Browse

You are looking at 71 - 80 of 10,134 items for :

  • Physical Education and Coaching x
  • Refine by Access: All Content x
Clear All
Restricted access

Variability Analysis in Judo Para Athletes With Visual Impairments: Match-Outcome Performance in the Tokyo 2020 Paralympic Games With Evidence From the New Classification System

Rafael Lima Kons, Danilo França Conceição dos Santos, Raiane Carvalho, Adriano Ferreira da Silva, João Paulo Lopes-Silva, Emerson Franchini, and Daniele Detanico

Match-related performance analysis in judo Para athletes with visual impairments is important to coaches and staff to identify technical–tactical profiles of their athletes and opponents but also to identify whether there are similar characteristics in each visual class. Thus, this study explores the match-related performance in judo Para athletes and verifies the relationship between performance using the old and new classification systems. The match-derived variables were analyzed using different statistical methods considering a total of 182 matches from the Tokyo 2020 Paralympic Games. The results indicated that performance was affected by sex and degree of impairment. The new classification system seems suitable for grouping Para judo athletes, as it differentiates performance between the two proposed classes (J1 and J2), since athletes from each group compete separately. Furthermore, different variability index measures were correlated with competitive performance, demonstrating a specific performance profile for each sport class in judo.

Restricted access

A Foucauldian Autoethnographic Account of a Male Former Soccer Player’s Move to Coaching Female Players: A Call to Problematize the Importation of Gendered Assumptions During a Common Coaching Transition

Luke Jones and Zoe Avner

It has frequently been observed that the disproportionate number of male coaches within women’s soccer is problematic, not least, because it limits the opportunities for the progression of female coaches. Despite this, the transition from “male former player to male coach of female players” is one that remains common, is likely to continue, yet is not widely discussed in the sport/coach transition literature. This is an oversight given the numerous problematic outcomes that are routinely connected to the presence of male coaches in women’s sport. In this confessional, analytical autoethnography, we build upon our existing work regarding coaching women’s soccer that has been informed by Michel Foucault’s conceptual framework. Precisely, we use a collection of creative narrative reflections to discuss the first author’s transition from that of a British semiprofessional soccer player context, to an Assistant Coach of a female soccer team in a North American varsity program. In so doing, we trace and map some of the (problematic) learned gendered assumptions which initially shaped and guided the first author’s coaching assumptions, relationships, approaches, and practices within this context, before unpacking some of the challenges he navigated along the way (with varying degrees of success). We end by summarizing our paper and a call to male coaches working with female athletes to reflect on how “thinking with Foucault” might help them to coach in more ethical and gender-responsive ways by both problematizing imported gendered assumptions and developing active allyship practices.

Restricted access

Successful Practices of Novice Urban Physical Education Teachers

Sara B. Flory, Risto Marttinen, Craigory V. Nieman, and Vernise J. Ferrer Lindsay

Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers’ interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention.

Restricted access

Bulletin Board

Restricted access

Disability and Motor Behavior: A Handbook of Research

Martin E. Block

Restricted access

Volume 34 (2024): Issue S1 (Feb 2024)

Restricted access

Volume 19 (2024): Issue 2 (Feb 2024)

Free access

Monitoring Readiness to Train and Perform in Female Football: Current Evidence and Recommendations for Practitioners

Marco Beato, Esben Elholm Madsen, Jo Clubb, Stacey Emmonds, and Peter Krustrup

Purpose: Monitoring player readiness to train and perform is an important practical concept in football. Despite an abundance of research in this area in the male game, to date, research is limited in female football. The aims of this study were, first, to summarize the current literature on the monitoring of readiness in female football; second, to summarize the current evidence regarding the monitoring of the menstrual cycle and its potential impact on physical preparation and performance in female footballers; and third, to offer practical recommendations based on the current evidence for practitioners working with female football players. Conclusions: Practitioners should include both objective (eg, heart rate and countermovement jump) and subjective measures (eg, athlete-reported outcome measures) in their monitoring practices. This would allow them to have a better picture of female players’ readiness. Practitioners should assess the reliability of their monitoring (objective and subjective) tools before adopting them with their players. The use of athlete-reported outcome measures could play a key role in contexts where technology is not available (eg, in semiprofessional and amateur clubs); however, practitioners need to be aware that many single-item athlete-reported outcome measures instruments have not been properly validated. Finally, tracking the menstrual cycle can identify menstrual dysfunction (eg, infrequent or irregular menstruation) that can indicate a state of low energy availability or an underlying gynecological issue, both of which warrant further investigation by medical practitioners.

Restricted access

On the Frontline of Athlete Mental Health: The Mental Health Literacy of NCAA Coaches

Kelzie E Beebe and Trent A. Petrie

Coaches’ knowledge, attitudes, and beliefs about mental health—or mental health literacy (MHL)—affect teams’ mental health climates and the detection, referral, and treatment of athletes’ mental health concerns. Thus, assessing collegiate coaches’ MHL, and factors related to its presence, is critical. Using the Mental Health Literacy Scale, 1,571 NCAA (National Collegiate Athletic Association) coaches were surveyed regarding their MHL and demographic and mental health experience factors. Overall, 99.9% of the coaches surveyed believe that athletes’ mental health affected their sport performances. Through hierarchical regression analyses, coaches’ exposure to mental health treatment, perceived helpfulness of mental health treatment, gender (i.e., woman), years coaching (i.e., fewer years), and current NCAA division (i.e., Division III) were significantly related to their MHL, explaining 15.5% of variance. However, coaches’ race/ethnicity did not reach significance. Recommendations regarding increasing coaches’ MHL and hiring appropriately trained and licensed mental health and sport psychology professionals are offered.

Open access

Validity and Reliability of Finger-Strength Testing in 6 Common Grip Techniques for the Assessment of Bouldering Ability in Men

Karl Söderqvist, Fredrik Identeg, Jonas Zimmerman, Eric Hamrin Senorski, Mikael Sansone, and Henrik Hedelin

Objective: To determine the criterion validity and test–retest reliability of isometric finger-strength testing in 6 differentiated grip techniques for the assessment of bouldering ability among male climbers. Methods: We recruited participants at climbing gyms in Sweden and through online advertisements. We included climbers over 15 years of age with a minimum bouldering performance level of 17 International Rock Climbing and Research Association (IRCRA) for men and 15 IRCRA for women. We tested unilateral, maximal isometric peak finger strength in the front 3 drag, half crimp, closed crimp, 35 sloper, 45 × 90-mm, and 90 × 90-mm pinch through maximal force deloaded of a force plate. We analyzed criterion validity, test–retest reliability, and capacity to determine bouldering performance ability using a stepwise multivariable regression model. Results: Women were excluded from the analysis due to insufficient sample size (n = 16). Thirty-two male participants were included in the primary analysis. The median (interquartile range) age in the advanced and elite group was 27 (25; 35) and 23 (22; 32) years, respectively. The half crimp for the participants’ weak and strong hand displayed the highest ability to determine bouldering grade performance, explaining 48% to 58% of the variance. In the stepwise regression, maximal strength in the half crimp and the front 3 drag collectively explained 66% of the variance for performance. Conclusion: Strength in the half crimp proved the most important performance indicator. The results of this study provide a reliable and valid framework for maximal isometric peak finger-strength testing in advanced and elite male boulderers.