(understanding accelerometry-derived variables) of different outcome measures. 8 Therefore, the aim of this study was to gain insight from team-sports practitioners regarding SMFT practices, focusing on (1) reasons and barriers to adoption; (2) scheduling strategies; (3) protocol characteristics; (4) outcome
Search Results
A Worldwide Survey on the Practices and Perceptions of Submaximal Fitness Tests in Team Sports
Tzlil Shushan, Dean Norris, Shaun J. McLaren, Martin Buchheit, Tannath J. Scott, Steve Barrett, Antonio Dello Iacono, and Ric Lovell
Scheduling Concurrent Visual Feedback in Learning a Continuous Balance Task
Jeff E. Goodwin
schedules (e.g., fade KR, constant KR, reverse fade KR). These KR schedules result in a smaller relative frequency of KR being provided in the acquisition phase while having noticeable differences as to when the feedback is provided. These KR schedules are typically compared to a 100% group ( Goodwin
Training Schedule and Sleep in Adolescent Swimmers
Sigridur L. Gudmundsdottir
out by the Medical Commission ( 23 ). Swimming is known to impose hard training loads on athletes from young age with early morning sessions being scheduled for children and young adolescents when training in the evenings is no longer enough to match rivals’ performance ( 12 ). Whitworth-Turner et
Impact of Microcycle Structures on Physical and Technical Outcomes During Professional Rugby League Training and Matches
Tahleya Eggers, Rebecca Cross, Dean Norris, Lachlan Wilmot, and Ric Lovell
in physical capacity have been observed over the course of the season, 5 which may be due to compromised training stimuli owing to residual match-related fatigue. Yet, there remains a paucity of information on the impact of training schedule within the in-season microcycle on training and match
Recovery During a Congested Schedule and Injury in Professional Football
Benoit Delaval, Abd-Elbasset Abaïdia, Barthélémy Delecroix, Franck Le Gall, Alan McCall, Said Ahmaidi, and Gregory Dupont
Professional soccer teams may be required to participate in 50 to 80 matches over the course of an approximately 40-week competitive season. 1 This equates to regular exposure to 2 games per week and sometimes 3 games per 7-day microcycle. 2 In this context of congested schedules with several
Practice Schedules Affect How Learners Correct Their Errors: Secondary Analysis From a Contextual Interference Study
Sarah Taylor, Bradley Fawver, Joseph L. Thomas, A. Mark Williams, and Keith R. Lohse
In their seminal study, Shea and Morgan ( 1979 ) demonstrated that randomized practice schedules, in which you change the order of different tasks from trial to trial, promoted long-term learning at the cost of short-term performance when compared with blocked practice conditions. This effect
Effect of Match Schedule Density on Self-Reported Wellness and Sleep in Referees During the Rugby World Cup
Nathan Elsworthy, Michele Lastella, Aaron T. Scanlan, and Matthew R. Blair
referees following matches. 4 , 5 Most elite rugby union competitions (ie, Super Rugby and Premiership Rugby) are scheduled on a weekly basis, with adequate recovery durations available to referees between matches. However, some competitions are structured in a congested scheduling format (ie, Rugby World
Evaluating the Effectiveness of Peer-Scheduled Practice on Motor Learning
April Karlinsky and Nicola J. Hodges
Giving learners a choice over how to schedule practice benefits motor learning. Here we studied peer scheduling to determine whether this benefit is related to the adaptive nature of practice or decisions about how to switch between skills. Forty-eight participants were paired and assigned to self- or peer-scheduled groups. Within each pair, one person (Actor) physically practiced 3 keystroke sequences, each with different timing goals. Self-scheduled Actors chose the sequence before each practice trial while their Partner watched. Peer-scheduled Actors had their practice directed by their Partner. Both peer schedulers and self-schedulers showed performance-dependent practice, making decisions to switch based on timing error. However, peer schedulers generally chose to switch more than self-schedulers although this was not related to retention for either group. Importantly, self-scheduled Actors did not differ in retention from peer-scheduled Actors, but the Actors generally performed with lower error in retention than that of their partners. Peer-scheduled practice was rated as more motivating and enjoyable than self-scheduled practice. In view of the lack of difference in retention and the positive ratings of peer-scheduled practice, we conclude that it is the adaptive nature of practice that is important for learning and that peer-directed practice is an effective alternative practice method to self-directed practice.
Flight Path and Scheduling Effects on Perceived Jet Lag, Fatigue, and Sleep in Footballers Traveling to and From National Teams
Ewan Clements, Fabian Ehrmann, Andrew Clark, Mark Jones, Alan McCall, and Rob Duffield
that influence this posttravel state, such as jet lag, travel fatigue, or sleep disruption, are dependent on the travel duration, time-zone change, and direction, which vary based on individual travel schedules. 1 , 2 Hence, practitioners need to consider the effects of these schedules on athlete
Learning Front-Crawl Swimming by Daily or Weekly Lesson Schedules
Sacha M. Bradley, Helen E. Parker, and Brian A. Blanksby
The Modified Erbaugh Rating Scale–Front Crawl (MERS-F) (a rating scale for assessing stages of front-crawl swimming patterns) was used to measure performance change by 6-year-old male and female beginner swimmers participating in either 10 daily (Group D) or 10 weekly (Group W) lessons. The MERS-F was found to be a relatively objective (r = .98) and moderately valid (r = .78) assessment instrument. The maximal front-crawl skill rating of each lesson was subjected to a three-way ANOVA (Group × Gender × Lesson–repeated), which revealed that (a) the rate of improvement was the same for daily and weekly lesson schedules despite the higher performance rating for children in the daily lessons throughout; (b) front-crawl swimming skill increased significantly for both groups after the third of 10 lessons; and (c) there was no significant difference in the performance of boys and girls (p < .05).
