training for Elite-Level Track Cyclists." Strength and Conditioning Journal 32, no. 5 (October 2010): 63–68. http://dx.doi.org/10.1519/ssc.0b013e3181e97d97.

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36

Nelson, Sioban, Catriona F. White, Brian D. Hodges, and Maria Tassone. "Interprofessional Team Training at the Prelicensure Level." Academic Medicine 92, no. 5 (May 2017): 709–16. http://dx.doi.org/10.1097/acm.0000000000001435.

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37

Lesperance, Mary, Robert Shannon, Phyllis K. Pumphrey, Erin Dunbar, Renee Genther, C. Lynn Coleman, Margaret Tabano, et al. "Training Mid-level Providers on Palliative Care." American Journal of Hospice and Palliative Medicine® 31, no. 3 (April 23, 2013): 237–43. http://dx.doi.org/10.1177/1049909113486335.

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38

Tjelta, Leif Inge. "The training of international level distance runners." International Journal of Sports Science & Coaching 11, no. 1 (February 2016): 122–34. http://dx.doi.org/10.1177/1747954115624813.

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39

Bhat, Sarita, Rebecca Grue, Paul Baker, and Renata Eyres. "Workplace-based training at the master’s level." Clinical Teacher 6, no. 2 (June 2009): 91–96. http://dx.doi.org/10.1111/j.1743-498x.2009.00276.x.

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40

Kimball, Michele Bush. "Mandated state-level open government training programs." Government Information Quarterly 28, no. 4 (October 2011): 474–83. http://dx.doi.org/10.1016/j.giq.2011.04.003.

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41

Guidetti, Giovanni, and Massimiliano Mazzanti. "Firm-level training in local economic systems." Journal of Socio-Economics 36, no. 6 (December 2007): 875–94. http://dx.doi.org/10.1016/j.socec.2007.01.021.

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42

Mcleod, Ian A. "Low-Level Laser Therapy in Athletic Training." Athletic Therapy Today 9, no. 5 (September 2004): 17–21. http://dx.doi.org/10.1123/att.9.5.17.

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43

Wang, Lan, Hui Chen, Sheng Li, and Helen M. Meng. "Phoneme-level articulatory animation in pronunciation training." Speech Communication 54, no. 7 (September 2012): 845–56. http://dx.doi.org/10.1016/j.specom.2012.02.003.

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44

&NA;. "ANATOMIC DISSECTIONS AT THE POST-TRAINING LEVEL." Plastic and Reconstructive Surgery 93, no. 3 (March 1994): 642–43. http://dx.doi.org/10.1097/00006534-199403000-00041.

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&NA;. "ANATOMIC DISSECTIONS AT THE POST-TRAINING LEVEL." Plastic and Reconstructive Surgery 93, no. 3 (March 1994): 642–43. http://dx.doi.org/10.1097/00006534-199493030-00041.

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46

Singh, Shailesh Kumar, and Biswajit Basumatary. "Effect of Eight Weeks Plyometric Training on Agility of University Level Handball Players." International Journal of Physical Education & Sports Sciences 13, no. 1 (January 1, 2018): 38–41. http://dx.doi.org/10.29070/13/56381.

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47

Yuliya V, Mustafina. "Municipal Level Teacher Growth System: Improving Pedagogical Design Skills." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 65–70. http://dx.doi.org/10.21209/2658-7114-2020-15-4-65-70.

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Innovations in the general education system have significantly changed the content and form of the teacher’s professional activity: pedagogical design has become a dominant feature in its structure. In this regard, there was a contradiction between the need for special training of teachers for the implementation of project activities and the lack of sufficient organizational and methodological conditions for the implementation of such training on the job. The purpose of this article is to justify the possibility of improving the skills of pedagogical design in the conditions of the implementation of the teacher growth system at the municipal level. In the course of theoretical analysis, the author substantiates the role and place of design in the structure of professional pedagogical activity. Based on the theoretical results obtained, the idea of building a subject-oriented process of teacher training, integrated with their immediate professional activity, is put forward. The description of the pedagogical experiment on testing the municipal system of teacher growth and the selected pedagogical conditions for the development of design skills of teachers is given. The results of the experimental work confirmed the hypothesis that the effectiveness of the process of improving teachers’ design skills is achieved by integrating the process of advanced training in labor activity, using a set of special forms and training methods (cases, design sessions, business games, trainings, master classes, tutoring programs, etc.), use of the principles of subject-oriented learning.

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48

Beqiri, Theranda, and Ibish Mazreku. "Lifelong Learning, Training and Development Employee’s Perspective." Journal of Educational and Social Research 10, no. 2 (March 10, 2020): 94. http://dx.doi.org/10.36941/jesr-2020-0029.

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In this paper authors are aiming to explore the level of perception on the topic of trainings from employees’ perspective, as well as learning and development of employees after they reached the labor market and their impact in human capital. To stay competitive and survive in job market it is suggested to acquire higher and broader skills and competencies. To achieve this, it is necessary to use training and development as a function of Human Resources Management. Therefore, the main purpose of this paper is to identify the impact of training and development and the concept of lifelong learning. For this research 450 questionnaires were used with the public and private institutions regarding the level of trainings they have participated. The importance of trainings increases with technological changes and information technology, globalization and a lot of other factors have their impact in importance of continuing adult education and lifelong learning. In this paper will be explored also what training practices represent as a key component in human resource management. Where from our findings we can say that most of the trainings in Kosovo are on job trainings, with highest level of participants in the age from 21- 35, this age group uses trainings for learning, age group of 36 -50 years use trainings mostly for sharing information’s, while age group 51-65 years, use mostly trainings for learning and sharing information, they also have the highest level of using trainings for development. Most of the employees find trainings as compulsory for achieving better skills, compulsory trainings are positively correlated with on job training Pearson Correlation 0.83 which is significant .000 at the 0.01 level (2-tailed) from the descriptive data we can find that depending on the age group and education level Information technology trainings have different results. Employees with higher education have less interest in Information Technology trainings compared to employees with lower levels of education. So, in general, this research aims to give a clear description of employees’ perspective regarding trainings as on job trainings, IT trainings, and their transfer of trainings to the job market some of employees use it for learning, some employees for sharing information and some for further professional development.

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49

Gorelski, Yusuf, and Larisa Kasabova. "DIFFERENCES IN THE LEVEL OF PHYSICAL PREPARATION AMONG 13-14-YEAR-OLD FOOTBALL PLAYERS ACCORDING TO THEIR POSITION." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 481–85. http://dx.doi.org/10.35120/kij3002481g.

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Football is a total sport and its requirements are enormous in terms of the parallel development of physical qualities, technical tactics and psychological abilities. Depending on the age, the training process is structured according to the individual and general tasks of the preparation, the main directions are defined, which includes the general pre-training, special-preparatory, pre-competitive and competitive stages of the annual training cycle. The dynamics of 17 indicators for physical, technical and physiological training of 13 – 14-year-olds practicing football have been analyzed. The groups of 12 children each are formed according to their position – Attackers and Defenders. Changes were observed as a result of a training method used by the authors during a 14-week cycle of time and 42 training sessions. The authors believe that the players should do exercises which are closer to the nature of the physical activity they perform during a match depending on their game post. Attackers - should emphasize on speed and force-strength trainings, and defenders should give priority to trainings for general and tempo-endurance. Due to the still insufficient determination of 13-14-year-old players to a certain game post, the authors refrain from making recommendations for strictly specialized trainings which are specific for older football players.

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Keiflin, Ronald, Caroline Vouillac, and Martine Cador. "Level of operant training rather than cocaine intake predicts level of reinstatement." Psychopharmacology 197, no. 2 (December 27, 2007): 247–61. http://dx.doi.org/10.1007/s00213-007-1026-2.

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