Jaime R. DeLuca and Jessica Braunstein-Minkove
Experiential learning has become a driving force of universities around the world, and is a crucial part of many sport management programs. This is particularly true given the competitive nature of the field and the rapid changes the industry continuously faces. This work seeks to reexamine the sport management curricula to ensure a progression and evolution toward a superior level of student preparedness for their internship experiences. Through the use of both quantitative and qualitative methods, our major findings recommend a focus on academic, experiential, and professional development. Theoretical and practical implications are discussed along with limitations and directions for further investigation.
Alison Smith, Nikos Ntoumanis and Joan Duda
Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport.
Andrew J.R. Cochran, Michael E. Percival, Sara Thompson, Jenna B. Gillen, Martin J. MacInnis, Murray A. Potter, Mark A. Tarnopolsky and Martin J. Gibala
Sprint interval training (SIT), repeated bouts of high-intensity exercise, improves skeletal muscle oxidative capacity and exercise performance. β-alanine (β-ALA) supplementation has been shown to enhance exercise performance, which led us to hypothesize that chronic β-ALA supplementation would augment work capacity during SIT and augment training-induced adaptations in skeletal muscle and performance. Twenty-four active but untrained men (23 ± 2 yr; VO2peak = 50 ± 6 mL·kg−1·min−1) ingested 3.2 g/day of β-ALA or a placebo (PLA) for a total of 10 weeks (n = 12 per group). Following 4 weeks of baseline supplementation, participants completed a 6-week SIT intervention. Each of 3 weekly sessions consisted of 4–6 Wingate tests, i.e., 30-s bouts of maximal cycling, interspersed with 4 min of recovery. Before and after the 6-week SIT program, participants completed a 250-kJ time trial and a repeated sprint test. Biopsies (v. lateralis) revealed that skeletal muscle carnosine content increased by 33% and 52%, respectively, after 4 and 10 weeks of β-ALA supplementation, but was unchanged in PLA. Total work performed during each training session was similar across treatments. SIT increased markers of mitochondrial content, including cytochome c oxidase (40%) and β-hydroxyacyl-CoA dehydrogenase maximal activities (19%), as well as VO2peak (9%), repeated-sprint capacity (5%), and 250-kJ time trial performance (13%), but there were no differences between treatments for any measure (p < .01, main effects for time; p > .05, interaction effects). The training stimulus may have overwhelmed any potential influence of β-ALA, or the supplementation protocol was insufficient to alter the variables to a detectable extent.
The aim of this investigation was to assess the influence of an 8-month physical training period on left ventricular voltages identified by resting ECG in relation to changes in left ventricle mass in adolescent athletes.
The study encompassed 28 adolescents aged 13 years (14 boys and 14 girls) from a sports secondary school. Clinical assessment was performed on all athletes before and after 8 months of physical training.
Sokolov-Lyon voltage index, Cornell voltage index, and maximum spatial QRS vector magnitude demonstrated statistically significant decline during the study period. The specific potential of the myocardium also significantly decreased during 8 months of training. The Sokolov-Lyon voltage criterion for left ventricular hypertrophy was fulfilled in 9 athletes (32.1%) at the beginning of the observation and only in 3 athletes (10.7%) at the end of the study. On the other hand, mean left ventricular mass and mean left ventricular mass index significantly increased after long-term training. No statistically significant correlations were identified between relative changes in left ventricular mass and QRS voltages.
An early period of intensive physical training in young athletes is associated with a decrease in QRS amplitude and a relative voltage deficit over the left ventricle.
Wesley J. Wilson, Luke E. Kelly and Justin A. Haegele
/severity), class-related factors (e.g., class size), and administrative factors (e.g., budgetary considerations) that influence LRE decision making to the greatest extent. This project also found that adapted physical education (APE) faculty at universities across the United States believed that LRE decisions
Thomas D. Raedeke, Victoria Blom and Göran Kenttä
nonperfectionism have consistently emerged. Researchers have also reported a more adaptive profile characterized by moderately high personal standards and lower scores on the other perfectionism subscales (e.g., Cumming & Duda, 2012 ; Gotwals, 2011 ; Pacewicz et al., 2018 ). While some researchers have reported