A novel sleep optimisation programme to improve athletes’ well-being and performance

Objectives: To improve well-being and performance indicators in a group of Australian Football League (AFL) players via a six-week sleep optimisation programme. Design: Prospective intervention study following observations suggestive of reduced sleep and excessive daytime sleepiness in an AFL group. Methods: Athletes from the Adelaide Football Club were invited to participate if they had played AFL senior-level football for 1–5 years, or if they had excessive daytime sleepiness (Epworth Sleepiness Scale [ESS] >10), measured via ESS. An initial education session explained normal sleep needs, and how to achieve increased sleep duration and quality. Participants (n?=?25) received ongoing feedback on their sleep, and a mid-programme education and feedback session. Sleep duration, quality and related outcomes were measured during week one and at the conclusion of the six-week intervention period using sleep diaries, actigraphy, ESS, Pittsburgh Sleep Quality Index, Profile of Mood States, Training Distress Scale, Perceived Stress Scale and the Psychomotor Vigilance Task. Results: Sleep diaries demonstrated an increase in total sleep time of approximately 20?min (498.8?±?53.8 to 518.7?±?34.3; p?<?.05) and a 2% increase in sleep efficiency (p?<?0.05). There was a corresponding increase in vigour (p?<?0.001) and decrease in fatigue (p?<?0.05). Conclusions: Improvements in measures of sleep efficiency, fatigue and vigour indicate that a sleep optimisation programme may improve athletes’ well-being. More research is required into the effects of sleep optimisation on athletic performance.     

Do the physical and environment PETTLEP elements predict sport imagery ability?

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M_age?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ² (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.     

Postural stability,clicker reaction time and bow draw force predict performance in elite recurve archery

Recurve archery is an Olympic sport that requires extreme precision, upper body strength and endurance. The purpose of this research was to quantify how postural stability variables both pre- and post-arrow release, draw force, flight time, arrow length and clicker reaction time, collectively, impacted on the performance or scoring outcomes in elite recurve archery athletes. Thirty-nine elite-level recurve archers (23 male and 16 female; mean age?=?24.7?±?7.3 years) from four different countries volunteered to participate in this study prior to competing at a World Cup event. An AMTI force platform (1000Hz) was used to obtain centre of pressure (COP) measurements 1s prior to arrow release and 0.5s post-arrow release. High-speed footage (200Hz) allowed for calculation of arrow flight time and score. Results identified clicker reaction time, draw force and maximum sway speed as the variables that best predicted shot performance. Specifically, reduced clicker reaction time, greater bow draw force and reduced postural sway speed post-arrow release were predictors of higher scoring shots. It is suggested that future research should focus on investigating shoulder muscle tremors at full draw in relation to clicker reaction time, and the effect of upper body strength interventions (specifically targeting the musculature around the shoulder girdle) on performance in recurve archers.     

The validity and reliability of a sample of 10 Wattbike cycle ergometers

ABSTRACT

The purpose of the study was to assess the validity and inter-bike reliability of 10 Wattbike cycle ergometers, and to assess the test–retest reliability of one Wattbike. Power outputs from 100 to 1000 W were applied using a motorised calibration rig (LODE) at cadences of 70, 90, 110 and 130 rev · min^?1, which created nineteen different intensities for comparison. Significant relationships (P < 0.01, r² = 0.99) were found between each of the Wattbikes and the LODE. Each Wattbike was found to be valid and reliable and had good inter-bike agreement. Within-bike mean differences ranged from 0.0 W to 8.1 W at 300 W and 3.3 W to 19.3 W at 600 W. When taking into account the manufacturers stated measurement error for the LODE (2%), the mean differences were less than 2%. Comparisons between Wattbikes at each of the nineteen intensities gave differences from 0.6 to 25.5 W at intensities of 152 W and 983 W, respectively. There was no significant difference (P > 0.05) between the measures of power recorded in the test–retest condition. The data suggest that the Wattbike is an accurate and reliable tool for training and performance assessments, with data between Wattbikes being able to be used interchangeably.     

Building Trust Through Culturally Reciprocal Home-School-Community Collaboration from the Perspective of African-American Parents

This article presents findings of an instrumental case study that examined the perceptions held by African-American parents on the efficacy of schools in meeting the needs of African-American learners in a North Carolina community. A theme of distrust emerged and evidenced the need for teachers, administrators, and teacher educators to reconsider approaches used with African-American parents, particularly where building culturally reciprocal home-school-community relationships is concerned.     

Predicting student self-concept,anxiety, and responsibility from self-evaluation and self-praise

Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept.     

A new role for the school psychologists— who needs it?

Educators are expressing concern over the wide and growing gap which they perceive to exist between research and practice in our nation's schools. A review of the literature reveals that this important, long-standing concern is well founded. It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. Presumably, the provision of such a vitally needed function will serve to enhance school psychologists' often less than favorable image with their educator colleagues. A paradigm is offered for effecting research into practice utilizing the school psychologist in the role of knowledge-linker.