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Christopher J. Stevens, Megan L.R. Ross, Amelia J. Carr, Brent Vallance, Russ Best, Charles Urwin, Julien D. Périard and Louise Burke

Purpose: Hot-water immersion (HWI) after training in temperate conditions has been shown to induce thermophysiological adaptations and improve endurance performance in the heat; however, the potential additive effects of HWI and training in hot outdoor conditions remain unknown. Therefore, this study aimed to determine the effect of repeated postexercise HWI in athletes training in a hot environment. Methods: A total of 13 (9 female) elite/preelite racewalkers completed a 15-day training program in outdoor heat (mean afternoon high temperature = 34.6°C). Athletes were divided into 2 matched groups that completed either HWI (40°C for 30–40 min) or seated rest in 21°C (CON), following 8 training sessions. Pre–post testing included a 30-minute fixed-intensity walk in heat, laboratory incremental walk to exhaustion, and 10,000-m outdoor time trial. Results: Training frequency and volume were similar between groups (P = .54). Core temperature was significantly higher during immersion in HWI (38.5 [0.3]) than CON (37.8°C [0.2°C]; P < .001). There were no differences between groups in resting or exercise rectal temperature or heart rate, skin temperature, sweat rate, or the speed at lactate threshold 2, maximal O2 uptake, or 10,000-m performance (P > .05). There were significant (P < .05) pre–post differences for both groups in submaximal exercising heart rate (∼11 beats·min−1), sweat rate (0.34–0.55 L·h−1) and thermal comfort (1.2–1.5 arbitrary units), and 10,000-m racewalking performance time (∼3 min). Conclusions: Both groups demonstrated significant improvement in markers of heat adaptation and performance; however, the addition of HWI did not provide further enhancements. Improvements in adaptation appeared to be maximized by the training program in hot conditions.

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Harry G. Banyard, James J. Tufano, Jonathon J.S. Weakley, Sam Wu, Ivan Jukic and Kazunori Nosaka

Purpose: To compare the effects of velocity-based training (VBT) and 1-repetition-maximum (1RM) percentage-based training (PBT) on changes in strength, loaded countermovement jump (CMJ), and sprint performance. Methods: A total of 24 resistance-trained males performed 6 weeks of full-depth free-weight back squats 3 times per week in a daily undulating format, with groups matched for sets and repetitions. The PBT group lifted with fixed relative loads varying from 59% to 85% of preintervention 1RM. The VBT group aimed for a sessional target velocity that was prescribed from pretraining individualized load–velocity profiles. Thus, real-time velocity feedback dictated the VBT set-by-set training load adjustments. Pretraining and posttraining assessments included the 1RM, peak velocity for CMJ at 30%1RM (PV-CMJ), 20-m sprint (including 5 and 10 m), and 505 change-of-direction test (COD). Results: The VBT group maintained faster (effect size [ES] = 1.25) training repetitions with less perceived difficulty (ES = 0.72) compared with the PBT group. The VBT group had likely to very likely improvements in the COD (ES = −1.20 to −1.27), 5-m sprint (ES = −1.17), 10-m sprint (ES = −0.93), 1RM (ES = 0.89), and PV-CMJ (ES = 0.79). The PBT group had almost certain improvements in the 1RM (ES = 1.41) and possibly beneficial improvements in the COD (ES = −0.86). Very likely favorable between-groups effects were observed for VBT compared to PBT in the PV-CMJ (ES = 1.81), 5-m sprint (ES = 1.35), and 20-m sprint (ES = 1.27); likely favorable between-groups effects were observed in the 10-m sprint (ES = 1.24) and nondominant-leg COD (ES = 0.96), whereas the dominant-leg COD (ES = 0.67) was possibly favorable. PBT had small (ES = 0.57), but unclear differences for 1RM improvement compared to VBT. Conclusions: Both training methods improved 1RM and COD times, but PBT may be slightly favorable for stronger individuals focusing on maximal strength, whereas VBT was more beneficial for PV-CMJ, sprint, and COD improvements.

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Xiaobin Hong, Yingying Liao, Yan Shi, Changzhu Qi, Mengyan Zhao and Judy L. Van Raalte

According to the sport-specific model of self-talk, self-talk dissonance occurs when a mismatch between gut feelings/impressions and self-talk creates discomfort and disrupts performance. The purpose of this study was to test the sport-specific model of self-talk’s dissonance hypothesis by examining the effects of self-talk on introverts (n = 28), who may be uncomfortable speaking their self-talk aloud, and on extraverts (n = 30). Each participant completed a dart-throwing target task using (a) overt and (b) covert self-talk in a counterbalanced order. Results of analysis of covariance indicated a significant interaction that supported the sport-specific model of self-talk’s dissonance hypothesis. Introverts performed better when using covert (private) self-talk, and extraverts performed better when using overt self-talk. The results of this research show that self-talk dissonance adversely affects performance and suggests that tailoring self-talk interventions by incorporating personal factors into intervention designs could enhance intervention effectiveness and performance outcomes.

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Diane Benish, Jody Langdon and Brian Culp

As part of a coach’s informal learning process, previous athletic experience is a foundational element of an athlete’s future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes’ needs and motivation. This study investigated 15 novice coaches’ personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches’ engagement in autonomy-supportive behaviors.

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Luciana De Martin Silva and John W. Francis

The aim of this study was twofold; first, to explore the challenges and successes faced by deaf international futsal players when using a collaborative blended learning approach in preparation for a major competition, and second, to provide a discussion of key coaching lessons learned to inspire coaches to consider how to best develop their coaching knowledge and practices. Data were collected from 12 players via six semistructured focus groups, along with 36 reflective diaries maintained by the two researchers (who held the role of “Joint Head Coach” and “Performance Analyst”), using a critical participatory action research methodological approach. Data collection and analysis were an on-going and cyclical process during the 7-month study. Four key themes were identified: “a little journey: a connected approach to learning”; “ownership, collaboration, and connection”; “communication barriers and fear of misinterpretation”; and “players’ initial ‘buy-in’ to the constructivist approach to learning.” Key coaching lessons highlighted the need for a “flexible” and “connected” approach to learning. In this study, through learning in-action and on-action, the authors often found themselves as “social” managers in trying to explore interrelational complexities and support individuals to build trust, an aspect seen by players as crucial for actively developing collaborative blended learning within the group.

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Bryan A. McCullick, Ashton Dooley, Paul Schempp and Tiffany Isaac

The Coaching Model theorized that coaching consists of three primary components: (a) training, (b) competition, and (c) organization. Unfortunately, researchers’ attention to the organization component has been scant compared with the keen focus given to training and competition. The purpose of this study was to investigate the organizational: (a) structure and (b) roles and responsibilities of an elite-level basketball coaching staff. The study employed a case study approach, utilizing interviews, observations, and artifacts as data sources. Data analysis identified the organizational structure as bureaucratic, or functional, in nature as (a) there was a clear chain of command, (b) roles and responsibilities were assigned based on staff member expertise, and (c) staff members had similar skill sets that allowed for easy communication and role overlap. Organizational roles were “Delegator,” “Recruiter,” and “Promoter.” Results provide insights into the manifestation of the organizational component among a staff, an exemplar of a staff managing the complexity of coaching, and support for the contention that coaching involves more than being the traditional teacher/psychologist.

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Matthew D. Curtner-Smith, Gary D. Kinchin, Peter A. Hastie, Jamie J. Brunsdon and Oleg A. Sinelnikov

Purposes: (a) To describe how more experienced and expert teachers interpreted and delivered sport education (SE) during their careers and (b) to discover and describe factors within their occupational socialization that sustained the teachers’ enthusiasm for and ability to deliver SE. Method: Participants were nine teachers. Primary data sources were formal interviews. Secondary supporting sources were documents and film. They were analyzed by employing standard interpretive methods. Credibility and trustworthiness were established through a search for discrepant and negative cases and member checking. Findings: At different times in their careers, the teachers delivered SE in one of four ways: watered down, through a cafeteria approach, the full version, and the full+ version. A number of factors from their acculturation, professional socialization, and organizational socialization enabled the teachers to deliver the full+ version or led to them delivering other versions of the model. Conclusions: The findings allow us to make practical suggestions for preservice and inservice teacher education that may help university faculty facilitate the teaching of SE.