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Catalina Belalcazar and Bettina Callary

The purpose of this article is to describe the evolution and influence of Masters Player-Coaches (MPCs) in the Asociación de Futbolistas Adultos Mayores del Tolima (in English: Masters Athletes’ Football Association of Tolima in Colombia, South America), a football league for men aged 60–70+ years. Historical forces shape a cultural backdrop that pervades football (soccer) and coaching and provides an understanding of how MPCs perceive themselves. After exploring the evolution and influence of the league, the authors uncover a peer-coaching approach in Asociación de Futbolistas Adultos Mayores del Tolima, described by the MPCs as Compañero Orientador. The authors link the importance of formally acknowledging the MPCs with their influence in fighting ageism, community building, and promoting lifelong sport. Further, MPCs provide high-quality Masters sport experiences, and their recognition supports a formal sporting structure in applying for local government grants to support the growing Masters context in Colombia.

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Dean Barker, Mikael Quennerstedt, Anna Johansson, and Peter Korp

Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities. Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material. Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies. Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.

Open access

Motoko Taguchi, Akiko Hara, Hiroko Murata, Suguru Torii, and Takayuki Sako

For athletes to gain body mass, especially muscle, an increase in energy consumption is necessary. To increase their energy intake, many athletes consume more meals, including supplementary meals or snacks. However, the influence of meal frequency on changes in body composition and appetite is unclear. The aim of this study was to determine the effect of meal frequency on changes in body composition and appetite during weight gain in athletes through a well-controlled dietary intervention. Ten male collegiate rowers with weight gain goals were included in this study. The subjects were randomly classified into two groups, and dietary intervention was implemented using a crossover method. During the intervention period, all subjects were provided identical meals aimed to provide a positive energy balance. The meals were consumed at a frequency of either three times (regular frequency) or six times (high frequency) a day. Body composition was measured using dual energy X-ray absorptiometry, and the visual analog scale was used for the evaluation of appetite. In both trials, body weight, fat-free mass, and fat mass significantly increased; however, an interaction (Trial × Time) was not observed. Visual analog scale did not vary between trials. Our data suggest that partitioning identical excess dietary intakes over three or six meals does not influence changes in body composition or appetite during weight gain in athletes.

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Alice M. Wallett, Naroa Etxebarria, Nicole A. Beard, Philo U. Saunders, Marijke Welvaert, Julien D. Périard, Andrew J. McKune, and David B. Pyne

Purpose: The risk of exercise-induced endotoxemia is increased in the heat and is primarily attributable to changes in gut permeability resulting in the translocation of lipopolysaccharides (LPS) into the circulation. The purpose of this study was to quantify the acute changes in gut permeability and LPS translocation during submaximal continuous and high-intensity interval exercise under heat stress. Methods: A total of 12 well-trained male runners (age 37 [7] y, maximal oxygen uptake [VO2max] 61.0 [6.8] mL·min−1·kg−1) undertook 2 treadmill runs of 2 × 15-minutes at 60% and 75% VO2max and up to 8 × 1-minutes at 95% VO2max in HOT (34°C, 68% relative humidity) and COOL (18°C, 57% relative humidity) conditions. Venous blood samples were collected at the baseline, following each running intensity, and 1 hour postexercise. Blood samples were analyzed for markers of intestinal permeability (LPS, LPS binding protein, and intestinal fatty acid–binding protein). Results: The increase in LPS binding protein following each exercise intensity in the HOT condition was 4% (5.3 μg·mL−1, 2.4–8.4; mean, 95% confidence interval, P < .001), 32% (4.6 μg·mL−1, 1.8–7.4; P = .002), and 30% (3.0 μg·mL−1, 0.03–5.9; P = .047) greater than in the COOL condition. LPS was 69% higher than baseline following running at 75% VO2max in the HOT condition (0.2 endotoxin units·mL−1, 0.1–0.4; P = .011). Intestinal fatty acid–binding protein increased 43% (2.1 ng·mL−1, 0.1–4.2; P = .04) 1 hour postexercise in HOT compared with the COOL condition. Conclusions: Small increases in LPS concentration during exercise in the heat and subsequent increases in intestinal fatty acid–binding protein and LPS binding protein indicate a capacity to tolerate acute, transient intestinal disturbance in well-trained endurance runners.

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Corina van Doodewaard

Teachers are continually pressured to professionalize and to adopt measures that enhance inclusion and diversity. Professionalism can, however, have various meanings; each meaning has its own conceptualization of and approach to inclusion. The purpose of this paper is to explore how preservice teachers in physical education negotiate discourses about professionalism and how they attempt to use them to practice inclusion. Eleven Dutch preservice teachers participated in video-stimulated interviews and elaborated on their understandings of inclusion and diversity in physical education. By applying a Foucauldian lens to their understandings, the author reveals some of the complexities they encountered while being subjected to and/or positioned as agents in competing discursive practices of professionalism. The paper concludes by addressing the challenges generated from this work for future schooling practices and research in physical education teacher education.

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Ben D. Kern, Chad M. Killian, Douglas W. Ellison, Kim C. Graber, Elaine Belansky, and Nicholas Cutforth

The purpose of this study was to determine how the research intervention called Healthy Eaters, Lifelong Movers (HELM) and associated San Luis Valley Physical Education Academy (SLVPEA) influenced teachers’ beliefs about physical education and the extent to which they sustained pedagogical changes over time. Seventeen physical educators who completed the 2-year intervention were interviewed 3 years later, and data collected during HELM/SLVPEA using the System for Observing Fitness Instruction Time were analyzed to create an individual change profile. Mean difference of System for Observing Fitness Instruction Time variables at baseline and postintervention was analyzed using dependent, paired-samples t tests, treating each participant as a separate case. Qualitative data were analyzed using a standard interpretive approach and constant comparison methodology. Teachers made significant changes during HELM/SLVPEA and maintained these changes 3 years later. Their beliefs about physical education were altered, and many reported feeling less marginalized. The provision of resources along with ongoing site support facilitated changes in beliefs and practice.

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John Lyle

Coaching effectiveness is a ubiquitous term in the sport coaching literature, yet it remains ill-defined and challenging to operationalize. This paper explores the concept and provides a polemic intended to generate discussion within the field. Effectiveness is a more nuanced concept than generally accepted and is best considered a superordinate concept that synthesizes other lower order concepts. Feature matching approaches are most common but provide, at best, a partial account of effective practice. This has also led to a focus on ineffective behavior. The simplistic notion of effectiveness as goal achievement is not as straightforward as it seems and in setting the bar too high, effectiveness has been equated with excellence. Effective coaching should imply that coaches have drawn on their expertise to harness appropriately the resources available in the context of environment and ambition. In this sense, effective coaching is a realizable goal for all coaches; it may or may not lead to performance success. It remains a useful “unifying label” for reasoning about sport coaching.