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This cross-sectional study evaluated the sprint and jump mechanical profiles of male academy rugby league players, the differences between positions, and the associations between mechanical profiles and sprint performance. Twenty academy rugby league players performed 40-m sprints and squat jumps at increasing loads (0–80 kg) to determine individual mechanical (force-velocity-power) and performance variables. The mechanical variables (absolute and relative theoretical maximal force-velocity-power, force-velocity linear relationship, and mechanical efficiency) were determined from the mechanical profiles. Forwards had significantly (p < 0.05) greater vertical and horizontal force, momentum but jumped lower (unloaded) and were slower than backs. No athlete presented an optimal jump profile. No associations were found between jump and sprint mechanical variables. Absolute theoretical maximal vertical force significantly (p < 0.05) correlated (r = 0.71–0.77) with sprint momentum. Moderate (r = −0.47) to near-perfect (r = 1.00) significant associations (p < 0.05) were found between sprint mechanical and performance variables. The largest associations shifted from maximum relative horizontal force-power generation and application to maximum velocity capabilities and force application at high velocities as distance increased. The jump and sprint mechanical profiles appear to provide distinctive and highly variable information about academy rugby league players' sprint and jump capacities. Associations between mechanical variables and sprint performance suggest horizontal and vertical profiles differ and should be trained accordingly.

The claims of educational expenditure on the public purse are large and, until recently, have been growing. In a period of increased concern for accountability in the public sector it is not surprising to find attention increasingly directed to this rather neglected aspect of the education service.
Two recent publications by the Department of Education and Science, under the title 'School Standards and Spending' (DES, 1983, 1984), have addressed what has become the central issue in the current debate: 'how do the examination results an LEA obtains relate to the spending it incurs on secondary education?' Both bulletins analyse the examination results of the 96 LEAs in England, but find 'no clear relationship between these and expenditure'. Other contributors to the debate have, however, been less cautious in their publications of findings which, while agreeing in general with the DES's finding of 'little or no relationship' between examination results and spending, turn this into an attack on the very idea of variability in education expenditure unless it seen to be related to examination success. Thus in their book Standards in English schools Marks, Cox, et al. (1983) asserted that 'more teachers and more money spent per pupil do not necessarily lead to better examination results'; whilst Lord (1984) claimed that 'the more spending the worse were the results'.

Counselling and psychotherapy training often incorporates experiential learning to help students understand and explore different aspects of self. Lecturers and tutors, facilitating such courses, can also share aspects of their lived experience, as a form of experiential learning. This article describes a workshop on power and anti-oppressive practice that was delivered to counselling students in a Master of Arts (MA) in Counselling and Psychotherapy Practice. Two lecturers (Beverley and Peter) used their lived experiences of racism and homophobia to stimulate student discussion and debate—effectively, they were using self as a teaching tool. This article details their experiences and reflections whilst in discussion with two students (Ann-Marie and Ben), who attended the workshop.

A plethora of research exists examining the physical qualities of rugby league players. However, no research has investigated practitioners' insights into the use, analysis and perceptions of such fitness testing data that is vital for applying research into practice. Therefore, this study aimed to examine practitioners' (coaches and strength & conditioning [S&C] coaches) perceptions and challenges of using fitness testing and the development of physical qualities. Twenty-four rugby league practitioners were purposefully sampled and completed a semi-structured interview. Interviews were transcribed and thematically analysed identifying five themes (it's important, but it's not everything; monitoring; evaluation and decision making; motivation; and other external challenges). The theme of "it's important, but it's not everything" emerged as a fundamental issue with regard fitness testing and the use of such data and that physical data alone does not inform coaches decisions. There appears conflicts between coaches and S&C coaches' perceptions and use of fitness data, identifying complexities of supporting players in multidisciplinary teams. Collectively, the findings highlight the multifaceted nature of academy rugby league and suggest that practitioners should utilise fitness testing to inform player evaluations, positively influence training and assist with decision making. Moreover, practitioners should understand the combination of factors that influence fitness testing and work collaboratively to enhance talent development strategies.