A globalized curriculum has the potential to prepare students in a way that equips them for whatever sport looks like in the future. Study abroad programs are one way to achieve this. The current study looked at two short-term study abroad programs (one to western Europe, one to South Africa), offered during the same semester at the same institution, comparing learning outcomes between students on the two trips. Utilizing a mixed methods design, students completed quantitative pre/post surveys and responded to qualitative, open-ended daily prompts while on the trips. Findings indicate that knowledge acquisition occurs in both programs; however, students traveling on a sport-focused service-based trip to South Africa had a more transformational learning experience than those traveling on a sport-business-focused trip to western Europe.
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Carrie LeCrom, Brendan Dwyer, Gregory Greenhalgh, Chad Goebert and Jennifer Gellock
Jennifer M. Jacobs, Karisa L. Kuipers, K. Andrew R. Richards and Paul M. Wright
Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.
Annie C. Jeffries, Lee Wallace, Aaron J. Coutts, Shaun J. McLaren, Alan McCall and Franco M. Impellizzeri
Background: Athlete-reported outcome measures (AROMs) are frequently used in research and practice but no studies have examined their psychometric properties. Objectives: Part 1—identify the most commonly used AROMs in sport for monitoring training responses; part 2—assess risk of bias, measurement properties, and level of evidence, based on the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidelines. Study Appraisal and Synthesis Methods: Methodological quality of the studies, quality of measurement properties, and level of evidence were determined using the COSMIN checklist and criteria. Results: Part 1—from 9446 articles screened for title and abstract, 310 out of 334 full texts were included; 53.9% of the AROMs contained multiple items, while 46.1% contained single items. Part 2—from 1895 articles screened for title and abstract, 71 were selected. Most measurement properties of multiple-item AROMs were adequate, but content validity and measurement error were inadequate. With the exclusion of 2 studies examining reliability and responsiveness, no validity studies were found for single items. Conclusions: The measurement properties of multiple-item AROMs derived from psychometrics were acceptable (with the exclusion of content validity and measurement error). The single-item AROMs most frequently used in sport science have not been validated. Additionally, nonvalidated modified versions of the originally nonvalidated items are common. Until proper validation studies are completed, all conclusions based on these AROMs are questionable. Established reference methods, such as those of clinimetrics, should be used to develop and assess the validity of AROMs.
Guro S. Solli, Silvana B. Sandbakk, Dionne A. Noordhof, Johanna K. Ihalainen and Øyvind Sandbakk
Purpose: To investigate changes in self-reported physical fitness, performance, and side effects across the menstrual cycle (MC) phases among competitive endurance athletes and to describe their knowledge and communication with coaches about the MC. Methods: The responses of 140 participants (older than 18 y) competing in biathlon or cross-country skiing at the (inter)national level were analyzed. Data were collected via an online questionnaire addressing participants’ competitive level, training volume, MC history, physical fitness, and performance during the MC, MC-related side effects, and knowledge and communication with coaches about the MC and its effects on training and performance. Results: About 50% and 71% of participants reported improved and reduced fitness, respectively, during specific MC phases, while 42% and 49% reported improved and reduced performance, respectively. Most athletes reported their worst fitness (47%) and performance (30%) and the highest number of side effects during bleeding (P < .01; compared with all other phases). The phase following bleeding was considered the best phase for perceived fitness (24%, P < .01) and performance (18%, P < .01). Only 8% of participants reported having sufficient knowledge about the MC in relation to training, and 27% of participants communicated about it with their coach. Conclusions: A high proportion of athletes perceived distinct changes in fitness, performance, and side effects across the MC phases, with their worst perceived fitness and performance during the bleeding phase. Because most athletes indicate a lack of knowledge about the MC’s effect on training and performance and few communicate with coaches on the topic, the authors recommend that more time be devoted to educating athletes and coaches.
Jesualdo Cuevas-Aburto, Ivan Jukic, Jorge Miguel González-Hernández, Danica Janicijevic, Paola Barboza-González, Luis Javier Chirosa-Ríos and Amador García-Ramos
Purpose: To compare the effects of 2 upper-body strength-training programs differing in set configuration on bench press 1-repetition maximum (BP1RM), bench press throw peak velocity against 30 kg (BPT30), and handball throwing velocity. Methods: Thirty-five men were randomly assigned to a traditional group (TRG; n = 12), rest redistribution group (RRG; n = 13), or control group (n = 10). The training program was conducted with the bench press exercise and lasted 6 weeks (2 sessions per week): TRG—6 sets × 5 repetitions with 3 minutes of interset rest; RRG—1 set × 30 repetitions with 31 seconds of interrepetition rest. The total rest period (15 min) and load intensity (75% 1RM) were the same for both experimental groups. Subjects performed all repetitions at maximal intended velocity, and the load was adjusted on a daily basis from velocity recordings. Results: A significant time × group interaction was observed for both BP1RM and BPT30 (P < .01) due to the higher values observed at posttest compared with pretest for TRG (effect size [ES] = 0.77) and RRG (ES = 0.56–0.59) but not for the control group (ES ≤ 0.08). The changes in BP1RM and BPT30 did not differ between TRG and RRG (ES = 0.04 and 0.05, respectively). No significant differences in handball throwing velocity were observed between the pretest and posttest (ES = 0.16, 0.22, and 0.02 for TRG, RRG, and control group, respectively). Conclusions: Resistance-training programs based on not-to-failure traditional and rest redistribution set configurations induce similar changes in BP1RM, BPT30, and handball throwing velocity.
Mikkel Oxfeldt, Line B. Dalgaard, Astrid A. Jørgensen and Mette Hansen
Objective: To identify the prevalence of hormonal contraceptive (HC) use, menstrual cycle disturbances, and self-perceived physical and emotional symptoms related to the menstrual cycle/pill cycle in elite female athletes. Methods: One hundred eighty-six Danish elite female athletes completed an online questionnaire to assess menstrual status and history, use of HCs, and self-perceived physical and emotional symptoms related to the menstrual cycle or HC use. Results: Fifty-seven percent of elite female athletes in Denmark use HC, with 74% using combined HCs and 26% using progestin only. Sixty percent of oral contraceptive users reported having manipulated their menstrual cycle by continuous oral contraceptive use. Forty-nine percent of non-HC users had a regular menstrual cycle, while 51% experienced menstrual disturbances, with 1 athlete being primary amenorrheic and 13 athletes having secondary amenorrhea. Menstrual disturbances were experienced by a larger proportion of endurance athletes (69%) compared with athletes performing power and technical disciplines. In endurance athletes amenorrhea was associated with a higher cardiovascular training volume (P < .001). Negative symptoms related to the menstrual/pill cycle were reported by both HC and non-HC users, whereas positive physical symptoms were experienced more often among the non-HC (14%) versus HC users (2%) (P < .01). Notably, 13% of the athletes reported that negative symptoms sometimes/always caused them to not participate in or complete the scheduled training. Conclusion: HC use is common among elite athletes, and continuation of HC is used to manipulate the menstrual cycle in relation to sport competitions. HC use does not abolish dysmenorrhea, but it may reduce emotional-related side effects. Menstrual disturbances are frequent in endurance athletes and are associated with cardiovascular training volume.
Andrew Renfree, Arturo Casado, Gonzalo Pellejero and Brian Hanley
Purpose: To determine different relationships between, and predictive ability of, performance variables at intermediate distances with finishing time in elite male 10,000-m runners. Methods: Official electronic finishing and 100-m split times of the men’s 10,000-m finals at the 2008 and 2016 Olympic Games and IAAF World Championships in 2013 and 2017 were obtained (125 athlete performances in total). Correlations were calculated between finishing times and positions and performance variables related to speed, position, time to the leader, and time to the runner in front at 2000, 4000, 6000, 8000, and 9900 m. Stepwise linear-regression analysis was conducted between finishing times and positions and these variables across the race. One-way analysis of variance was performed to identify differences between intermediate distances. Results: The SD and kurtosis of mean time, skewness of mean time, and position and time difference to the leader were either correlated with or significantly contributed to predictions of finishing time and position at at least one of the analyzed distances (.81 ≥ r ≥ .30 and .001 ≤ P ≤ .03, respectively). These variables also displayed variation across the race (.001 ≤ P ≤ .05). Conclusions: The ability to undertake a high degree of pace variability, mostly characterized by acceleration in the final stages, is strongly associated with achievement of high finishing positions in championship 10,000-m racing. Furthermore, the adoption and maintenance of positions close to the front of the race from the early stages are important to achieve a high finishing position.
Qiao Zhu, Hejun Shen and Ang Chen
The purpose of the study was to determine the extent to which practicum teaching could lead to value orientation change of preservice physical education teachers. A group of preservice physical education teachers (N = 28) in China were randomly assigned to practicum-teach either a health-related fitness unit or a traditional sport unit. Their value orientations were measured before and after the practicum teaching. Their middle school learners were tested for knowledge gain. A repeated-measures model shows that the practicum teaching led to little change in their value orientations. The learners in the health-fitness curriculum gained more knowledge than those in the traditional curriculum. The findings suggest that an attempt to influence the value orientation in one practicum teaching experience may not be successful. The findings imply that physical education teacher education training programs may emphasize not only how to teach (via teaching methods courses), but also nurturing the values of teaching to meet the society needs.
Matthew D. Wright, Francisco Songane, Stacey Emmonds, Paul Chesterton, Matthew Weston and Shaun J. Mclaren
Purpose: To understand the validity of differential ratings of perceived exertion (dRPE) as a measure of girls’ training and match internal loads. Methods: Using the centiMax scale (CR100), session dRPE for breathlessness (sRPE-B) and leg muscle exertion (sRPE-L) were collected across a season of training (soccer, resistance, and fitness) and matches from 33 players (15  y). Differences and associations between dRPE were examined using mixed and general linear models. The authors’ minimal practical important difference was 8 arbitrary units (AU). Results: Mean (AU [SD] ∼16) sRPE-B and sRPE-L were 66 and 61 for matches, 51 and 49 for soccer, 86 and 67 for fitness, and 45 and 58 for resistance, respectively. Session RPE-B was rated most likely harder than sRPE-L for fitness (19 AU; 90% confidence limits: ±7) and most likely easier for resistance (−13; ±2). Match (5; ±4) and soccer (−3; ±2) differences were likely to most likely trivial. The within-player relationships between sRPE-B and sRPE-L were very likely moderate for matches (r = .44; 90% confidence limits: ±.12) and resistance training (.38; ±.06), likely large for fitness training (.51; ±.22), and most likely large for soccer training (.56; ±.03). Shared variance ranged from 14% to 35%. Conclusions: Practically meaningful differences between dRPE following physical training sessions coupled with low shared variance in all training types and matches suggest that sRPE-B and sRPE-L represent unique sensory inputs in girls’ soccer players. The data provide evidence for the face and construct validity of dRPE as a measure of internal load in this population.
Alexia Tam, Gretchen Kerr and Ashley Stirling
Inspired by the #MeToo movement, women worldwide are coming forward to publicly share their accounts of sexual violence. These harmful experiences have been reported in a range of domains, including sport. As such, providing safe sport experiences for athletes is at the forefront of current discussions for all stakeholders in the sport environment, particularly coaches. Thus, the purpose of this research was to explore coaches’ perspectives of the #MeToo movement in sport and its influence on coaches’ practices and relationships with athletes. Semistructured interviews were conducted with 12 Canadian coaches, including male (n = 7) and female coaches (n = 5) from a variety of sports and competition environments. The study highlights that coaches expressed strong support for the #MeToo movement, while also noting an associated fear of false accusation. Coaches reflected on how the movement has impacted their coaching practices and relations with athletes and expressed a desire for greater professional development in this area. Implications include a need for greater coach education on safe touch, appropriate boundaries in the coach–athlete relationship, and clarifications regarding the process of investigating athletes’ accusations of sexual violence in order to alleviate coaches’ fears of being falsely accused.