Search Results

You are looking at 1 - 10 of 12 items for :

  • "athlete feedback" x
  • All content x
Clear All
Restricted access

Emma C. Neupert, Stewart T. Cotterill, and Simon A. Jobson

Effective examples 38 8 Ineffective examples 58 9 Athlete feedback preferences 18 9 Subtotal 114   Planning and design Additional monitoring 11 9 Suggested improvements 32 9 Perceived sensitivity of questions 13 9 Technical and equipment issues 12 6 Subtotal 68   Results Of the athletes interviewed, 78

Restricted access

Tsz Lun (Alan) Chu and Trent A. Petrie

then illustrated the framework through our program delivery to an NCAA Division I women’s volleyball team. In doing so, we reflected on our challenges and successes by taking athlete feedback into account and offered suggestions for how SPPs may implement similar programs in college sports or other

Restricted access

Jimmy Sanderson, Blair Browning, and Annelie Schmittel

College athletes are active on a variety of social-media platforms. As a result, most athletic departments require them to participate in social-media education. Although this practice is becoming more prominent, little research has explored how college athletes perceive such training. This case study explored college athletes’ social-media use and their perceptions about social-media education. Semi structured interviews of 20 college athletes at a Division I university were conducted. Using social-cognitive theory as a framework, analysis revealed that while participants expressed a desire for social-media education, they indicated that most of the messages they receive about social media tend to be forgettable. Consequently, athletic departments need to take a more refexive approach to social-media education that incorporates college athletes’ feedback to optimize this instruction.

Restricted access

Scott Pierce, Jedediah Blanton, and Daniel Gould

interactions are provided ( Dixson, 2012 ). Furthermore, challenges existed with assessing and evaluating athlete learning in the asynchronous online program. The lack of immediate SPP-to-athlete feedback on leadership knowledge and skills was a noted concern in the course design. Efforts were made to minimize

Restricted access

Franco M. Impellizzeri, Matthew S. Tenan, Tom Kempton, Andrew Novak, and Aaron J. Coutts

to return, in the absence of a proven better alternative, to applying the usual training principles (eg, overload progression) and using TL (including any athlete feedback) to monitor whether the planned program, load, and progression have been completed by the athletes. To date, there is no

Restricted access

Louise Capling, Janelle A. Gifford, Kathryn L. Beck, Victoria M. Flood, Gary J. Slater, Gareth S. Denyer, and Helen T. O’Connor

Dietary assessment in athletes is challenging for several reasons, including the burden and difficulty of accurately reporting all foods and beverages consumed ( Magkos & Yannakoulia, 2003 ), the expense and resources required to undertake dietary analysis and provide athlete feedback ( Braakhuis

Restricted access

Christopher J. Stevens, Megan L.R. Ross, and Roxanne M. Vogel

of HIGH was rated inferior compared with LOW and CON, yet LOW and CON were comparably well received, suggesting that LOW (i.e., 0.1% menthol) is an acceptable formulation. Athlete feedback provided some insights for improvement on the menthol gel formula. To start, the thickness of the gel (i

Restricted access

Justine B. Allen and Colleen Reid

. Perceptions are rated on a scale from 1 (not at all) to 10 (excellent). This tool was developed through examination of research and literature on coaching activities. Then discussed and adapted with the assistance of an expert coach and coach educator. Athletesfeedback Coaching practice wheel—player Using

Restricted access

Tiago Duarte, Diane M. Culver, and Kyle Paquette

see what everyone else is doing in terms of equipment, techniques, and strategies. As mentioned above, even coaches who do not attend major competitions learn from their athletes who have done so. C7 reflected on his ongoing effort to adjust his coaching based on athletesfeedback after major

Restricted access

Bettina Callary, Chelsea Currie, and Bradley W. Young

thought-provoking questions, enabling athletes to find solutions, including athletes in decisions, and soliciting athletesfeedback to refine practices and drills, were essential methods for developing athletes’ autonomy. Each of these strategies has the potential to be applied within Masters sport. Lyle