Parameters during the sustained push phase across the five different engagement techniques and six different playing levels*
| Variable\category | CTPE | CTS | Fold-in | 7+1 | 5+3 |
|---|---|---|---|---|---|
| Average sustained push (kN)† # | 2 | 1,3 | 1,2 | 3 | |
| Internationalc,a,w,s | 8.3 (1.0) | 8.0 (1.2) | 8.5 (0.9) | 8.4 (0.9) | 8.5 (0.7) |
| Elitec,a,w,s | 7.9 (0.7) | 7.9 (0.5) | 8.3 (0.4) | 8.0 (0.3) | 7.9 (0.6) |
| Communityi,e | 5.8 (0.4) | 5.7 (0.5) | 6.2 (0.5) | 5.6 (0.4) | 5.8 (0.5) |
| Academyi,e | 5.9 (0.8) | 5.6 (0.5) | 6.0 (0.6) | 5.9 (0.6) | 5.9 (0.8) |
| Womeni,e | 4.8 (0.5) | 4.4 (0.2) | 4.8 (0.6) | 4.8 (0.6) | 4.6 (0.4) |
| Schooli,e | 4.9 (0.1) | 4.5 (1.1) | 5.1 (1.1) | 4.8 (1.3) | 4.8 (1.2) |
| Average sustained vertical force (kN)† # | 3 | 3 | 1,2,4,5 | 3 | 3 |
| International | 1.1 (1.3) | 1.1 (1.5) | 1.5 (1.5) | 1.6 (0.9) | 1.3 (0.9) |
| Elite | 0.7 (0.9) | 0.2 (0.6) | 2.0 (0.3) | 0.9 (1.0) | 1.0 (0.6) |
| Community | −0.0 (0.9) | 0.0 (1.0) | 1.3 (0.5) | −0.1 (0.7) | 0.0 (0.5) |
| Academy | 0.1 (0.6) | −0.1 (0.7) | 1.0 (1.0) | −0.2 (0.4) | 0.1 (0.5) |
| Women | 0.0 (0.5) | −0.3 (0.3) | 0.5 (0.6) | 0.2 (0.4) | −0.1 (0.4) |
| School | 0.1 (0.9) | −0.2 (0.6) | 0.9 (0.7) | −0.0 (0.7) | 0.2 (0.8) |
| Average sustained lateral force (kN) | |||||
| International | 0.6 (0.5) | 0.5 (0.7) | 0.5 (0.7) | 0.5 (0.7) | 0.4 (0.5) |
| Elite | 0.6 (0.4) | 0.5 (0.4) | 0.6 (0.4) | 0.5 (0.4) | 0.6 (0.5) |
| Community | 0.1 (0.6) | 0.3 (0.4) | 0.4 (0.4) | 0.2 (0.3) | 0.2 (0.3) |
| Academy | 0.1 (0.3) | 0.1 (0.3) | 0.2 (0.5) | 0.2 (0.3) | 0.1 (0.2) |
| Women | −0.1 (0.3) | −0.1 (0.2) | −0.0 (0.1) | −0.1 (0.2) | −0.0 (0.2) |
| School | 0.1 (0.3) | 0.1 (0.3) | 0.1 (0.4) | −0.0 (0.2) | −0.0 (0.3) |
*Measures are reported as mean (SD).
Significant main effect (p<0.05) between playing levels (†) and pairwise comparisons are reported by the following convention: i= different from International; e= different from Elite; c= different from Community; a= different from Academy; w= different from Women; s= different from School.
Significant main effect (p<0.05) between engagement conditions (#) and pairwise comparisons are reported by the following convention: 1= different from CTPE; 2= different from CTS; 3= different from Fold-in; 4= different from 7+1; 5= different from 5+3.
CTPE, crouch–touch–pause–engage; CTS, crouch–touch–x–set (x, non-verbal pause).