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Steve M. Smith, Stewart T. Cotterill and Hazel Brown

-term emotional exposure ( Baumeister, Vohs, DeWall, & Zhang, 2007 ) and provide important preparation ( Arnold, Hewton, & Fletcher, 2015 ) that is essential to competitive performance. Previous research on athletic talent development has sought to identify the variables present in such environments. However

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Davide Ferioli, Andrea Bosio, Johann C. Bilsborough, Antonio La Torre, Michele Tornaghi and Ermanno Rampinini

general and specific preparation periods at the beginning of the season are considered crucial phases in preparing athletes for competition. In this period, athletes begin training after a period of complete or near-to-complete rest. The initial phase (general preparation) should provide a gradual

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Jake Schuster, Dan Howells, Julien Robineau, Anthony Couderc, Alex Natera, Nick Lumley, Tim J. Gabbett and Nick Winkelman

across all levels to create parity of competition, physical preparation comes into focus in a sport with unique match and competition demands. The aims of this paper are to provide a detailed outline of current practice methods used by practitioners at the highest level of physical preparation in rugby

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Jarred Pilgrim, Peter Kremer and Sam Robertson

Golf tournaments occur over a period of days and comprise a series of rounds. Each round involves the golfer playing 18 holes in as few shots as possible. Golfers have the opportunity for preparation in the days preceding a tournament (pretournament preparation) and the period before and after each

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Stewart Cotterill

The ability to prepare effectively to execute complex skills under pressure is crucial in a number of performance-focused professions. While there is emerging evidence of best practice little research has sought to compare preparation strategies across professions. As a result, the aim of this research was to explore the approaches employed within a number of professions and whether there are similarities in the techniques and strategies adopted. Participants were 18 “performers,” purposefully selected from sporting, musical, performing arts, and medical domains. Participants were interviewed individually to gain an understanding of each participant’s preparation strategies and the functions these strategies fulfilled. The data were thematically analyzed using interpretative phenomenological analysis. Results suggest that there are similarities in both behavioral and mental strategies adopted across professions. Future research should seek to explore the transferability of developmental approaches.

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Stijn Schouppe, Jessica Van Oosterwijck, Jan R. Wiersema, Stefaan Van Damme, Tine Willems and Lieven Danneels

preparation, as it is associated with decreased cognitive and/or motor task performance, for example, slower reaction times and diminished task accuracy ( Boksem, Meijman, & Lorist, 2006 ; Mackworth, 1964 ; Marcora, Staiano, & Manning, 2009 ; Tanaka, Ishii, & Watanabe, 2014 ). Movement preparation is an

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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley and Mirka Koro-Ljungberg

for the whole of school health models such as CSPAP, it may be necessary to reassess professional preparation programs for preservice physical education teachers. Along with introducing the CSPAP model, PETE faculty and researchers have suggested that PETE programs should prepare preservice teachers

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W. James (Jim) Weese

our students to compete and function in the global industry. Our graduates need a deeper penetration into the global issues as they relate to sport. Students can enrich their preparation with meaningful international experiences that challenge them, heighten their levels of maturity, and most of all

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Samuel Ryan, Aaron J. Coutts, Joel Hocking, Patrick A. Dillon, Anthony Whitty and Thomas Kempton

data collected by professional sporting teams, 2 it is likely a number of elements of a player’s preparation influence their performance during competition. Therefore, it is important to routinely quantify the training being completed by players and their response to this stimulus. 1 When training

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Daniel Gould, Robert Weinberg and Allen Jackson

Two experiments were conducted to determine if different mental preparation strategies produced differential strength performance and whether arousal was the major mediating variable explicating this relationship. In the first experiment, 15 male and 15 female subjects performed under five different mental preparation conditions in a 2 × 5 (sex by mental preparation strategy) Latin square design. The mental preparation conditions included: attentional focus, imagery, preparatory arousal, a control-rest condition, and a counting backwards cognitive-distraction condition. Immediately after employing each technique, all subjects performed four trials on a leg-strength task, and measures of state anxiety and other cognitions were then obtained. The findings revealed that the preparatory arousal and imagery techniques produced the greatest change in performance, with preparatory arousal subjects also reporting the greatest changes in cognitive states. However, due to the possibility of range effects resulting from the within-subjects design used in Experiment I, a second between-subjects experiment was conducted. Thirty males and 30females performed in a 2 × 3 (sex by mental preparation) design using the preparatory arousal, imagery and control conditions of Experiment 1. Only the preparatory arousal condition was found to facilitate performance. However, no consistent changes in cognitive states were found between experiments, and these inconsistent findings were interpreted as being caused by methodological problems associated with self-report assessment of cognitive states.