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Martin Buchheit

Apollo 13 was initially looking like it would be the smoothest flight ever. After the explosion of an oxygen tank, however, the astronauts were close to spending the rest of their lives in rotation around the planet. This well-known incident is used to further discuss the link, or lack thereof, between sport-science research and current field practices. There is a feeling that the academic culture and its publishing requirements have created a bit of an Apollo 13–like orbiting world (eg, journals and conferences) that is mostly disconnected from the reality of elite performance. The author discusses how poor research discredits our profession and provides some examples from the field where the research does not apply. In fact, the reality is that sport scientists often do not have the right answers. Some perspectives to improve translation are finally discussed, including a rethink of the overall publishing process: promotion of relevant submission types (eg, short-paper format, short reports, as provided by IJSPP), improvement of the review process (faster turnaround, reviewers identified to increase accountability, and, in turn, review quality), and media types (eg, free downloads, simplified versions published in coaching journals, book chapters, infographics, dissemination via social media). When it comes to guiding practitioners and athletes, instead of using an evidence-based approach, we should rather promote an “evidence-led” or “informed-practice” approach—one that appreciates context over simple scientific conclusions.

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Thomas Haugen

The gap between sport science and field practice has been the subject of considerable debate. While there are numerous examples describing how poorly research often applies to the field, there are numerous success stories from which lessons can be learned. As an employee at Olympiatoppen (the

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Kieran Cooke, Tom Outram, Raph Brandon, Mark Waldron, Will Vickery, James Keenan, and Jamie Tallent

thought to demonstrate higher workloads as they take part in all aspects of training. 4 This study supports this, as the seam bowlers took part in fielding, bowling, and batting practices during training, whereas members of the nonseam bowling group only took part in batting and fielding practices

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Leonardo Ruiz, Judy L. Van Raalte, Thaddeus France, and Al Petitpas

, played catch, bullpen, now and then. That was my routine. But we didn’t work on any fundamentals, we didn’t have a bucket of balls, we were not doing pitcher’s fielding practice, and we were not doing anything about that. And there are many differences because here one is, one is a professional

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Thomas L. McKenzie

protocols and code books and referees have rule books, the processes of becoming efficient observers are similar. Both memorize relevant rules, practice observing using simulated and real-life videos, perform field practice under the watchful eye of certified instructors, and complete knowledge and observer

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François Rodrigue, Pierre Trudel, and Jennifer Boyd

combination of formal courses and supervised field practices while assuming the role of a mentor ( Allison, Abraham, & Cale, 2016 ; Mesquita, Ribeiro, Santos, & Morgan, 2014 ). Once certified, coaches have little pressure to continue their learning, apart from providing proof of development credits when

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Cornelia Frank, Gian-Luca Linstromberg, Linda Hennig, Thomas Heinen, and Thomas Schack

this unsystematic use of imagery that evolves spontaneously during on-field practice sessions together with the systematic use of imagery that is repeatedly used as part of the mental practice with regard to their influence on cognitive and motor variables of team performance. From an applied point of