Shane V. Caswell, Matthew York, Jatin P. Ambegaonkar, Amanda M. Caswell and Nelson Cortes
Caroline A. Heaney
Column-editor : Craig A. Wrisberg and Leslee A. Fisher
Tiffanye M. Vargas, Margaret M. Flores and Robbi Beyer
Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.
Mikael Fogelholm, Jaana Suni, Marjo Rinne, Pekka Oja and Ilkka Vuori
Julian D. Pillay, Tracy L. Kolbe-Alexander, Karin I. Proper, Willem van Mechelen and Estelle V. Lambert
Brisk walking is recommended as a form of health-enhancing physical activity. This study determines the steps/minute rate corresponding to self-paced brisk walking (SPBW); a predicted steps/minute rate for moderate physical activity (MPA) and a comparison of the 2 findings.
A convenience sample (N = 58: 34 men, 24 women, 31.7 ± 7.7yrs), wearing pedometers and a heart rate (HR) monitor, performed SPBW for 10 minutes and 5 indoor sessions, regulated by a metronome (ranging from 60–120 steps/minute). Using steps/minute and HR data of the trials, a steps/minute rate for MPA was predicted. Adjustments were subsequently made for aerobic fitness (using maximal oxygen uptake (VO2max) estimates), age, and sex as possible contributors to stepping rate differences.
Average steps/minute rate for SPBW was 118 ± 9 (116 ± 9; 121 ± 8 for men/women, respectively; P = .022); predicted steps/minute rate for MPA was 122 ± 37 (127 ± 36; 116 ± 39 for men/women, respectively; P < .99) and was similar to steps/minute rate of SPBW (P = .452), even after adjusting for age, sex, and aerobic fitness.
Steps/minute rates of SPBW correlates closely with targeted HR for MPA, independent of aerobic fitness; predicted steps/minute rate for MPA relates closely to steps/minute rates of SPBW. Findings support current PA messages that use the term brisk walking as a reference for MPA.
Justin Richards, Aiden Doherty and Charlie Foster
Michael W. Beets, Guy C. Le Masurier, Aaron Beighle, David A. Rowe, Charles F. Morgan, Jack Rutherford, Michael Wright, Paul Darst and Robert Pangrazi
The purpose of this study was to cross-validate international BMI-referenced steps/d cut points for US girls (12,000 steps/d) and boys (15,000 steps/d) 6 to 12 years of age.
Secondary pedometer-determined physical activity data from US children (N = 1067; 633 girls and 434 boys, 6 to 12 years) were analyzed. Using international BMI classifications, cross-validation of the 12,000 and 15,000 steps/d cut points was examined by the classification precision, sensitivity, and specificity for each age–sex stratum.
For girls (boys) 6 to 12 years, the 12,000 (15,000) steps/d cut points correctly classified 42% to 60% (38% to 67%) as meeting (achieved steps/d cut point and healthy weight) and failing (did not achieve steps/d cut point and overweight). Sensitivity ranged from 55% to 85% (64% to 100%); specificity ranged from 23% to 62% (19% to 50%).
The utility of pedometer steps/d cut points was minimal in this sample given their inability to differentiate among children who failed to achieve the recommended steps/d and exhibited an unhealthy weight. Caution, therefore, should be used in applying previous steps/d cut points to US children.
Chad Seifried and Matthew Papatheodorou
The main purpose of this article is to provide suggestions to coaches on how they can assist young athletes in pressure packed situations to realize an ideal performance state. Suggestions provided address controlling emotions, adopting coping methods, practicing under game situations, embracing physical routines along with mental rehearsals, and engaging in self reflection/challenges. The strategies and discussions below should appear as vital for coaches attempting to help assist a young person’s future mental and emotional development. Furthermore, it should educate coaches and potentially others (e.g., spectators and media) on how to better handle these situations or instances so they can avoid the production of negative consequences on the lives of young people (e.g., choking label, social anxiety, poor self-esteem or image).
Nick Ball and Joanna Scurr
Electromyograms used to assess neuromuscular demand during high-velocity tasks require normalization to aid interpretation. This paper posits that, to date, methodological approaches to normalization have been ineffective and have limited the application of electromyography (EMG). There is minimal investigation seeking alternative normalization methods, which must be corrected to improve EMG application in sports. It is recognized that differing normalization methods will prevent cross-study comparisons. Users of EMG should aim to identify normalization methods that provide good reliability and a representative measure of muscle activation. The shortcomings of current normalization methods in high-velocity muscle actions assessment are evident. Advances in assessing alternate normalization methods have been done in cycling and sprinting. It is advised that when normalizing high-intensity muscle actions, isometric methods are used with caution and a dynamic alternative, where the muscle action is similar to that of the task is preferred. It is recognized that optimal normalization methods may be muscle and task dependent.