Purpose: Informed by the constructivist learning theory, the purpose of this study was to determine the impact of three continuing professional development (CPD) approaches on student learning in a healthful living physical education curriculum. Methods: Physical education teachers (n = 19) received one of the following CPD trainings: (a) Full Training, (b) Expedited Training, or (c) Self-Training. The effect of each CPD method was determined by tracking student learning (N = 3,418) with a two-level linear mixed model. Results: The results showed that Full Training CPD was able to generate the largest knowledge gain in both the Healthy Lifestyles Unit (β = 0.214, p < .001) and Cardio Fitness Club Unit (β = 0.184, p < .01) in comparison with the other two CPD approaches. Discussion: These findings advance our understanding of the role different CPD approaches play in enhancing student learning in the subjects of cardiorespiratory fitness and health lifestyles. Conclusions: The Full-Training CPD appears to benefit student learning the most followed by the Expedited-Training. The Self-Training would yield the least learning achievement.
Anqi Deng, Tan Zhang, Yubing Wang, and Ang Chen
Vitor Ciampolini, Martin Camiré, William das Neves Salles, Juarez Vieira do Nascimento, and Michel Milistetd
In the sports coaching field, learner-centered teaching (LCT) has been advocated as a viable approach to increasing learners’ involvement in the learning process. However, implementing LCT is not a simple undertaking as coach developers, and coaches have encountered dilemmas when it comes to shifting to LCT in coach education. This study aimed to investigate how LCT principles were implemented in a rugby coach education program through the perspectives of the researcher, the coach developer, and coaches. Participants included the researcher (i.e., first author), a coach developer, and 10 rugby coaches. The researcher observed three coach education courses, gathered descriptive and reflective field notes, and conducted individual semistructured interviews with both the coach developer and the 10 coaches. Findings shed light on the strategies adopted by the coach developer and the extent to which these strategies aligned with LCT principles. Coaches discussed how they enjoyed their active role in the courses and the approaches used by the coach developer to leverage learning. The discussion highlights the importance of coach developers in facilitating a learning process that is challenging, motivating, and supports coaches throughout the courses.
Keita Kinoshita, Eric MacIntosh, and Shintaro Sato
Basic psychological needs (BPN) are a construct that helps clarify the psychological mechanism to reach desirable outcomes for youth athletes. When BPN are undermined, people should be less likely to thrive. As mental toughness (MT) can reduce the negative effects of stressors, MT may buffer the negative effects of maladaptive motivation. This study investigated the mediating role of thriving on the relationships between BPN thwarting and important outcomes for youth athletes’ positive functioning. It also examined the buffering effects of MT. One hundred eighty-eight Canadian youth athletes (M age = 15.51) answered an online survey. The results demonstrated that thriving was a significant mediator, and the indirect relationships were moderated by MT. The indirect associations were nonsignificant for youth with high MT. The findings demonstrated that MT might decrease the negative impacts of BPN thwarting on thriving and important outcomes for young athletes.
Lara Lima Nabuco, Bryan Saunders, Renato André Sousa da Silva, Guilherme Eckhardt Molina, and Caio Eduardo Gonçalves Reis
This study investigated the effects of caffeine mouth rinse on cycling time to exhaustion (TTE) and physiological responses in trained cyclists. In a double-blinded randomized counterbalanced cross-over design, 10 recreationally trained male cyclists (mean ± SD: 32 ± 3 years, 72.8 ± 5.3 kg, 1.78 ± 0.06 m, 13.9% ± 3.3% body fat, peak power output = 289.4 ± 24.7 W) completed two TTE tests cycling at 75% of peak aerobic power following 24 hr of dietary and exercise standardization. Cyclists were administered 25-ml mouth rinses for 5 s containing either 85 mg of caffeine or control (water) every 5 min throughout the exercise tests. No significant improvement in TTE was shown with caffeine mouth rinse compared with control (33:24 ± 12:47 vs. 28:08 ± 10:18 min; Cohen’s dz effect size: 0.51, p = .14). Caffeine mouth rinse had no significant effect on ratings of perceived exertion (p = .31) or heart rate (p = .35) throughout the cycling TTE protocol. These data indicate that a repeated dose of caffeinated mouth rinse for 5 s does not improve cycling TTE in recreationally trained male cyclists. However, these findings should be taken with caution due to the small sample size and blinding ineffectiveness, while further well-design studies with larger samples are warranted.
Tyler Makepeace, Bradley W. Young, and Scott Rathwell
This study explored the views of Canadian Masters athletes (MAs; M age = 51, range 38–62; three men and five women) from 12 sports (10 individual and two team sports) on sport psychology for performance, experiential, and lifestyle enhancement. Using Braun and Clarke’s procedures for thematic analysis, the authors interpreted data from semistructured interviews deductively in relation to five strategic themes in which psychological skills are applied for performance enhancement. Deductive results demonstrated MAs used goal setting, imagery, arousal regulation, concentration, and self-confidence to enhance performance and obtain competitive advantages. The authors also analyzed data inductively to reveal themes related to experiential and lifestyle factors. Inductive results showed that MAs “placed priorities on sport,” which involved cognitively justifying the priority and framing sport as an outlet and as the embodiment of the authentic self. Social strategies associated with continued sport pursuit included cultivation of supportive social environments, social contracts/negotiations, social signaling, and social accountability. Strategies “to fit sport in” included integrating/twinning, scheduling, and managing commitment. Managing age-related concerns involved mindfulness and compensation strategies. Results show how MAs uniquely apply sport psychology to enhance their performance and to support sport adherence.
Claudio Quagliarotti, Matteo Cortesi, Giorgio Gatta, Marco Bonifazi, Paola Zamparo, Roberto Baldassarre, Veronica Vleck, and Maria Francesca Piacentini
Purpose : Although wearing a wetsuit while swimming, when permitted, is primarily for safety reasons (ie, to protect against hypothermia), changes in buoyancy, biomechanics, and exercise performance have been reported. This narrative review covers the benefits of different wetsuit models on performance in swimming and triathlon. Methods : A computer search of online databases was conducted to locate relevant published research until March 2021. After the screening process, 17 studies were selected for analysis. Results : Most of the selected studies involved pool swimmers or triathletes completing short or middle distances in a pool while using a full or a long sleeveless wetsuit. Swimming with wetsuit elicited significant improvements in performance (maximum 11%), mainly by decreasing drag and energy cost, by increasing buoyancy, and by affecting technique. Different rates of change in each factor were found according to swimming ability and wetsuit model. In addition, wearing a wetsuit was often rated as uncomfortable by athletes. Conclusions : Although improvement in swimming performance by wearing a wetsuit has been reported in the literature, the amplitude of the improvement remains questionable. The enhancement in swimming performance is attributable merely to improvements in propulsion proficiency and buoyancy, as well as a reduction in drag. The extent to which athletes are familiar with the use of a wetsuit, their swimming ability, and the wetsuit model may play important roles in this improvement. More studies simulating competition and comparing elite versus nonelite athletes are needed.
Yasuki Sekiguchi, Courteney L. Benjamin, Samantha O. Dion, Ciara N. Manning, Jeb F. Struder, Erin E. Dierickx, Margaret C. Morrissey, Erica M. Filep, and Douglas J. Casa
The purpose of this study was to examine the effect of heat acclimation (HA) on thirst levels, sweat rate, and percentage of body mass loss (%BML), and changes in fluid intake factors throughout HA induction. Twenty-eight male endurance athletes (mean ± SD; age, 35 ± 12 years; body mass, 73.0 ± 8.9 kg; maximal oxygen consumption, 57.4 ± 6.8 ml·kg−1·min−1) completed 60 min of exercise in a euhydrated state at 58.9 ± 2.3% velocity of maximal oxygen consumption in the heat (ambient temperature, 35.0 ± 1.3 °C; relative humidity, 48.0 ± 1.3%) prior to and following HA where thirst levels, sweat rate, and %BML were measured. Then, participants performed 5 days of HA while held at hyperthermia (38.50–39.75 °C) for 60 min with fluid provided ad libitum. Sweat volume, %BML, thirst levels, and fluid intake were measured for each session. Thirst levels were significantly lower following HA (pre, 4 ± 1; post, 3 ± 1, p < .001). Sweat rate (pre, 1.76 ± 0.42 L/hr; post, 2.00 ± 0.60 L/hr, p = .039) and %BML (pre, 2.66 ± 0.53%; post, 2.98 ± 0.83%, p = .049) were significantly greater following HA. During HA, thirst levels decreased (Day 1, 4 ± 1; Day 2, 3 ± 2; Day 3, 3 ± 2; Day 4, 3 ± 1; Day 5, 3 ± 1; p < .001). However, sweat volume (Day 1, 2.34 ± 0.67 L; Day 2, 2.49 ± 0.58 L; Day 3, 2.67 ± 0.63 L; Day 4, 2.74 ± 0.61 L; Day 5, 2.74 ± 0.91 L; p = .010) and fluid intake (Day 1, 1.20 ± 0.45 L; Day 2, 1.52 ± 0.58 L; Day 3, 1.69 ± 0.63 L; Day 4, 1.65 ± 0.58 L; Day 5, 1.74 ± 0.51 L; p < .001) increased. In conclusion, thirst levels were lower following HA even though sweat rate and %BML were higher. Thirst levels decreased while sweat volume and fluid intake increased during HA induction. Thus, HA should be one of the factors to consider when planning hydration strategies.
Michael A. Hemphill, Emily M. Janke, Santos Flores, and Barrie Gordon
Purpose: The purpose of this study was to explore the issues of conflict and harm in physical education within a school recognized for its exemplary restorative practices. Method: A single case study approach was employed to examine one restorative school in Wellington, New Zealand. The school was purposely selected to participate in this study based on its recognition for exemplary restorative practices. Participants included physical educators (n = 11), administrators (n = 4), and students (n = 25). Data sources included interviews, observations, and reflection documents. Data were analyzed using a collaborative qualitative approach. Results: Three qualitative themes described the context of restorative school physical education, types of harm that occurred, and how physical educators were positioned as central figures in creating a context where harm was addressed. Discussion: This study provides insights into restorative practices and has implications for teaching social and emotional learning skills.
Sofía Pereira-García, Elena López-Cañada, and Agnes Elling-Machartzki
Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students’ ideology and behaviors.