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Objectives: To evaluate the current evidence regarding the quantification of cricket fast-bowling skill. Methods: Studies that assessed fast-bowling skill (bowling speed and accuracy) were identified from searches in SPORTDiscus (EBSCO) in June 2017. The reference lists of identified papers were also examined for relevant investigations. Results: A total of 16 papers matched the inclusion criteria, and discrepancies in assessment procedures were evident. Differences in test environment, pitch, and cricket ball characteristics; the warm-up prior to test; test familiarization procedures; permitted run-up lengths; bowling spell length; delivery sequence; test instructions; collection of bowling speed data; and collection and reportage of bowling accuracy data were apparent throughout the literature. The reliability and sensitivity of fast-bowling skill measures have rarely been reported across the literature. Only 1 study has attempted to assess the construct validity of its skill measures. Conclusions: There are several discrepancies in how fast-bowling skill has been assessed and subsequently quantified in the literature to date. This is a problem, because comparisons between studies are often difficult. Therefore, a strong rationale exists for the creation of match-specific standardized fast-bowling assessments that offer greater ecological validity while maintaining acceptable reliability and sensitivity of the skill measures. If prospective research can act on the proposed recommendations from this review, then coaches will be able to make more informed decisions surrounding player selection, talent identification, return to skill following injury, and the efficacy of short- and long-term training interventions for fast bowlers. [ABSTRACT FROM AUTHOR]

This paper demonstrates how a qualitative methodology can be used to gain novel insights into the demands of wheelchair racing and the impact of particular racing chair configurations on optimal sport performance via engagement with expert users (wheelchair racers, coaches, and manufacturers). We specifically explore how expert users understand how wheels, tires, and bearings impact sport performance and how they engage, implement, or reject evidence-based research pertaining to these components. We identify areas where participants perceive there to be an immediate need for more research especially pertaining to the ability to make individualized recommendations for athletes. The findings from this project speak to the value of a qualitative research design for capturing the embodied knowledge of expert users and also make suggestions for "next step" projects pertaining to wheels, tires, and bearings drawn directly from the comments of participants. [ABSTRACT FROM AUTHOR]

Cloud computing is providing sport coaches with opportunities to transform their work with athletes. This paper identifies characteristics of Cloud computing and discusses sport coaches' use of the 'Cloud'. Examples are presented of this use in the sport of canoeing in Australia. The paper examines some of the risks inherent in a move to Cloud computing whilst acknowledging the dynamic possibilities available from new ways of communicating. The paper concludes with a discussion of the use of iterative 'good enough' approaches to digital repositories. [ABSTRACT FROM AUTHOR]

This paper proposes a three-step method of evaluating high performance coaches involving feedback from the athletes. First, data are collected using an instrument such as the Coaching Behavior Scale for Sport (CBS-S: Côté, Yardley, Hay, Sedgwick, & Baker, 1999). Second, a summary report is prepared with descriptive information regarding the frequency of behaviors demonstrated by the coach that can be compared to previous results or to a criterion measure. The third step involves appropriate personnel reviewing the report and subsequently providing guidance for individual coach development. This three-step appraisal method provides useful evaluative feedback to coaches and has been used in several sport programs in Canada, the United States, and Australia. [ABSTRACT FROM AUTHOR]

It is widely believed that volunteer sports coaches, working in community sports clubs, can make a range of contributions to the social, physical and moral development of individuals, particularly young people. Although there is some existing research on volunteer sport coaches and their role in community engagement, the research base is fragmented and is limited, primarily, to the national contexts of North America and Australia. This paper reports the findings of a systematic analysis of the international research evidence that supports claims for a wider social role for volunteer sports coaches. The analysis suggests that the evidence base for such claims is weak, lacking robustness, rigour, and a clear theoretical foundation. If, therefore, there are growing expectations about the individual and community benefits that volunteer sports coaches can deliver through sports activities, we argue that it is imperative to understand more about the needs, motivations, and priorities of this large volunteer workforce. This research adds new evidence-based critical insights to the issue of community sport as a form of social engagement, and the role of sports coaches as convenient community assets. [ABSTRACT FROM AUTHOR]

This paper reports on research that examined the social media policies adopted by Australian sporting bodies. All sporting groups are increasingly using social media channels to promote their activities and engage with their constituency. Part of this change in communication mode has resulted in a small but growing number of sporting bodies adopting some form of policy that provides a guide for members, coaches, athletes, parents, and even sponsors. Using thematic analysis of seventeen Australian sporting organisation policies, distinct policy themes were identified. These themes reflected directives on appropriate interaction, the posting of content and how breaches of policy might be addressed. Given the importance of how policy can direct behaviour, the paper contributes to a greater understanding of some of the core social media themes that are being encountered and implemented by sports bodies. [ABSTRACT FROM AUTHOR]

The current study explored coach and athlete reactions and challenges leading up to the Tokyo 2020 Paralympic Games, with a specific focus on the impacts of the COVID-19 pandemic and the Games' postponement. Nine Australian Paralympic coaches (n = 3) and athletes (n = 6) shared their experiences in semistructured interviews. The thematic analysis highlighted how participants experienced the emergence of the pandemic in different ways, but all were relieved when the late but eventual decision to postpone the Games was made. Regarding lockdown periods (i.e., social-distancing restrictions), some coaches and athletes thrived under the new reality (i.e., training from home, online coaching) while others had more difficulty adjusting. Furthermore, results highlight the many uncertainties still remaining, which continue to influence participants' sport and personal lives. The experiences of coaches and athletes during the COVID-19 pandemic sheds light on strategies and resources that could support Paralympic coaches and athletes during current and future crises. [ABSTRACT FROM AUTHOR]

The planned peaking for matches or events of perceived greatest priority or difficulty throughout a competitive season is commonplace in high-level team sports. Despite this prevalence in the field, little research exists on the practice. This study aimed to provide a framework for strategic periodisation which team sport organisations can use to evaluate the efficacy of such plans. Data relating to factors potentially influencing the difficulty of matches were obtained for games played in the 2014 Australian Football League season. These included the match location, opposition rank, between-match break and team “form”. Binary logistic regression models were developed to determine the level of association between these factors and match outcome (win/loss). Models were constructed using “fixed” factors available to clubs prior to commencement of the season, and then also “dynamic” factors obtained at monthly intervals throughout the in-season period. The influence of playing away from home on match difficulty became stronger as the season progressed, whilst the opposition rank from the preceding season was the strongest indicator of difficulty across all models. The approaches demonstrated in this paper can be used practically to evaluate both the long- and short-term efficacy of strategic periodisation plans in team sports as well as inform and influence coach programming. [ABSTRACT FROM PUBLISHER]

Working at the amateur level of competition can often present unique challenges that require a strength and conditioning (S&C) coach to alter the way in which they would normally work with coaches or athletes. Although some considerations have been mentioned in previous literature, there has not been an article discussing recommendations on dealing with amateur coaches and athletes in Australian sport. There are a number of factors that commonly occur at the amateur level that can cause these aforementioned issues such as time and financial restrictions and a lack of education in the coaches and players in understanding the role of the S&C coach in sport. It is recommended that S&C coaches attempt to educate coaches and players on the importance of S&C and ensure they have contingency plans for all sessions such as alternative exercises or locations. Thus, this paper aims to provide young or new S&C coaches both a discussion and potential solutions to the common issues that may arise when working with amateur coaches and players. [ABSTRACT FROM AUTHOR]

Over the past two decades there has been a growing awareness that sport may not be a positive experience for all children. For example, we know that some children experience sexual abuse in the context of organised sport, and that these offences are often committed by trusted adults, including coaches and club officials. However, less attention has been given to the physical abuse of child athletes. This paper presents a study that explored children's experiences of organised sport, as recounted by young people between the ages of 18 and 25 years in Australia. The study explored the experience of child physical abuse in organised sport including violence, overtraining, and training while injured. A mixed methods research design produced 107 survey responses and 10 in-depth interviews with young adults. Most respondents reported the positive impact that participating in sport had had on their development, but more than a third of the respondents also described experiences of overtraining, being forced to train when injured or of direct physical violence. Drawing upon a thematic analysis of the qualitative data, a conceptual model has been developed and is presented to assist in the understanding of the dynamic of secrecy, which may facilitate ongoing physical harm to children in this context. [ABSTRACT FROM AUTHOR]

This paper reports on the perceptions of effective coaching based on interviews with male professional coaches and players from cricket, rugby league, and rugby union in Australia. It is part of a larger research project into effective coaching in professional sport where the coach's philosophy reflected a key ingredient of a coach's perceived effectiveness. The findings from the current study show that coaches in these professional settings develop programs to assist players in acquiring on- and off-field skills. In addition to this, there is a tendency to focus on learning and improvement as opposed to a win-at-all-costs attitude. These philosophies highlight elements of a Humanistic approach to coaching which focuses on the total development of the person. [ABSTRACT FROM AUTHOR]

There has been a marked increase in the number of government-funded, high performance institutes and academies of sport within Australia. Given that these organisations employ significant numbers of full-time performance sport coaches, they may be accurately characterised as workplaces. Performance sport coaches have underscored the importance of experience in developing their coaching skill. However, despite wide acceptance of the view that learning occurs everywhere but to different extents and with different efficiency, and the acknowledgement of current national coach education programs as insufficient, no sport coaching research has focused specifically on sport workplaces as sites for learning. This paper will review the current nature of coach development with a view to examining the interaction between what the workplace (institute/academy) affords the individual and the personal agency of the individual (high performance sports coaches). [ABSTRACT FROM AUTHOR]

This paper draws on a series of interviews conducted in 2002 with practising Australian coaches working with an Australian variant of TGfU, Game Sense. It examines their experiences of Game Sense in a range of sports played from introductory, grassroots levels to sport played at the most elite levels. The views of the coaches in the study lend support to recent literature on tactical approaches to teaching/coaching sport indicating the propensity for tactical approaches such as Game Sense to provide opportunities for coaches to develop more complete players than is possible with technique-focused approaches. The coaches' experiences also suggest that there is a range of challenges involved in the implementation of Game Sense. [ABSTRACT FROM AUTHOR]

This study evaluated the impact of a brief (20-min) nutrition education intervention embedded in an existing mandatory coach education course for coaches of junior (8–12 years old) Australian football teams. A total of 284 coaches (68% of 415 coaching course participants) completed a presession questionnaire, and 110 coaches (27% of coaching course participants) completed an identical postsession questionnaire. The responses to the pre- and postsession surveys were matched for 78 coaches. Coaches’ ratings of their own understanding of the nutritional needs of young athletes (6.81, 8.95; p <.001), the importance of young athletes adhering to a healthy diet (9.09, 9.67; p =.001), their confidence in their own nutrition knowledge (7.24, 8.64; p <.001), and their confidence in advising young athletes on nutrition and hydration practices (6.85, 8.62; p <.001), all significantly improved following the education session. Nearly all coaches (>95%) provided a correct response to six of the 15 nutrition and hydration knowledge questions included in the presession questionnaire. Even with this high level of presession knowledge, there was a significant improvement in the coaches’ nutrition and hydration knowledge after the education session across five of the 15 items, compared with before the education session. The results of this study suggest that a simple, short nutrition education intervention, embedded in an existing coach education course, can positively influence the nutrition knowledge and self-efficacy of community-level, volunteer coaches of junior sports participants. [ABSTRACT FROM AUTHOR]

The present study explored how disability-inclusive policies (e.g., the 7 Pillars of Inclusion and the Inclusive Swimming Framework) were enacted in practice by eight swimming coaches in Australia. The purpose of this study was to explore how these individual coaches experienced including disabled athletes within their practice and how they balanced elite- and mass-participation objectives. Coaches in this study worked in a variety of settings as either full-time employees of a swimming club, independent contractors, or employees of private schools that ran school and community swimming programmes. Theoretical concepts of policy enactment, drawn from policy sociology in education, guided the analysis of semi-structured interviews conducted with coaches. Participants reported coaching individuals competing at the state, national, and international level. Findings showed that coaches in this study ignored, adjusted, and re-worked official policies so they would fit with the contextual and cultural constraints of their organisations. Coaches were generally ambivalent towards people with disabilities; however, all were 'willing and able' to work with disabled athletes. Furthermore, findings indicated that the disconnect between coach development and inclusion policy development at Australian Swimming is effecting coaches, as these coaches did not see the promotion of inclusion as part of their coaching role. Therefore, it is posited that disability education should be included within broader coach education and development curriculum in line with broader governmental and Australian Swimming inclusion policy agendas aimed at improving participation of people with disabilities in sport. Implications for research, educators, and policy are discussed. [ABSTRACT FROM AUTHOR]

This study examined the psychological contract of volunteer youth sport coaches to determine the content, variation, and influences to its development. Interviews were conducted with 22 volunteer coaches of team sports, representing different levels of play (recreational, competitive), coaching tenure (novice, experienced), and gender (female, male), who were sampled to account for the potential variation based on these demographic factors. The findings revealed that volunteer coaches possessed both transactional and relational expectations of themselves and their club. Coaches' most frequently cited expectations of themselves were technical expertise (transactional), and leadership (relational), while their most frequently cited expectations of the club were fundamental resources and club administration (transactional), and coach support (relational). Variation was found by different levels of play (recreational, competitive) and coaching tenure (novice, experienced). The coaches' psychological contract was shaped predominately by sources external to the club. Implications for managing the psychological contract of volunteer youth sport coaches and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Objectives: To determine the physical activity measures and skill-performance characteristics that contribute to coaches' perception of performance and player performance rank in professional Australian Football (AF). Design: Prospective, longitudinal. Methods: Physical activity profiles were assessed via microtechnology (GPS and accelerometer) from 40 professional AF players from the same team during 15 Australian Football League games. Skill-performance measure and player-rank scores (Champion Data Rank) were provided by a commercial statistical provider. The physical-performance variables, skill involvements, and individual player performance scores were expressed relative to playing time for each quarter. A stepwise multiple regression was used to examine the contribution of physical activity and skill involvements to coaches' perception of performance and player rank in AF. Results: Stepwise multiple-regression analysis revealed that 42.2% of the variance in coaches' perception of a player's performance could be explained by the skill-performance characteristics (player rank/min, effective kicks/min, pressure points/min, handballs/min, and running bounces/ min), with a small contribution from physical activity measures (accelerations/min) (adjusted R2 = .422, F6,282 = 36.054, P < .001). Multiple regression also revealed that 66.4% of the adjusted variance in player rank could be explained by total disposals/min, effective kicks/min, pressure points/min, kick clangers/min, marks/min, speed (m/min), and peak speed (adjusted R2 = .664, F7,281 = 82.289, P < .001). Increased physical activity throughout a match (speed [m/min] β - 0.097 and peak speed âβ- 0.116) negatively affects player rank in AF. Conclusions: Skill performance rather than increased physical activity is more important to coaches' perception of performance and player rank in professional AF. [ABSTRACT FROM AUTHOR]

Purpose: To determine the impact of neuromuscular fatigue (NMF) assessed from variables obtained during a countermovement jump on exercise intensity measured with triaxial accelerometers (load per minute [LPM]) and the association between LPM and measures of running activity in elite Australian Football. Methods: Seventeen elite Australian Football players performed the Yo-Yo Intermittent Recovery Test level 2 (Yo-Yo IR2) and provided a baseline measure of NMF (flight timexontraction time [FT:CT]) from a countermovement jump before the season. Weekly samples of FT:CT, coaches' rating of performance (votes), LPM, and percent contribution of the 3 vectors from the accelerometers in addition to high-speed-running meters per minute at >15 km/hand total distance relative to playing time (m/min) from matches were collected. Samples were divided into fatigued and nonfatigued groups based on reductions in FT:CT. Percent contributions of vectors to LPM were assessed to determine the likelihood of a meaningful difference between fatigued and nonfatigued groups. Pearson correlations were calculated to determine relationships between accelerometer vectors and running variables, votes, and Yo-Yo IR2 score. Results: Fatigue reduced the contribution of the vertical vector by (mean ± 90% CI) -5.8% ±6.1% (86% likely) and the number of practically important correlations. Conclusions: NMF affects the contribution of individual vectors to total LPM, with a likely tendency toward more running at low speed and less acceleration. Fatigue appears to limit the influence of the aerobic and anaerobic qualities assessed via the Yo-Yo IR2 test on LPM and seems implicated in pacing. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to identify the skills, knowledge, and experiences differentiating expert and competent strength and conditioning (S&C) coaches. Method: The participants were 87 elite-level head S&C coaches with an average of over 18 years of coaching experience. These coaches were employed by teams from the MLB, NBA, NFL, NHL, NCAA Division 1 FBS "Power Five" Conferences, United States National Teams, and the Australian Football League. This study used both a qualitative and quantitative research design through the use of the Delphi method, which incorporated three rounds of surveys. The first-round survey asked the participants to identify at least one important skill, knowledge area, and experience that should be possessed by an expert and competent S&C coach respectively. The characteristics generated from the first round were placed on a second-round survey and rated on their level of importance using a five-point Likert scale. If a characteristic received a suggestion for rephrasing, and did not reach a level of consensus, or an entirely new characteristic was suggested, then it was placed on the final-round survey to be rated again. Characteristics that reached a level of consensus were placed on the final list of characteristics. Results: A total of 46 characteristics reached a level of consensus and were placed on the final list of characteristics. Conclusion: There now exists an empirically validated list of characteristics differentiating expert and competent S&C coaches. This list can aid in the selection, evaluation, and development of S&C coaches. [ABSTRACT FROM AUTHOR]

The article presents a summary of the article "Commentary on the National Drugs in sport Conference - 1989. Treating the causes and symptoms," by M. H. Anshel, originally published in the "Australian Journal of Science and Medicine in Sport." The article discusses performance-enhancing drugs in Australian sports and the coaches' role in preventing athletes from using drugs.

Coaches and athletes have been increasingly inundated with power related ‘truths’ about their bodies, health and performance as they construct their subjectivities. Over the last couple of decades in New Zealand, schools have initiated elite athlete programmes (EAPs) for a select few students based primarily on their athletic ability and fitness levels. Drawing on Gore's techniques of power, my study investigated how healthism and the cult of the body discourses were (re)produced, negotiated and resisted by coaches and elite athletes and how body pedagogies defined and shaped bodies in two high school EAPs. My analysis suggested that ‘toned and fit’ bodies signified responsible athletes compared to ‘fat’ bodies and that elite athletes disciplined their bodies to overcome pain to remain productive. In both EAPs, power circulated at the micro-level of pedagogical practice to normalise and monitor the athletes’ diet, body weight and shape, and reinforced tensions between prudentialism and hedonism. [ABSTRACT FROM PUBLISHER]

This study aimed to investigate coaches' awareness of mental health in youth sport, as well as their perceived role breadth and ability to support young people's mental health. Interviews were conducted with 13 sports coaches of young people aged 12–18 from Canberra, Australia. Interview transcripts were analysed using a combination of inductive and deductive qualitative content analysis. Coaches recognised that their role breadth allows them to be a useful source of support for young people's mental health by way of identifying concerns, facilitating help-seeking behaviour and promoting engagement in sports. Further training in mental health would boost coaches' ability to assist confidently and effectively, leading to benefits for young people's mental wellbeing and sporting experience. Coaches are in a position to positively impact young people's mental health, and set expectations for themselves to actively support young people in this way. Supporting mental health may be an area of future growth for the role of a youth sports coach. [ABSTRACT FROM PUBLISHER]

The aim of this study was to investigate the optimal psychological state for peak performance in Australian elite athletes. World championship and Olympic athletes (n= 17) and coaches (n= 6) from rowing, swimming, and diving were interviewed about the psychological states that contribute to peak performance. Results indicated that peak performance is characterized by the automatic execution of performance. A proposed model for the optimal psychological state identifies self-regulation, control, and trust as processes that assist athletes to transition from experiencing a diversity of psychological factors during competition to the automatic psychological state of peak performance. [ABSTRACT FROM AUTHOR]

In undertaking their complicated and multi-faceted work, high performance coaches have previously been shown to be influential in the performance of athletes. It has also been noted that high performance coaches are learners by necessity. However, what remains unclear is how coaches’ learning influences their engagement in sustainable practice. This study draws on three cohorts of full-time high performance coaches employed in Olympic and professional sports throughout Australia. Semi-structured interviews were conducted face-to-face and were inductively analysed. The results revealed that the coaches were presented with a variety of opportunities to learn, with the most valued sources being ‘learning on the job’, ‘discussions with others’ and ‘experience as athletes’. These unmediated learning opportunities are critiqued along with other mediated opportunities in relation to notions of sustainability. The dominance of unmediated sources of learning meant that sustainable practice was present but was not assured. Sustainable practice is also discussed in relation to the dominant models of high performance athlete development and the demands of coaching work. [ABSTRACT FROM PUBLISHER]

Whole body kinematics of the tennis serve have been reported extensively in the literature, yet comparatively less information exists regarding the kinematic characteristics of the swing and toss. In attempting to develop consistency in placement of the toss and racket trajectory, coaches will often decompose the serve and practice it in separate parts. A 22-camera VICON MX motion analysis system, operating at 250 Hz, captured racket, ball and hand kinematics of the serves of five elite junior players under three conditions. The conditions were flat first serves (FS) directed to a 1 × 1 m target bordering the 'T' of the deuce service box, a ball toss (BT) in isolation and a free swing (SW) in isolation. Players were instructed to perform BT and SW as in the FS. Paired t-tests assessed within-group differences in hand, racket and ball kinematics between the discrete skill and the two decomposed conditions. Vertical displacement of the ball at its zenith increased significantly during BT compared with the FS and temporal associations between racket and ball motion during the FS (r = 0.861) were affected during task decomposition. This study questions the pervasive use of task decomposition in the development of the tennis serve. [ABSTRACT FROM AUTHOR]

Background: Recent developments in games and sport teaching such as that of Teaching Games for Understanding, Play Practice and Game Sense suggest that they can make a significant contribution toward the development of tactical understanding, ability to read the game, decision-making and a general 'sense of the game', yet empirical research conducted on their application in sport coaching lags behind research on their application in physical education. This article redresses this oversight by drawing on a study that inquired into the impact that Game Sense has had on elite-level rugby coaches in Australia. Aims: The purpose of the study was to inquire into the ways in which elite-level rugby coaches interpret and used the Game Sense approach to coaching and to explore the reasons for this. Method: This study comprises four case studies on Australian rugby coaches who were working, or had worked at, provincial and/or national levels. Data were generated through noted observations and a series of extended, semi-structured interviews conducted over a four-month period. A constant-comparative approach used in grounded theory was employed to analyse the data from the interviews. The analysis involved identification of themes and ideas and the development of substantive theory that was tested in subsequent interviews and connected to formal theory later in the analytic process. Results: The coaches in this study value games-based training using them to: (1) test skills in game-like situations; (2) develop decision-making and aspects of a 'sense of the game' through implicit learning that cannot be directly taught to players; and (3) develop match-specific fitness. However, Games Sense pedagogy has had a relatively limited influence on their coaching, with none of them familiar with either Game Sense pedagogy or the concept of pedagogy in general. Conclusion: This study suggests that while elite-level rugby coaches in Australia value games as part of their training, the distinctive, player-centred, Game Sense pedagogy has had little impact upon rugby coaching. This suggests that implementing significant change in coaches' pedagogical practice, such as that required for implementing a Game Sense approach, is not an easy task. A lack of attention to pedagogy in Australian rugby coach education programmes seems to have limited the impact of Game Sense on rugby coaching in Australia and is an area in need of attention in both coach education and the coaching literature. [ABSTRACT FROM AUTHOR]