physical function outcomes, including restoration of full range of motion; increased strength, endurance, and power; and reacquired dynamic stabilization, neuromuscular control, and sport-specific skills. 2 , 4 An AT develops or facilitates a rehabilitation plan to achieve the intended outcomes while re
Kristina Amrani, Andrew Gallucci and Marshall Magnusen
Thorben Hülsdünker, Martin Ostermann and Andreas Mierau
approach ensures standardized conditions and optimal activation of the visual motion-sensitive area MT, the ecological validity is clearly limited. Accordingly, there is an increasing body of research highlighting the need for experiments that more accurately represent sport-specific perceptuo
Britton W. Brewer, Christine M. Caldwell, Albert J. Petitpas, Judy L. Van Raalte, Miquel Pans and Allen E. Cornelius
item content pertaining to politics and religion. Identity-related measures with sport-specific item content, such as the AIMS ( Brewer & Cornelius, 2001 ; Brewer et al., 1993 ) and the Public-Private Athletic Identity Scale ( Nasco & Webb, 2006 ), tap only the aspect of commitment to the identity of
Jeroen de Bruijn, Henk van der Worp, Mark Korte, Astrid de Vries, Rick Nijland and Michel Brink
strength and balance exercises under personal supervision of the physiotherapist. Moving forward through the process, rehabilitation tends to gradually get more specific and the clinical setting is often traded for a sport-specific setting. The emphasis during the last phase of rehabilitation is on
Marty K. Baker, Jeffrey A. Graham, Allison Smith and Zachary T. Smith
The purpose of this Coaching In paper is to share the training guidelines directed toward youth sport participants that have been created by national football federations in various countries around the world. The specific goal of the review is to examine how elements of sport-specific free play
Barbara Teetor Waite, Bruce Gansneder and Robert J. Robert
This study represents a first step in the development and validation of a measure of sport-specific self-acceptance. Phase 1 of this study involved instrument design and pilot testing. In Phase 2 a random sample of Division I collegiate athletes (N=131) were asked to complete the Self-Acceptance Scale for Athletes (SASA) as well as measures of general self-acceptance self-esteem, stability of self-concept, and sport-specific self-description (i.e., perceived competence/adequacy). Test-retest coefficients ranged from 62 to .75 and alpha coefficients ranged from .58 to .80. Factor analysis suggests two factors, independence of self-regard and self-accepting self-regard representing the two dimensions of self-acceptance measured in the SASA. Scores on the SASA have moderate correlations with general self-acceptance, self-esteem, and stability of self-concept. A significantly stronger relationship between self-esteem and perceived competence/adequacy than between self-acceptance and perceived competence/adequacy suggests that the SASA is able to discriminate between these closely related constructs
Ryan Holding, Rudi Meir and Shi Zhou
The purpose of this study was to examine whether a video-based warm-up could provide an acute performance benefit to response time for athletes in a sport-specific agility task. In addition, 2 learning strategies, explicit and implicit, were compared for their effectiveness in facilitating an improvement in sport-specific agility. Thirty representative male junior rugby union players (age 14–16 y, mean age 14.6 ± 1.09 y) were placed in 3 experimental groups (explicit, implicit, and control) and completed 2 intervention sessions. Testing sessions included preintervention testing, completion of the video-based warm-up intervention, and postintervention testing. A 3D motion-analysis system was used to assess response time in the testing battery. The athletes’ response times on the pre- to postintervention tests were compared to determine the effectiveness of the video-based warm-up. A 2-way general linear model with repeated-measures analysis indicated that both the explicit (P = .030, d = 0.28) and implicit (P = .049, d = 0.33) groups significantly improved their response time by the intervention compared with the control group (P = .367, d = 0.08). The mean postintervention response time for the explicit group improved by 19.1% (from 0.246 s pre to 0.199 s post), and the implicit group improved by 15.7% (from 0.268 s to 0.226 s). Findings suggest that a video-based warm-up may provide an acute benefit to sport-specific agility performance for junior athletes.
Nick Dobbin, Jamie Highton, Samantha L. Moss and Craig Twist
implementation, such that SIT protocols containing metabolically demanding actions (ie, changing direction or accelerating) and/or sport-specific actions (ie, tackling), is likely to impose a greater systemic physiological load. 2 , 13 Indeed, Dobbin et al 13 reported that the inclusion of an up/down action
Meghann Lloyd, Greg Reid and Marcel Bouffard
The research purpose was to examine the domain specific self-regulatory skills of boys with Developmental Coordination Disorder (DCD, n = 10) compared to peers without DCD (n = 10). A sport specific problem-solving task (hockey shot) and an educational problem-solving task (peg solitaire) were compared. Guided by Zimmerman’s (2000) social cognitive model of self-regulation, participants were taught to think aloud. Codes were developed under five categories: goals, knowledge, emotion, monitoring, and evaluation. The quantity of verbalization was similar in both groups but differences were found in verbalization quality. Results indicate that boys with DCD have emotional and planning differences on the hockey task, but only planning differences were evident on the peg solitaire task.
Jaime Fernandez-Fernandez, David Sanz, Jose Manuel Sarabia and Manuel Moya
To compare the effects of combining high-intensity training (HIT) and sport-specific drill training (MT) versus sportspecific drill training alone (DT) on fitness performance characteristics in young tennis players.
Twenty young tennis players (14.8 ± 0.1 y) were assigned to either DT (n = 10) or MT (n = 10) for 8 wk. Tennis drills consisted of two 16- to 22-min on-court exercise sessions separated by 3 min of passive rest, while MT consisted of 1 sport-specific DT session and 1 HIT session, using 16–22 min of runs at intensities (90–95%) related to the velocity obtained in the 30–15 Intermittent Fitness Test (VIFT) separated by 3 min of passive rest. Pre- and posttests included peak oxygen uptake (VO2peak), VIFT, speed (20 m, with 5- and 10-m splits), 505 Agility Test, and countermovement jump (CMJ).
There were significant improvements after the training period in VO2peak (DT 2.4%, ES = moderate; MT 4.2%, ES = large) and VIFT (DT 2.2%, ES = small; MT 6.3%, ES = large) for both DT and MT, with no differences between training protocols. Results also showed a large increase in the 505 Agility Test after MT, while no changes were reported in the other tests (sprint and CMJ), either for MT or DT.
Even though both training programs resulted in significant improvements in aerobic performance, a mixed program combining tennis drills and runs based on the VIFT led to greater gains and should be considered the preferred training method for improving aerobic power in young athletes.