are influential rather than being experts on this topic. There is no universal system to categorise the supplements used by athletes, but it can be helpful to divide them (or their uses) into products that address specific nutrient deficiencies, sports foods, performance supplements, and supplements
International Olympic Committee Expert Group on Dietary Supplements in Athletes
Paul G. Schempp and Sophie Woorons
Olympians pushing the limits of human performance, medical doctors discovering ways of fighting debilitating diseases, coaches finding fresh solutions to athlete development challenges—experts in every discipline make a difference in people’s daily lives. Experts are those who possess “the
Fiona Pelly and Susie Parker Simmons
environment and policy that determine food availability ( Symmank et al., 2017 ). We previously reported on an expert review of the food provision for the London 2012 Olympic Games and found that there was limited choice of lower energy, low fat, and gluten-free items to meet the needs of athletes, as well as
Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright and John R. Evans
colleagues. Our research question was simply, how do leading experts in Australia—supported by international partners—define and construe physical literacy? Method Participants The Delphi method does not use a randomly sampled group, but rather experts are purposively targeted, after being identified by the
Bryan McCullick, Paul Schempp, Shan-Hui Hsu, Jin Hong Jung, Brad Vickers and Greg Schuknecht
A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1986; Tan, 1997). Possessing an excellent memory aids experts in building a substantial knowledge base relative to teaching and learning. Despite its importance, the memory skills of expert teachers have yet to be investigated. Therefore, the purpose of this study was to analyze the working memories of expert sport instructors. Forty-three expert teachers served as subjects for this study. Each teacher was shown a series of slides depicting play and instructional situations in their respective domains. The test required that the subjects view a slide for 5 seconds and then recall as much as they could from the slide. The audio taped responses were transcribed and then analyzed inductively using Huberman and Miles’ (1995) four stage analysis framework to draw themes and commonalities from the data. The findings revealed three themes of experts’ working memories: (a) voluminous and rich, (b) a dominant order, and (c) include a thorough skill analysis. There is support for Berliner (1986) and Tan’s (1997) contention that experts have excellent memories, arrange their knowledge in a hierarchical manner, and are able to discern the important from the unimportant.
Isabel Mesquita, Joana Ribeiro, Sofia Santos and Kevin Morgan
The aim of this study was to analyze Portuguese expert coaches’ conceptions of learning sources that promote long-term coach development and the extent to which these sources are currently present in coach education programs. Six expert coaches were individually interviewed, using a semistructured format and the interviews were analyzed using QSR N6 Nudist software. The results highlighted the participants’ awareness of the uniqueness of coach education, emphasizing the importance of reflecting and engaging with a variety of learning experiences. Findings also revealed dissatisfaction with the current dominant education framework in Portugal, which remains excessively didactic and classroom-orientated. In contrast, the participants externalized a constructivist approach for coach education assuming the need for theoretical knowledge to be framed in practical contexts, where they have the opportunity to share and reflect their own and others’ experiences to develop learning. Such a position echoes Sfard’s acquisition and participation learning metaphors.
Gordon A. Bloom, Natalie Durand-Bush and John H. Salmela
Little or no empirical research has examined the pre- and postcompetition routines of coaches. The purpose of this study was to address this oversight by conducting in-depth open-ended interviews with 21 expert coaches from four team sports. The interviews were transcribed verbatim and inductively analyzed following the procedures outlined by Côté and colleagues (1993, 1995). The results indicated that coaches had set routines for themselves and their players before and after a competition. Prior to the competition, coaches prepared and mentally rehearsed their game plan, engaged in physical activity to maintain a positive focus, held a team meeting, and occupied themselves during the warmup. Their words immediately before the game were used to stress key points. After the competition, coaches emphasized the importance of controlling their emotions and adopted different behaviors to appropriately deal with the team’s performance and outcome. A brief meeting was held to recapitulate the essential elements of the game and a detailed analysis was not presented until the next practice or meeting.
Marjorie Bernier, Christiane Trottier, Emilie Thienot and Jean Fournier
This study aimed to explore attentional foci and their temporal patterns in expert skaters in real competition situations. Individual self-confrontation interviews were held with 8 expert figure skaters while they watched their videotaped program performed in official competitions. Qualitative data analysis revealed that skaters used a substantial number of foci, which were classified by content and characteristics. Event listing was used to display the patterns of foci over time, revealing that skaters used distinct processes to prepare for, perform, and evaluate different program elements. These results highlighted the great flexibility and variability of attentional focus, according to circumstantial factors.
Andrea Bundon, Barry S. Mason and Victoria L. Goosey-Tolfrey
This paper demonstrates how a qualitative methodology can be used to gain novel insights into the demands of wheelchair racing and the impact of particular racing chair configurations on optimal sport performance via engagement with expert users (wheelchair racers, coaches, and manufacturers). We specifically explore how expert users understand how wheels, tires, and bearings impact sport performance and how they engage, implement, or reject evidence-based research pertaining to these components. We identify areas where participants perceive there to be an immediate need for more research especially pertaining to the ability to make individualized recommendations for athletes. The findings from this project speak to the value of a qualitative research design for capturing the embodied knowledge of expert users and also make suggestions for “next step” projects pertaining to wheels, tires, and bearings drawn directly from the comments of participants.
Fabienne d’Arripe-Longueville, Jean F. Fournier and Alice Dubois
Coaches’ and athletes’ perceptions regarding their effective interactions and the underlying factors and reasons for effectiveness of these interactions were examined. An in-depth interview process was conducted with three expert judo coaches and six elite athletes. Qualitative data analyses revealed that the interaction style of the coaches was authoritative and was put into operation using the following six strategies: stimulating interpersonal rivalry, provoking athletes verbally, displaying indifference, entering into direct conflict, developing specific team cohesion, and showing preferences. Perceived autonomy, the main interaction style of athletes, was expressed by the following five strategies: showing diplomacy, achieving exceptional performance, soliciting coaches directly, diversifying information sources, and bypassing conventional rules. Results demonstrated the compatibility of particular interactions between coaches’ and athletes’ strategies. Theoretical models from industrial/organizational psychology are used to interpret these results, which differ from conventional findings in the sport psychology literature.