The psychological factors that influence performance in the practice environment, where competitive athletes engage in deliberate practice, have recently been given specific research attention. The current study employed an action research approach to implement the practice environment model as an education strategy to increase the practice performance of players in a U.K. basketball academy team over a 20-week period. The aim of the study was to evaluate the effect of the education strategy on practice performance. The team competed nationally and consisted of the head coach, the assistant coach, and 18 male players aged 16–19 years. Data were collected through focus groups, joint semistructured interviews, field observations, and a practice environment model web-based questionnaire. Qualitative data were analysed using thematic narrative analysis and the Friedman test analysed quantitative data. Quantitative results suggested that the education strategy decreased perceptions of stress and increased effort, preparation activities, and teammate support. Qualitative results provided an in-depth narrative of the environmental changes undertaken to improve practice performance. Discussion focuses on the key strategies of effort and control, performance expectations, team drive, positive communication, and preparation. This study is the first to apply the practice environment model to a real-world sporting domain.
Steve M. Smith, Hazel Brown, and Stewart T. Cotterill
Hassan Gharayagh Zandi, Sahar Zarei, Mohammad Ali Besharat, Davoud Houminiyan sharif abadi, and Ahmad Bagher Zadeh
Coaching has often been viewed as a context within which coaches operate to largely bring about changes in athlete’s performance and flourishing. One key factor to successful outcomes in coaching is the quality of the relationship between coaches and athletes. The coach–athlete relationship is at the heart of coaching; however, limited studies have been conducted on its antecedents. The aim of this study was to investigate the relationship between coaches’ forgiveness and perceived relationship quality toward their athletes through verifying the mediating role of interpersonal behaviors of coaches. A total of 270 Iranian coaches participated in the survey, and the data sets were analyzed using structural equation modeling. Results revealed that forgiveness positively predicted the coaches’ perceived relationship quality with their athletes, and this pathway was mediated by the coaches’ interpersonal behaviors.
Jeemin Kim, Katherine A. Tamminen, Constance Harris, and Sara Sutherland
Athletes often upregulate and downregulate pleasant or unpleasant emotions to feel or perform better (i.e., for hedonic or instrumental reasons). In addition to athletes regulating their own emotions, interpersonal emotion regulation (IER) also occurs in sports, wherein individuals attempt to regulate the emotions of others. Although previous research has examined IER between teammates, studies have rarely considered coaches’ efforts to regulate athletes’ emotions. The current mixed-method study explored coaches’ beliefs about athletes’ emotions and engagement in IER. Analysis of quantitative survey data (N = 208) and qualitative interview data (n = 10) from competitive level coaches (M age = 44.0 ± 13.2 years) revealed that coaches perceived both benefits and detriments of various emotions, and coaches’ beliefs about emotions influenced the ways they attempted to regulate athletes’ emotions. Most coaches reported frequently engaging in affect-improving IER. Although the coaches generally opposed the idea of intentionally worsening athletes’ emotions, sometimes their feedback to athletes had the effect of worsening their emotions. Coaches also emphasized the need to consider athletes’ individual differences when engaging in IER. The current findings highlight the relevance of coaches’ IER, suggest several directions for future research, and offer useful considerations for coaches and coach education programs.
Danielle Peers, Lindsay Eales, Kelvin Jones, Aidan Toth, Hernish Acharya, and Janice Richman–Eisenstat
The purpose of this study was to assess the safety and meaningfulness of a 15-week recreational dance and singing program for people with neuromuscular conditions. Within a transformative mixed-methods design, pulmonary function tests, plethysmography through wearable technology (Hexoskin vests), individualized neuromuscular quality-of-life assessments (version 2.0), and semistructured interviews were used. The interviews were analyzed through inductive, semantic thematic analysis. Although the sample sizes were small (six people with neuromuscular conditions), the authors found no evidence of safety concerns. There was evidence of respiratory improvements and reported improvements in swallowing and speech. The most notable quality-of-life changes included improvements related to weakness, swallowing, relationships, and leisure. The participants shared that the program offered meaningful social connection and embodied skills and safe and pleasurable physical exertion. The authors learned that recreational singing and dancing programs could be a safe and deeply meaningful activity for those with neuromuscular conditions that impact respiration.
Rebecca L. Jones, Trent Stellingwerff, Paul Swinton, Guilherme Giannini Artioli, Bryan Saunders, and Craig Sale
This study determined the influence of a high- (HI) versus low-intensity (LI) cycling warm-up on blood acid-base responses and exercise capacity following ingestion of sodium bicarbonate (SB; 0.3 g/kg body mass) or a placebo (PLA; maltodextrin) 3 hr prior to warm-up. Twelve men (21 ± 2 years, 79.2 ± 3.6 kg body mass, and maximum power output [W max] 318 ± 36 W) completed a familiarization and four double-blind trials in a counterbalanced order: HI warm-up with SB, HI warm-up with PLA, LI warm-up with SB, and LI warm-up with PLA. LI warm-up was 15 min at 60% W max, while the HI warm-up (typical of elites) featured LI followed by 2 × 30 s (3-min break) at W max, finishing 30 min prior to a cycling capacity test at 110% W max. Blood bicarbonate and lactate were measured throughout. SB supplementation increased blood bicarbonate (+6.4 mmol/L; 95% confidence interval, CI [5.7, 7.1]) prior to greater reductions with HI warm-up (−3.8 mmol/L; 95% CI [−5.8, −1.8]). However, during the 30-min recovery, blood bicarbonate rebounded and increased in all conditions, with concentrations ∼5.3 mmol/L greater with SB supplementation (p < .001). Blood bicarbonate significantly declined during the cycling capacity test at 110%W max with greater reductions following SB supplementation (−2.4 mmol/L; 95% CI [−3.8, −0.90]). Aligned with these results, SB supplementation increased total work done during the cycling capacity test at 110% W max (+8.5 kJ; 95% CI [3.6, 13.4], ∼19% increase) with no significant main effect of warm-up intensity (+0.0 kJ; 95% CI [−5.0, 5.0]). Collectively, the results demonstrate that SB supplementation can improve HI cycling capacity irrespective of prior warm-up intensity, likely due to blood alkalosis.
Alyssa N. Fick, Robert J. Kowalsky, Matthew S. Stone, Christopher M. Hearon, and Tyler M. Farney
This study compared the acute and chronic impact of citrulline malate (CM) supplementation on muscle contractile properties and fatigue rate of the quadriceps. Eighteen recreationally trained males consumed both a placebo (PL) and CM treatment for two separate dosing periods. The first experimental testing session for each dosing period was considered the baseline day, the second session the acute day, and the third session the chronic day, which followed seven consecutive days of supplementation. All testing sessions included exercising on a cycle ergometer at 50%–60% of their max power output for 30 min followed by performing the Thorstensson test on an isokinetic dynamometer. A two-way (Supplement × Time) analysis of variance with repeated measures resulted in no significant interactions (p > .05) (PL: baseline day, acute day, chronic day vs. CM: baseline day, acute day, chronic day) for peak power (in watts) (469 ± 81, 490 ± 97, 502 ± 99 vs. 464 ± 85, 480 ± 103, 501 ± 81); peak torque (in newton meters) (150 ± 26, 157 ± 32, 161 ± 31 vs. 149 ± 27, 156 ± 33, 161 ± 26); fatigue rate (in percentage) (57 ± 9, 57 ± 10, 58 ± 9 vs. 57 ± 10, 56 ± 9, 58 ± 9); and heart rate (in beats per minute) (156 ± 17, 146 ± 13, 146 ± 9 vs. 155 ± 11, 146 ± 11, 146 ± 9). The results of this study suggest that neither acute nor chronic supplementation of CM had an effect on recovery or fatigue rate of the quadriceps.
Julie McCleery, Jennifer Lee Hoffman, Irina Tereschenko, and Regena Pauketat
Coach development programs have been moving away from knowledge focused, rationalistic pedagogies toward more constructivist, applied approaches that recognize the complex, relational, and contextual nature of coaching and learning to coach. Teacher educators have been doing similar pedagogical work: trying to identify the dynamic elements of what makes an expert teacher and distill those elements into a learner-centered teacher education framework that brings knowledge into action. One such practice-based teacher education framework is ambitious teaching core practices. Core practices are empirically-based moves and social routines that teachers learn to enact adaptively to enhance learning across diverse groups of students. The purpose of this study was to explore the application of ambitious teaching core practices to coach development and take a step toward identifying and defining coaching core practices. Findings from this Delphi panel of expert coaches resulted in 15 ambitious coaching core practices for facilitating athlete performance and well-being including allowing space for athlete exploration, creativity, and problem solving and developing and flexibly executing a practice plan. Applying the concept of core practices to coaching is both a novel way to understand effective coaching and a first step toward a new practice-based coach development framework.
Patrick B. Wilson
Urine specific gravity (USG) thresholds are used in practice and research to determine hypohydration. However, some limited research has found that body size and body composition may impact USG, suggesting that fixed cutoffs may be insensitive. Cross-sectional data from 3,634 participants of the 2007–2008 National Health and Nutrition Examination Survey were analyzed. Along with USG, body mass index (BMI), estimated lean body mass (LBM), and dietary intake were quantified. Logistic regression models were used to evaluate whether higher quintiles of BMI and LBM were associated with elevated USG (USG ≥ 1.020 and ≥1.025) after accounting for dietary moisture and sodium. The USG (1.018 ± 0.0003 vs. 1.015 ± 0.0004); BMI (28.4 ± 0.2 vs. 28.0 ± 0.2 kg/m2); LBM (60.9 ± 0.3 vs. 42.2 ± 0.2 kg); dietary moisture (3,401 ± 92 vs. 2,759 ± 49 g/day); and dietary sodium (4,171 ± 85 vs. 2,959 ± 50) were greater in men than in women (p < .05). Men and women in the fifth quintiles of BMI or LBM (vs. Quintile 1) had greater odds (2.00–3.68, p < .05) of elevated USG. (The only exception was for the association between BMI and USG ≥ 1.025 in men.) Being in Quintile 4 of LBM or BMI (vs. Quintile 1) also tended to be associated with higher odds of elevated of USG, though this pattern was more consistent when using USG ≥ 1.020 than USG ≥ 1.025. In summary, BMI and LBM are associated with USG at the population level. These results affirm that USG depends on body size and composition and raise questions about using fixed USG thresholds for determining hypohydration, particularly for people in the upper quintiles of BMI and LBM.
Ray N. Fredrick III, Risto Marttinen, Kelly Johnston, and Juana Fernandez
Purpose: In the United States, after-school programs have been found to improve healthy behaviors and increase time in safe, structured environments for youth, but less is known about Latin American contexts. The purpose of this study was to examine the implementation of an educational program in an underserved school in Latin America. Method: A qualitative case study was used for this study. A Peace Corps volunteer was the main participant in the study. Data collection included interviews, field notes, artifacts, and reflective notes. Data were coded using constant comparative methods. Results: Three themes emerged that represent program implementation in a Latin American country: (a) learning to teach in a new country with new rules, (b) expectations and going with the flow, and (c) extending the positive youth development model to international outreach programs in rural communities. Conclusion: Relational developmental systems metatheoretical approach to positive youth development through sport model is effective in Latin American settings.