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Purpose: This study analyzed the influence of 2 velocity-based training-load prescription strategies (general vs individual load–velocity equations) on the relationship between the magnitude of velocity loss (VL) and the percentage of repetitions completed in the bench-press exercise. Methods: Thirty-five subjects completed 6 sessions consisting of performing the maximum number of repetitions to failure against their 40%, 60%, and 80% of 1-repetition maximum (1RM) in the Smith machine bench-press exercise using generalized and individualized equations to adjust the training load. Results: A close relationship and acceptable error were observed between percentage of repetitions completed and the percentage of VL reached for the 3 loading magnitudes and the 2 load-prescription strategies studied (R ² from .83 to .94; standard error of the estimate from 7% to 10%). A simple main effect was observed for load and VL thresholds but not for load-prescription strategies. No significant interaction effects were revealed. The 40% and 60% 1RM showed equivalence on data sets and the most regular variation, whereas the 80% 1-repetition maximum load showed no equivalence and more irregular variation. Conclusion: These results suggest that VL is a useful variable to predict percentage of repetitions completed in the bench-press exercise, regardless of the strategy selected to adjust the relative load. However, caution should be taken when using heavy loads.

Purpose: A reduction in physical education teacher education (PETE) enrollments has been evident over the past decade. As a result, many institutions have eliminated their PETE programs, and the recruitment and retention of preservice teachers has been a significant area of concern and research. The study’s aim was to investigate how occupational socialization influenced PETE recruitment and retention at one mid-sized public research university in the southeastern United States. Method: Participants were 16 individuals who were undergraduate students or recent graduates. Data were collected through autobiographical essays and interviews. Results: Participants were organized into five categories: (a) PETE precandidacy, (b) currently enrolled in PETE, (c) recent PETE graduate, (d) seriously contemplated PETE but never enrolled, and (e) withdrew from PETE. Participants acted as pursuers, latecomers, and lamenters. The factors influencing PETE recruitment were (a) apprenticeship of observation, (b) the family business, and (c) job satisfaction, with the factors influencing retention being (d) a loss of enthusiasm. Discussion/Conclusion: The data from this study both support and contradict prior research into PETE recruitment and retention. These findings would be of interest to PETE faculty, program coordinators, and other administrators who are responsible for the recruitment and retention of students.

We present two confessional tales of our transnational experience as U.K.-based trainee sport psychology practitioners working in a professional sport organization in Trinidad and Tobago. We first provide contextual elements of our placement before sharing the confessional tales regarding the nuances of providing sport psychology services in a cultural context different from the one in which we are currently training. In the confessional tales, we share some challenges and hurdles we experienced relating to our culturally led assumptions. The tales are titled “Boundary Issues” and “Punctuality Is a Privilege.” We then share some reflections in which we explore our lessons learned about cultural humility and describe our underestimation of our cultural arrogance and the challenges experienced during our cultural reflection process. We conclude this professional practice paper by offering several practical implications for trainees and qualified sport psychology practitioners to consider when developing a culturally grounded approach to practice.

Purpose: As a contribution to the ongoing Meaningful Physical Education (PE) research, this study seeks to understand secondary students’ conceptualizations of meaningful PE experiences, using Group Concept Mapping. Methods: Participants were secondary students (n = 55) in an urban sports academy. Conceptualizations of meaningful PE experiences were derived through three main activities using Group Concept Mapping: (a) brainstorming, (b) sorting, and (c) rating for importance. Results: The meaningfulness in PE maps depict synthesized statements distributed across four clusters: kindness, physical activity, fun, and quality education. The most important ideas were: “being treated with respect,” “working hard,” “having fun,” “being active,” and “equality.” Conclusions: The most significant Meaningful PE statements demonstrated the importance of blending the Meaningful PE features based on school context while making pedagogical decisions following the principles of autonomy and inclusivity.

Purpose: The aim of the qualitative study was to identify inclusion-related challenges and to specify the need for professional development of physical education (PE) teachers. To achieve this, the integrative basic procedure (IBP) is suggested as a suitable method. Methods: The methodological approach consisted of a combination of grounded theory methodology and IBP. The IBP is designed to reconstruct meaning beyond surface level of statements. The sample was comprised of 17 interviews with German primary and secondary PE teachers. Results: Reconstructions along the IBP revealed challenges in relation to teachers’ professional beliefs and abilities. Five crystallization points suggesting the need for professional development were identified: PE lesson design, teacher’s focus of attention, teaching ambition, performance concept, and attitudes. Conclusions: The methodological procedure places high demands on data and the expertise of researchers. Yet, it allows a deeper understanding of teaching requirements in inclusive PE and highlights areas for professional development.

Purpose: Warming up before competition is universally recognized as an effective way to enhance performance. However, only a few articles have directly investigated different warm-up strategies adopted by triathletes and suggested by coaches. The Olympic-distance triathlon is an endurance competition characterized, at least for the elite, by a fast start with a strong correlation to the final position in the race. Thus, executing a proper warm-up protocol would be beneficial in optimizing performance. The present study aimed to provide an overview of the warm-up protocol adopted/suggested by national-caliber triathletes/coaches before an Olympic-distance triathlon race. Methods: Online surveys were created and shared between national- and international-caliber Italian, French, and Spanish triathletes and coaches. Information about the rationale, structure, and specific exercises adopted/suggested during personal warm-up protocols was collected. Thereafter, triathletes were grouped according to the discipline sequence reported. Results: Seventy-nine triathletes and nineteen coaches completed the survey. The cycle–run–swim was the most reported discipline sequence adopted, with a total time of 90.0 (25.0) minutes, against the 62.5 (25.0) minutes suggested by coaches. Conditioning exercises were performed by only 31.6% of triathletes 20 to 10 minutes before the race start. Conclusions: Triathletes who took part in this survey adopted very long protocols with the specific intention of including all disciplines. These results highlight the need to raise awareness in triathletes and coaches on the correct warm-up procedures and to stimulate researchers to design studies that directly investigate the effects of different warm-up protocols before competitions.

Introduction: Universal design for learning (UDL) is a pedagogical approach utilized to eliminate barriers. Often, UDL has been seen as a strategy implemented solely to benefit students with disabilities. However, recent research on the voices of students with and without disabilities in physical education illuminates a clear need for this educational approach. Purpose: While UDL has been utilized across a variety of subjects, this manuscript identifies the need for UDL implementation in physical education for all students. Method: A document analysis of 69 articles illuminated the voices of children with and without disabilities in physical education related to the components of UDL. Careful analysis of these studies identified voices related to each component of UDL. Results/Conclusions: The results illustrate the need for a call-to-action to promote an inclusive pedagogy that addresses learner variability. The infusion of the UDL approach can alleviate the negative experiences currently impacting children’s experiences in the schools.

Purpose: To compare the effects of 7 weeks of training with different hang-power-clean (HPC) intensities on the maximum dynamic strength, vertical jump, and sprint performance of female handball players. Methods: Professional handball athletes with at least 1 year of HPC experience volunteered to participate. The athletes were balanced by position and randomly assigned to a group with HPC at 90% (HPC90%) or 50% (HPC50%) of HPC 1-repetition maximum (1RM). The training volume was equalized between groups. Pretraining and posttraining assessments included 1RM HPC, jump height in the squat jump (SJ) and countermovement jump (CMJ), and sprint speeds at 5, 20, and 30 m. Results: From pretraining to posttraining, both groups significantly increased (P ≤ .05) 1RM HPC, although a small effect size was observed in favor of HPC90%. HPC90% and HPC50% did not induce significant changes (P > .05) in the SJ and CMJ height, although for the SJ, a small effect size was observed in favor of HPC90%. Both groups induced a significant improvement (P ≤ .05) in 5-, 20-, and 30-m sprint speeds, although for all speeds, small to moderate effect sizes were observed in favor of HPC90%. Conclusions: Both training groups induced significant improvements in 1RM HPC and sprint speeds, whereas no significant changes were observed in vertical jumps. In addition, based mainly on the effect sizes, the HPC90% group was more effective for increasing 1RM HPC, SJ, and sprint speeds than the HPC50% group.