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general exercises, such as sprints and squats, as well as sport-specific exercises, including pushing a one-man sled, bag skating, and copious amounts of backhand swings. Coach Smith described implementing exercise as punishment in the form of burpees, squats, and push-ups on a variety of occasions

could employ development strategies relating to reappraisal or problem solving. Resistance Training Practices of Sprint Coaches Healy, R., Kenny, I. C., & Harrison, A. J. (2021). Journal of Strength and Conditioning Research, 35 (7), 1939–1948. https://doi.org/10.1519/JSC.0000000000002992 This study

learning. How Effective Are External Cues and Analogies in Enhancing Sprint and Jump Performance in Academy Soccer Players? Moran, J., Allen, M., Butson, J., Granacher, U., Hammami, R., Clemente, F.M., Klabunde, M., Sandercock, G. Journal of Sports Sciences . Advance online publication. https

, the nature of canoeing, containing both individual and crew races across different disciplines (e.g., sprint, marathon, and slalom), obligates coaches to manage athletes’ goals with the overall goals of the coach’s club. Thus, through a qualitative case study conducted over 12 weeks in a Portuguese

.g., jumping height, leg power, linear and multidirectional sprinting, and aerobic capacity; see White et al., 2018 ). While well-developed aerobic endurance and mobility are needed to “carry out training both in terms of volume and intensity [. . . and] be able to carry out the specific manoeuvres associated with

need to outline unique factors that differentiate paracanoe and Olympic canoe sprint. The first consideration is that the Olympic and Paralympic events have subtle knowledge contextualisation differences in canoeing. Paracanoe and Olympic canoe sprint share commonalities in an integrated competition

their selection decisions. As a result, the “coaches’ eye” or “intuition,” common decision-making tools for coaches, can be biased and inaccurate. Standardized testing, such as sprint tests, tend to also have poor reliability as they are unable to account for the dynamics of athlete development well. To

much time for rest periods, time for each exercise and sprint, for how long athletes stay in a certain phase of programming, and the time and speed we want athletes to perform movements. The CDs used vicarious learning to model and provide examples of disrupted disciplinary practices, which gave the

skills, and rehearse offenses and defenses in live game scenarios. The players enjoyed this part of practice the most as it was game like and fun. But Finn was always watching and teaching. Indy sprinted down the court on a fast break, dribbling with her head up, looking for a teammate to pass to. She

practices in this phase. Regarding players facing the challenge of an increased training intensity , there is support within the literature to suggest that those with more favourable physical and physiological capacities (e.g., sprinting, jumping, agility, tallness, mass) will have a greater chance of