False-performance feedback does not affect punching forces and pacing of elite boxers

Prior research indicates that providing participants with positive augmented feedback tends to enhance motor learning and performance, whereas the opposite occurs with negative feedback. However, the majority of studies were conducted with untrained participants performing unfamiliar motor tasks and so it remains unclear if elite athletes completing familiar tasks respond in a similar fashion. Thus, this study investigated the effects of three different versions of false-performance feedback on punching force (N), pacing (force over time) and ratings of perceived exertion (RPE) in 15 elite amateur male boxers. Athletes completed a simulated boxing bout consisting of three rounds with 84 maximal effort punches delivered to a punching integrator on four separate days. Day one was a familiarisation session in which no feedback was provided. In the following three days athletes randomly received false-positive, false-negative and false-neutral feedback on their punching performance between each round. No statistical or meaningful differences were observed in punching forces, pacing or RPE between conditions (P > 0.05; ≤ 2%). These null results could stem from the elite status of the athletes involved, the focus on performance rather than learning, or they may indicate that false feedback has a less potent effect on performance than previously thought.     

Transforming,storing and consuming athletic experiences: a coach’s narrative of using a video application

The analysis of sport performance in competitive contexts has become synonymous with the use of a range of software applications and hardware e.g. heart rate monitors and gps systems. With the prevalence of technology in mind, a small but growing corpus of literature has begun to consider this phenomenon and its influence upon the coaching process. This study adds to this literature by detailing the autoethnographic experiences of a case study coach; Derek. A contextualised and richly described narrative account of Derek’s experience of using coaching applications is provided. Analysis of Derek’s narrative suggests that technology can be a useful means by which individuals make sense of their experience. Specifically, (1) technology can be a ‘ready-to-hand’ instrument that enhances the coaching process. Unfortunately, (2) technology may become the only and ‘calculative’ means by which individuals come to understand their performance. In such instances, it is important to note that (3) the videos we use to understand our performance are transformed and incomplete representations of lived athletic experiences. Thus, Derek’s story illustrates how technology can be both an enabler and barrier to athletes who wish to holistically understand their own lived experiences and engage in coach-athlete relationships. The accompanying analysis draws upon concepts from Heideggerian philosophy to add insight into the use of technology within the coaching process. In so doing, the study prompts coaches to critically view their coach-athlete relationships as situated in a wider world which contains, and can be mediated by, technology. In addition, Derek’s story (re)directs researchers and coaching practitioners interested in technology to a useful literature (philosophy of technology) which may further inform their understanding of coach-athlete relationships.     

The effects of attentional focus instructions on punching velocity and impact forces among trained combat athletes

Research indicates that instructing athlete’s to focus on bodily movements (internal focus of attention [IFA]) may hinder performance, whereas instructing them to focus on the movement outcome (external focus of attention [EFA]) often enhances performance. Despite the importance of instructions in striking combat sports, limited research has examined the influence of IFA and EFA on performance in well-trained combat athletes. This study investigated the effects of different instructional cues on punching velocity (m · s^?1) and normalised impact forces (N · kg^?1) among intermediate (n = 8) and expert (n = 7) competitive boxers and kickboxers. Athletes completed three rounds of 12 maximal effort punches delivered to a punching integrator on three separate days. Day one was a familiarisation session with only control instructions provided. In the following two days athletes randomly received IFA, EFA or control instructions prior to each of the three rounds. Athletes punching with EFA were 4% faster and 5% more forceful than IFA (P < 0.05), and 2% faster and 3% more forceful than control (P < 0.05). Furthermore, experts punched 11% faster and with 13% greater force compared with intermediate athletes (P < 0.05). EFA led to a positive effect on punching performance and should be favoured over IFA and control instructions.     

An analysis of the value of multiple mentors in formalised elite coach mentoring programmes

Background: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor–mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience [Colley, H. (2003). Mentoring for Social Inclusion. London: Routledge].

Aim: The aim of this study was to explore the concept of a multiple mentor system in an attempt to advance our theoretical and empirical understanding of sports coach mentoring. In doing so, this paper builds upon the suggestion of Jones, Harris, and Miles [(2009). “Mentoring in Sports Coaching: A Review of the Literature.” Physical Education and Sport Pedagogy 14 (3): 267–284] who highlight the importance of generating empirical research to explore current mentoring approaches in sport, which in turn can inform meaningful formal coach education enhancement. The significance of this work therefore lies in opening up both a practical and a theoretical space for dialogue within sports coach education in order to challenge the traditional dyadic conceptualisation of mentoring and move towards an understanding of ‘mentoring in practice’.

Method: Drawing upon Kram’s [(1985). Mentoring at Work: Developmental Relationships in Organisational Life. Glenview, IL: Scott Foresman] foundational mentoring theory to underpin a multiple mentoring support system, 15 elite coach mentors across a range of sports were interviewed in an attempt to explore their mentoring experiences. Subsequently, an inductive thematic analysis endeavoured to further investigate the realities and practicalities of employing a multiple mentoring system in the context of elite coach development.

Results: The participants advocated support for the utilisation of a multiple mentor system to address some of the inherent problems and complexities within elite sports coaching mentoring. Specifically, the results suggested that mentees sourced different mentors for specific knowledge acquisition, skills and attributes. For example, within a multiple mentor approach, mentors recommended that mentees use a variety of mentors, including cross-sports and non-sport mentors.

Conclusion: Tentative recommendations for the future employment of a multiple mentoring framework were considered, with particular reference to cross-sports or non-sport mentoring experiences.     

‘The Master is the Mistress’: women and fox hunting as sports coaching in Britain

This paper explores the relationship between equestrianism and sport coaching at the turn of the twentieth century. Women were avid and admired participants in fox hunting and other mounted field sports by the mid-nineteenth century, and they expanded on this success by attaining positions of leadership in many hunts throughout Britain, specifically as Masters of Hounds. Women thus attained positions of supreme authority over, and therefore equality with, peers of both sexes well before they obtained wartime jobs after 1914 or achieved the vote in 1918. As Masters, women were teachers, trainers, mentors, managers and bosses; they were some of the first female sport coaches, advancing and revolutionising sport in a variety of ways, though such participation has yet to be fully studied or recognised. By examining the position of Master of Hounds and women’s involvement in these leadership roles, we can see how advances in sport shaped changes in social, cultural, and gender perceptions before and after the First World War.     

Biomechanics of judo backward breakfall for different throwing techniques in novice judokas

It is generally accepted that proper learning of the breakfall technique during early judo training is essential for attenuating the risk of judo-related head injury. Therefore, it is critical to understand the kinematics and head injury risks of breakfall motion to design a more safe and effective judo teaching paradigm that results in reduction of injury risk. We aimed to investigate the biomechanics of judo backward breakfalls by comparing osoto-gari and ouchi-gari in novice judokas. Twelve male novice judokas (age: 21.3 years, SD?=?0.6 years; height: 1.74?m, SD?=?0.04?m; body weight: 71.3, SD?=?6.4?kg; body mass index: 23.5, SD?=?2.3) volunteered to participate in this study. The kinematic data of the breakfall motion for both osoto-gari and ouchi-gari were collected using a three-dimensional motion analysis technique (200?Hz). We observed significant differences between the movement patterns for the two techniques, especially in the lower extremity movements. In addition, a significantly greater peak extension momentum (osoto-gari: 1.29, SD?=?0.23?kg?m^2?s^?1; ouchi-gari: 0.84, SD?=?0.29?kg?m^2?s^?1) and lower head position along the vertical axis (osoto-gari: 0.18, SD?=?0.05?m; ouchi-gari: 0.31, SD?=?0.08?m) with a large effect size were found in the breakfall for osoto-gari. Our results suggest that a different paradigm is needed for effectively teaching each breakfall technique that will enable us to substantially lower the risk of judo-related head injuries in novice judokas.     

Sport-specific factors predicting player retention in junior cricket

Understanding factors that motivate young athletes to continue participation in sport can help key stakeholders cultivate an environment that fosters long-term participation. This investigation sought to determine the performance and participation factors that influenced continued participation in junior cricket. Administration-level data were collected each annual season across a seven-year period by a community-level junior cricket association in Australia and analysed to identify the performance and participation-based predictors of player retention. All players were males aged <16 years. Players were categorised according to whether they remained in (or departed from) the association at the end of each playing season. A multivariate logistic regression model with a stepwise variable selection was employed to identify significant independent predictors of player retention. The number of innings batted and overs bowled were significant participation-related contributors to junior cricket player retention. Performance factors such as the number of wickets taken and the number of runs scored also significantly influenced player retention. Finally, team age group, the number of previous seasons played and age were also significant factors in player retention. This demonstrates that sufficient opportunity for children to participate in the game and expression of skills competence are key factors for retention in cricket.     

Reflective peer coaching: Crafting collaborative self-assessment in teaching

Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching.     

我国优秀游泳运动员出发技术辅助训练的研究

为改进我国优秀游泳运动员的出发技术,采用观测和实验方法,通过拍摄运动员陆上和水下出发技术录像以及出发计时,对出发技术进行运动生物力学诊断和分析。在此基础上,根据运动员自身特点和不同泳姿提出相应的入水启动方式,并研制出发训练辅助器材,对出发预备姿势、腾起角度以及飞行远度和入水角进行控制。实践证明:这是一种快捷、有效的出发技术辅助训练方法。     

俄罗斯散打发展现状的研究

中华武术博大精深,是我们中华民族的骄傲。世界武术散打的飞速发展,同样需要我们全方面的研究和探讨世界散打强国的发展状况,这样才有利于我们把中华武术散打尽快地、真正地推向奥林匹克。文章运用文献资料研究方法、访问调查法、观察法、数理统计法等研究方法,对俄罗斯散打运动的发展进行了分析研究,以推动散打运动的国际化进程。