Implementing technical refinement in high-level athletics: exploring the knowledge schemas of coaches

This paper explores the approaches adopted by high-level field athletics coaches when attempting to refine an athlete’s already well-established technique (long and triple jump and javelin throwing). Six coaches, who had all coached multiple athletes to multiple major championships, took part in semi-structured interviews focused upon a recent example of technique refinement. Data were analysed using a thematic content analysis. The coaching tools reported were generally consistent with those advised by the existing literature, focusing on attaining “buy-in”, utilising part-practice, restoring movement automaticity and securing performance under pressure. Five of the six coaches reported using a systematic sequence of stages to implement the refinement, although the number and content of these stages varied between them. Notably, however, there were no formal sources of knowledge (e.g., coach education or training) provided to inform coaches’ decision making. Instead, coaches’ decisions were largely based on experience both within and outside the sporting domain. Data offer a useful stimulus for reflection amongst sport practitioners confronted by the problem of technique refinement. Certainly the limited awareness of existing guidelines on technique refinement expressed by the coaches emphasises a need for further collaborative work by researchers and coach educators to disseminate best practice.     

Eliminating the dichotomy between theory and practice in talent identification and development: considering the role of psychology

It is acknowledged that appropriate support and training are essential if talented individuals are to fulfil their potential. The early identification of talented athletes is an increasingly important consideration for researchers and practitioners alike. Once talented individuals have been detected, crucial but limited support resources can be optimally deployed to ensure that their needs are met and that their gifts are developed. However, there is considerable disagreement among experts on what talent is, and which factors can reliably be used within talent identification processes. This paper explores prerequisites to success in sport, and the comparative efficacy of employing these prerequisites within talent identification schemes. It is proposed that talent needs to be reconceptualized so that talent identification and talent development processes are perceived to be dynamic and interrelated. Additionally, the need to place greater emphasis on the capacity of a child to develop in sport and the psychological factors that underpin this process is highlighted. To this end, it is advocated that talent identification and development schemes, while emphasizing the multidimensional nature of talent, need to recognize the essential role of psychology in the ability of individuals to fulfil their sporting potential.     

Communication management in the public sector: Consequences for public communication about policy intentions

Public communication about policy intentions is important but delicate. Government officials are confronted with four main constraints typical of the public sector compared to the private sector: more complicated and unstable environment, additional legal and formal restrictions, more rigid procedures, and more diverse products and objectives. These constraints imply that ministers communicating about policy intentions face specific communication issues such as intensive political and media interferences, need for democratic communication, and more rigid timing and budget constraints.     

Creativity as a pastoral concern

In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education.     

Levels of cerebrospinal fluid and serum acetylcholinesterase in Tuberculous and pyogenic meningitis in children

Total acetylcholinesterase activity (AChE) was estimated in CSF and serum of 163 cases, comprising of 64 cases of Tuberculous meningitis (TBM), 60 cases of pyogenic meningitis (PM) and 30 control in the paediatric age group. Mean CSF-AChE levels were 7.94±0.38, 9.06±0.16 and 9.80±0.30 unit/ml (Mean±S.E.) in Control, TBM and PM respectively. The respective serum AChE levels were 2.65±0.13, 3.18±0.07 and 3.93±0 0.035 units/ml. The ratio of CSF/serum-AChE in three groups were 3.09±0.137 (Mean±S.E.), 2.88±0.087, 2.98±0.092 in control, TBM and PM respectively. The values in both CSF as well as in serum in patient with TBM and in PM were significantly higher as compared to controls. However, the differences between the mean CSF-AChE and serum-AChE levels and CSF-AChE/serum-AChE were insignificant. Thus, though AChE levels are raised in meningitis, they are not helpful in differentiating TBM from PM.     

Beating the bunker: the effect of PETTLEP imagery on golf bunker shot performance

The aim of this study was to compare the effects of physical practice with PETTLEP-based (Physical, Environment, Task, Timing, Learning, Emotion and Perspective; Holmes & Collins, 2001) imagery and PETTLEP + physical practice interventions on golf bunker shot performance. Thirty-two male county- or international-level golfers were assigned to one of four groups; PETTLEP imagery, physical practice, PETTLEP + physical practice, or control. The PETTLEP imagery group imaged 15 bunker shots, their interventions incorporating PETTLEP components, such as physical, environment, and emotion, twice a week. The physical practice group physically performed their 15 bunker shots twice per week; the PETTLEP + physical practice group performed PETTLEP imagery once per week and physical practice once per week. Each group performed their respective tasks for 6 weeks. Pre- and posttests consisted of 15 bunker shots, with points awarded according to the ball proximity to the pin. All groups improved significantly (p < .01) from pre- to posttest, and the PETTLEP + physical practice group improved more (p < .05) than the PETTLEP and physical practice groups. However, there was no significant difference between the physical practice and PETTLEP groups (p > .05). Findings, therefore, support the effectiveness of PETTLEP in enhancing golf performance, especially when combined with physical practice.