Search

Despite Title IX regulations, gender discriminatory practices in college sports continue to affect athletes, coaches, and administrative personnel at various levels. One manifestation of gender discrimination could affect the differential promotion of coaches via social media channels. This study investigates how NCAA Division I coaches across nine intercollegiate women's sports are promoted on Instagram. We collected and analyzed a total of 649 Instagram posts from 98 official accounts of athletic departments across all 10 NCAA Division I-FBS conferences. Our findings indicate equitable promotion of female and male coaches for the same sports on social media. This suggests that social media could be disrupting the gender stereo-types that are deeply ingrained within the coaching profession and hinder women's progress in sports. Future research steps and Title IX implications are discussed. [ABSTRACT FROM AUTHOR]

NCAA Division I team sport head coaches typically end their coaching roles by taking a more prestigious and lucrative position, or by being fired. These differences in the nature of the leadership change suggest differences in programmatic conditions at the time of change. How a leader leaves the program undoubtedly reverberates through the program resulting in coaches, players, administrators, and fans with varying levels of satisfaction. While literature is replete with the impact of leadership changes, there is little evidence to distinguish among nature of change, and strong evidence that a negative head coaching change precedes athletic and academic decline. Thus, this study investigated 414 NCAA Division I team--sport head coaching changes using a variety of athletic and academic variables to determine what best predicts specific types of coaching changes. Results indicated athletic success has the strongest relationship and is most predictive, as expected, particularly in revenue sports. Other noteworthy findings, however, revealed female coaches have less negative coaching changes than males, and that hiring an alum or having a high Academic Progress Rate predicted a negative change. These findings reveal there are variables beyond winning that influence the nature of change and establish patterns that could assist administrators in times of transition. [ABSTRACT FROM AUTHOR]

College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes. [ABSTRACT FROM AUTHOR]

It is unclear what impact, if any, early experiences with trauma may have on athletic identity. Athletic identity may serve as a protective shield for those who have adverse childhood experiences. Self-identifying as an athlete as opposed to the identity that experienced the trauma could be a defense mechanism for self-protection. The primary purpose of this exploratory study was to investigate the relationship between adverse childhood experiences and athletic identity as well as determine any influence from gender, ethnicity, and sport in a group of college athletes. Using Qualtrics software, 102 collegiate athletes currently enrolled in higher education institutions across varying NCAA divisions within the United States completed three measures: Personal Data Form, Athletic Identity Measurement Scale (AIMS), and Adverse Childhood Experiences Survey (ACES). Results found adverse childhood experiences were not significantly associated with Athletic Identity. However, results did show a difference between men and women, with a significant relationship between adverse childhood experiences and athletic identity in men but not women. Upon further examination, it was found that for men, consideration of ethnicity in conjunction with gender highlighted an even stronger relationship among Black men specifically. Implications for these findings, suggestions for university athletic departments, and recommendations for future research were made. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to examine whether, drawing on the perception of their coaches, the application of the pedagogical model of sport education could be associated with satisfying the basic psychological needs of children from socially vulnerable backgrounds. Method: A 36-session sport education season was implemented within a community program for youths from disadvantaged environments. Three coaches, one researcher, and 31 children aged 9–11 years (17 boys and 14 girls) of diverse ethnicities participated. Qualitative data were obtained through four focus groups conducted during the program in addition to the research diary of the researcher, who played the role of participant observer. Results: The coaches observed a progressive evolution in the satisfaction of the basic psychological needs of competence, autonomy, relatedness, and the need referred to as novelty. Discussion/Conclusion: We may conclude that sport education can be a valuable tool to improve the satisfaction of these needs in children from socially vulnerable backgrounds. [ABSTRACT FROM AUTHOR]

Workaholism (i.e., working excessively and compulsively) is associated with negative physical, psychological, and social consequences. Researchers have previously examined antecedents of workaholism, but the experiences of sport coaches have not yet been investigated. This study explored (a) differences in National Collegiate Athletic Association Division I coaches' workaholism, as well as need satisfaction and frustration based on gender, coaching role, gender of athletes coached, age, and years of coaching experience; and (b) how coaches' perceptions of their three basic psychological needs are associated with tendencies to work excessively and compulsively. A total of 873 National Collegiate Athletic Association Division I coaches participated in the research. Data analyses revealed significant differences in participants' workaholism as well as need satisfaction and frustration. Structural equation modeling indicated a significant relationship between reported levels of workaholism and perceptions of the three needs. Findings illustrate the importance of basic psychological needs in preventing coaches' workaholism and maintain optimal functioning. [ABSTRACT FROM AUTHOR]

Higher education institutions often stress extracurricular programs enhance the moral development experienced within college. Within athletics, athlete's morality is tied to their actions, which are frequently recognized as either sportspersonlike or unsportspersonlike. Instances of unsportspersonlike behaviors are often covered across the media, enhancing the belief that athletes need to act out to gain recognition. This study assesses the impact that coaching behaviors have on the development of sportspersonship behaviors in college athletes and evaluates the impact that those coaching behaviors have on students' intent to return to the institution. The results of the study indicate that within college athletics, athletes perceive five coaching behaviors (emphasizes, instructs, models, rewards, and punishes) that directly relate to the development of sportspersonship and that those behaviors do impact students intent to return to the institution. [ABSTRACT FROM AUTHOR]

The present study explored how three professional Australian football coaches learned and understood mental toughness. Participants shared stories regarding mental toughness through semistructured interviews. Reflexive thematic analysis was used to interpret the data. Creative nonfiction was employed to develop a composite story. All participants' voices contributed equally to the narrative, which follows Sam (our composite coach) through three periods in his career: as a junior player, an elite footballer, and, finally, a coach in the professional football environment. Mental toughness was fundamentally determined by the sociocultural environment in which one was immersed. Athletes and coaches were expected to internalize dominant understandings of mental toughness and reinforce ideals and were punished if they deviated from mentally tough standards set up in their clubs. Mental toughness was defined by various values, beliefs, and norms that originated from the sociocultural environment, indicating the importance of context in understanding the roots of being mentally tough. [ABSTRACT FROM AUTHOR]

Coaches' knowledge, attitudes, and beliefs about mental health—or mental health literacy (MHL)—affect teams' mental health climates and the detection, referral, and treatment of athletes' mental health concerns. Thus, assessing collegiate coaches' MHL, and factors related to its presence, is critical. Using the Mental Health Literacy Scale, 1,571 NCAA (National Collegiate Athletic Association) coaches were surveyed regarding their MHL and demographic and mental health experience factors. Overall, 99.9% of the coaches surveyed believe that athletes' mental health affected their sport performances. Through hierarchical regression analyses, coaches' exposure to mental health treatment, perceived helpfulness of mental health treatment, gender (i.e., woman), years coaching (i.e., fewer years), and current NCAA division (i.e., Division III) were significantly related to their MHL, explaining 15.5% of variance. However, coaches' race/ethnicity did not reach significance. Recommendations regarding increasing coaches' MHL and hiring appropriately trained and licensed mental health and sport psychology professionals are offered. [ABSTRACT FROM AUTHOR]

While important for athletic development and well-being in youth sport, knowledge remains limited around the processes underpinning triadic relationships between parents, athletes, and coaches. This study aimed to examine the relational processes that drive the functioning of parent–athlete–coach triads across three developmental stages of youth tennis. Using a collective-case-study design, 10 players, 10 coaches, and 9 mothers completed preinterview tasks and semistructured interviews and provided conversational history. Reflexive thematic analysis led to the generation of two higher order themes: foundations of relationship quality and factors enabling team effectiveness. Findings highlighted how specific relationship qualities (i.e., commitment, trust, respect, and parent–coach proximity) and team effectiveness constructs (i.e., shared goals, collaborative and adjusted roles, support, and role-specific communication) served to facilitate the tennis experience for triads. Scholars are encouraged to consider integrating small-group principles (e.g., team building) into tailored support programs that address the psychosocial needs of the triad. [ABSTRACT FROM AUTHOR]

Collegiate athletes have demonstrated a need for social support to help cope with their daily responsibilities. The purpose of this research was to explore National Collegiate Athletic Association Division II athletes' perception of social support from friends, teammates, family, coaches, significant others, and athletic trainers following injury, illness, or other identified life stressors. There were 546 participants who completed a five-part survey using the University Stress Scale, the Multidimensional Scale of Perceived Social Support, the Athletic Multidimensional Scale of Perceived Social Support, the Perceived Stress Scale, and a demographic section. Of the participants, 352 (64.5%) stated that they experienced moderate stress levels, and all participants indicated experiencing an identified life stressor within the last 12 months. The results indicated statistically significant differences when comparing providers of social support: females preferred the support of friends, significant others, and athletic trainers, and freshmen and sophomores perceived more social support from friends than did juniors and seniors. [ABSTRACT FROM AUTHOR]

Online fan communities on social media are an effective avenue for sport organizations to engage sport fans. Sport fans who identify with online fan communities express positive and negative consumer engagement behavior (CEB) on social media. Most researchers focus on the positive valence of CEB. This study explores the mediating effect of both positive and negative valences of CEB between online fan community identification and behavioral intention simultaneously. Additionally, the moderating effect of satisfaction with teams' performance is examined. This study contributes to the conceptualization of the negative valence of CEB on social media and extends the literature on the dual valence of CEB in the sport context. It also provides insights to sport managers on relationship marketing on social media. [ABSTRACT FROM AUTHOR]

Weight Pressures in Sport—Females (WPS-F) questionnaire measures sport-related pressures that female athletes experience regarding body weight, shape, size, and appearance. In order to examine the psychometric properties of the Greek version of the inventory, two different studies were conducted. In the first study, using a sample (n = 225) of female Greek athletes aged 12–20 years, exploratory factor analysis produced two factors (Factor 1: Pressures From Coaches and Sports About Weight and Factor 2: Pressures Regarding Appearance and Performance) and supported the original factor structure. In the second study, using a different sample (n = 318) of female Greek athletes aged 11–18 years, confirmatory factor analysis provided support for the two-factor structure. Weight Pressures in Sport—Females questionnaire was demonstrated to be a valid and reliable instrument for Greek female athletic populations. Future studies should further test the factorial structure in younger and older athletes and in larger samples. [ABSTRACT FROM AUTHOR]

The purpose of the current research was to examine the interaction of teammate and coach support on athlete burnout and engagement, and determine how type of teammate and coach support links with athlete burnout and engagement. Adolescent athletes (N = 176) completed measures of support, burnout, and engagement. Total teammate and coach support accounted for 14.9%–26.0% and 22.4%–36.7% explained variance across dimensions of burnout and engagement, respectively. No meaningful significant interaction was found. Teammate esteem support predicted reduced accomplishment, devaluation, confidence, and vigor (β = −0.31, −0.36, 0.28, and 0.28), while emotional and tangible support predicted dedication (β = 0.29 and 0.20) and enthusiasm (β = 0.30 and 0.22). Coach esteem support predicted reduced accomplishment (β = −0.59) and devaluation (β = −0.27). Findings suggest that support from one key agent can enhance youth athlete well-being, but types of support provided by agents differ in salience. [ABSTRACT FROM AUTHOR]

Using a person-centered approach, this study was conducted to identify (a) specific athlete profiles in terms of degree of discrepancy between their self-appraisals and the reflected appraisals of their coach and (b) the relations between these profiles and athlete burnout. Athletes (N = 369; Mage = 21.15 years) fulfilled measures of self-appraisals, reflected appraisals of their coach, and burnout. Latent profile analysis allowed the identification of three profiles: concordance (84%), positive discrepancy (11%), and negative discrepancy (5%). Analyses revealed relationships between athletes' profile membership and the three dimensions of burnout: emotional and physical exhaustion, sport devaluation, and reduced sense of accomplishment. More specifically, results indicated that athletes with a positive discrepancy profile (i.e., who rated themselves more positively than they think their coaches see them) were more at risk of burnout. This study contributes to existing research on psychosocial determinants of athlete burnout in the context of the coach–athlete relationship. [ABSTRACT FROM AUTHOR]

"The Philosophy of Mixed Martial Arts: Squaring the Octagons" is an academic book that explores philosophical ideas and concepts related to mixed martial arts (MMA) and combat sports. The book covers a wide range of topics, including the history and nature of MMA, ethical aspects, cognitive and aesthetic aspects, violence and constraints in combat sports, and the gender debate in MMA. The authors come from diverse academic backgrounds and include practitioners and former athletes, providing a range of perspectives. While the book primarily focuses on MMA, it also extends to other martial arts and combat sports. It is a valuable resource for understanding the social and moral issues surrounding MMA and boxing, and it can be used for teaching and research purposes in various disciplines. [Extracted from the article]

Purposes: Student athletes from different cultures might differ in the ways that they experience competitive anxiety, and their coaches with dissimilar cultural backgrounds might also present distinct behavioral traits in coaching. The study assessed and compared the competitive anxiety experienced by Chinese student athletes (in a collectivist culture) and American student athletes (in an individualist culture) by using a new competitive anxiety model and examined how their distinct ways of experiencing competitive anxiety might relate to the leading behaviors of Chinese and American coaches. Method: Relevant measures were administered to 258 Chinese student athletes and 214 American student athletes to assess their competitive anxiety and perceived leading behaviors of their coaches. Results: Chinese student athletes scored significantly higher on social expectation anxiety and somatic anxiety in comparison with American student athletes. Chinese student athletes perceived higher levels of training and instruction, and autocratic behaviors of coaches, and American student athletes perceived higher levels of democratic behaviors of coaches. Conclusions: This study revealed the different ways of experiencing certain aspects of competitive anxiety between Chinese and American student athletes, which could be at least partially explained by the distinct leading behaviors of Chinese and American coaches perceived by student athletes in the research. [ABSTRACT FROM AUTHOR]

Assistant coaches play an important role in National Collegiate Athletic Association (NCAA) athletic departments and spend substantial amounts of time working with student-athletes, yet no research to date has examined their knowledge of mental performance and mental health services. Therefore, the purpose of this study was to learn about NCAA Division I assistant coaches' understanding and use of mental performance and mental health services. Thirteen assistant coaches employed at universities with at least one mental performance consultant and one licensed mental health provider were interviewed. Thematic analysis procedures were used, and five themes were constructed: (a) day-to-day responsibilities of the assistant coach, (b) needing both mental performance and mental health services, (c) factors influencing understanding of mental performance and mental health services, (d) factors impacting student-athlete utilization of mental performance and mental health services, and (e) confusion between mental performance and mental health services. [ABSTRACT FROM AUTHOR]

This study sought to identify factors that reduce parental concern of concussion risks for children who play youth tackle American football. Interviews were conducted with parents who allowed children between the ages of 10 and 15 years to play on tackle football teams. Factors that reduced parental concern included advances in equipment safety and helmet technology, active parental monitoring and relationship building with coaches, and social comparisons to other youth athletes regarding their own child's athleticism and ability to avoid injury. Although these factors reduced parents' concern for concussion risks, the findings highlight biases that influence parental risk judgments, suggest that interventions to reduce concussions must account for competing narratives of concussion prevention, and offer recommendations for improving education efforts focused on player safety in contact sports. [ABSTRACT FROM AUTHOR]

The purpose of this commentary is to present the state of sport, social media, and crisis communication research. Existing crisis-communication research involving athletes and coaches; collegiate institutions; teams, leagues, and governing bodies; journalists; and other sport entities are discussed. The commentary concludes with a discussion of directions for future research, including (a) interviewing industry professionals, (b) employing survey design to examine user response, (c) employing experimental design with social media manipulations, (d) validating and developing frameworks, and (e) examining additional social media platforms. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

\nSummary boxOver the past decade, numerous studies have investigated an innovative “live low-train high” approach based on the repetition of short (<30 s) “all-out” sprints with incomplete recoveries in hypoxia; the so-called Repeated-Sprint training in Hypoxia (RSH). The aims of the present review are therefore threefold. First, this study summarizes the available evidence on putative additional performance enhancement after RSH comparing to the same training in normoxia (RSN). Second, a critical analysis of underpinning mechanisms discusses how advantages can be obtained through RSH for sea-level performance enhancement. An enhanced microcirculatory vasodilation leading to improved muscle perfusion and/or oxygenation and an increase in muscular phosphocreatine content may help explain the superiority of RSH vs. RSN. Third, the present review aims to provide guidelines for coaches, athletes and scientists to apply RSH interventions with regard to the interval duration, exercise-to-rest ratio and training volume. In conclusion, this review supports repeated-sprint training in hypoxia as an efficient (but not magic) training intervention with 77% of the controlled studies reporting an additional benefit with added hypoxia, mainly for team-, combat- and racket-sports athletes but also for all other sports (e.g. endurance) that require repeated accelerations with lesser fatigue. This review critically analyzes the results of the studies involving repeated-sprint training in hypoxia (RSH) since 2013.10 years ago, RSH was proposed as a promising training strategy shown to delay muscle and metabolic fatigue, particularly during repeated-sprint exercises with incomplete recoveries.In the past decade, RSH has gained great popularity among athletes, coaches and scientists as an effective training reproduced in various sports with a large majority of studies reporting beneficial outcomes.RSH may improve performance in a fibre-type-selective and intensity-dependent manner, with mechanisms presumably different than those associated with other (less intense) hypoxic training methods.This review critically analyzes the results of the studies involving repeated-sprint training in hypoxia (RSH) since 2013.10 years ago, RSH was proposed as a promising training strategy shown to delay muscle and metabolic fatigue, particularly during repeated-sprint exercises with incomplete recoveries.In the past decade, RSH has gained great popularity among athletes, coaches and scientists as an effective training reproduced in various sports with a large majority of studies reporting beneficial outcomes.RSH may improve performance in a fibre-type-selective and intensity-dependent manner, with mechanisms presumably different than those associated with other (less intense) hypoxic training methods. [ABSTRACT FROM AUTHOR]

The article "Speciality grand challenge: next steps for coaching? Some existing and emerging issues" by Dave Collins explores the current landscape of coaching science, addressing key issues such as skill development, mental health, and societal expectations. Collins, an experienced coach, offers insights on the future direction of coaching, emphasizing the need for evidence-based initiatives and critical evaluation. The article highlights challenges in coaching, including the need for a more mechanism-driven consideration of skill development and the exploration of active inference approaches. Overall, the paper calls for a more critical approach to coaching research and development, grounded in genuine data and evidence. [Extracted from the article]

Introduction: The study aims to analyze scientific publications on the association between social networks, social relationships, and social support for sports coaches. It seeks to identify the types and levels of social support provided by various agents, and to understand the impact of this support on coaches' wellbeing. The goal is to help coaches better utilize social support, thereby enhancing their quality of life, work, and performance. Methods: This study systematically reviewed 11 scientific articles to investigate the association between social support, social networks, and social relationships in sports coaches. It aimed to identify the types and levels of social support offered to coaches by family members, peers, and friends. Our research utilized the PRISMA guidelines for systematic reviews and assessed study quality using the STROBE Statement. Eligibility was determined by the PECOS criterion based on the search strategy terms. Results: Our findings indicate that social support has significant positive effects on sports coaches. It enhances selfcompassion, prevents burnout symptoms, boosts job and life satisfaction, and reduces stress levels. Organizational support, characterized by clear guidelines, guidance, and autonomy, yielded positive outcomes. Conversely, the absence of social support correlated with negative outcomes for coaches, including lower self-compassion, increased stress and burnout symptoms, reduced job and life satisfaction, and heightened work-family conflict. Coaches' social networks encompassed family members, peers, friends, and other sources, with friends perceived as the most influential. Maintaining an effective social support network is crucial for coaches' performance and psychological wellbeing. Discussion: This systematic review emphasizes the importance of social support for coaches in both their personal and professional lives, noting its positive effects and the negative consequences of its absence. Given the demanding nature of coaching, improving social support systems can enhance coaches' wellbeing and the success of sports activities. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to differentiate external and internal training loads during on-snow biathlon training by adding an accelerometer-derived metric. Methods: Eleven adolescent athletes were fitted with a combined heart rate (HR) and accelerometer to be worn during all training sessions. Duration, HR, training impulse (TRIMP), and average net force (AvFNet) were used as training variables. All training was divided into either low-intensity training (LIT), or high-intensity training (HIT) based on reported intensity. The training was further categorized as training without any shooting practice (NS) or as a combination of skiing and shooting (COMB). Duration, HR, TRIMP, and AvFNet were analyzed in a linear mixed model for the different training modalities. Results: All training was similar in duration for LIT and HIT sessions (p = .0521) and NS and COMB sessions (p = .988). TRIMP did not differentiate between LIT or HIT training (p = .350) or for NS compared to COMB (p = .298). While AvFNet decreased during COMB compared to NS during LIT sessions (p < .001) it remained similar during HIT training (p = 1.00). Conclusion: The study's findings indicated that there were no notable differences in internal training load (TRIMP) when comparing various training intensities and modes. However, the type of training had a significant impact on AvFNet, especially leading to a decrease during COMB sessions under LIT conditions. Incorporating an external load metric could offer a fresh approach when prescribing and evaluating training, providing deeper insights into the training load. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to differentiate external and internal training loads during on-snow biathlon training by adding an accelerometer-derived metric. Methods: Eleven adolescent athletes were fitted with a combined heart rate (HR) and accelerometer to be worn during all training sessions. Duration, HR, training impulse (TRIMP), and average net force (AvFNet) were used as training variables. All training was divided into either low-intensity training (LIT), or high-intensity training (HIT) based on reported intensity. The training was further categorized as training without any shooting practice (NS) or as a combination of skiing and shooting (COMB). Duration, HR, TRIMP, and AvFNet were analyzed in a linear mixed model for the different training modalities. Results: All training was similar in duration for LIT and HIT sessions (p = .0521) and NS and COMB sessions (p = .988). TRIMP did not differentiate between LIT or HIT training (p = .350) or for NS compared to COMB (p = .298). While AvFNet decreased during COMB compared to NS during LIT sessions (p < .001) it remained similar during HIT training (p = 1.00). Conclusion: The study's findings indicated that there were no notable differences in internal training load (TRIMP) when comparing various training intensities and modes. However, the type of training had a significant impact on AvFNet, especially leading to a decrease during COMB sessions under LIT conditions. Incorporating an external load metric could offer a fresh approach when prescribing and evaluating training, providing deeper insights into the training load. [ABSTRACT FROM AUTHOR]

Introduction: The study aims to analyze scientific publications on the association between social networks, social relationships, and social support for sports coaches. It seeks to identify the types and levels of social support provided by various agents, and to understand the impact of this support on coaches’ wellbeing. The goal is to help coaches better utilize social support, thereby enhancing their quality of life, work, and performance. Methods: This study systematically reviewed 11 scientific articles to investigate the association between social support, social networks, and social relationships in sports coaches. It aimed to identify the types and levels of social support offered to coaches by family members, peers, and friends. Our research utilized the PRISMA guidelines for systematic reviews and assessed study quality using the STROBE Statement. Eligibility was determined by the PECOS criterion based on the search strategy terms. Results: Our findings indicate that social support has significant positive effects on sports coaches. It enhances selfcompassion, prevents burnout symptoms, boosts job and life satisfaction, and reduces stress levels. Organizational support, characterized by clear guidelines, guidance, and autonomy, yielded positive outcomes. Conversely, the absence of social support correlated with negative outcomes for coaches, including lower self-compassion, increased stress and burnout symptoms, reduced job and life satisfaction, and heightened work–family conflict. Coaches’ social networks encompassed family members, peers, friends, and other sources, with friends perceived as the most influential. Maintaining an effective social support network is crucial for coaches’ performance and psychological wellbeing. Discussion: This systematic review emphasizes the importance of social support for coaches in both their personal and professional lives, noting its positive effects and the negative consequences of its absence. Given the demanding nature of coaching, improving social support systems can enhance coaches’ wellbeing and the success of sports activities. [ABSTRACT FROM AUTHOR]

Deviant and criminal behavior in sport remains a significant problem because it threatens the rules, norms and culture that value fairness. The use of performance-enhancing substances (PED), also known as "doping", is generally prohibited in sanctioned sports because they violate this philosophy. While previous research has documented the crucial role that coaches occupy in player's deviancy, there is a lack of theoretical perspectives used to assess the relationship between coaches and athletes in decisions to engage in doping. The present study examines a sample of Iranian sports coaches (n = 374) using situational action theory and regression models. The results indicate that deviant coaching is a form of moral action that involves an interaction between characteristics of the coach. [ABSTRACT FROM AUTHOR]

Featured Application: This study suggests that the force–velocity profile conceived by Bosco could be a useful, easy-to-apply assessment method of athletes' level of performance. Furthermore, the control of the step length and step frequency enables coaches and athletes to develop RSA training with a more specific focus based on the specific improvement needs (e.g., wicket run). This study aimed to compare two female field hockey teams of different competitive levels by analyzing kinematic variables in repeated sprint ability (RSA) tests and the force-velocity profile (FVP). Twenty-five female hockey players representing the elite and subelite levels from the same club volunteered to participate. The RSA protocol included six 30 m maximal sprints with a 30 s recovery. Kinematic variables, such as sprint time, step frequency, and step length, were analyzed for each sprint. Additionally, players performed counter-movement jumps (CMJs) and CMJs with 50% body weight (CMJ50s) to calculate the FV50 using the Bosco Index. The elite players showed better (≈2%; p < 0.05) fatigue indexes in sprint time (0–30 m and 0–10 m sections), step length (0–10 m, 10–20 m, and 20–30 m sections), and step frequency (20–30 m section) during the RSA test, as well as greater values (>10%; p < 0.05) in the CMJ50 and FV50 tests. In addition, these RSA (sprint time, step frequency, and step length) and jumping (CMJ, CMJ50, and FV50) variables showed a moderate, significant, or very significant relationship with each other. Therefore, it seems that both strength and speed capacities can be used either in conjunction or as a complementary approach to enhance the overall RSA performance. [ABSTRACT FROM AUTHOR]

Although contemporary researchers suggest that abuse is especially prevalent in sport, athletes' experiences of coaches' emotional abuse are not well understood. To address this gap, the present study was designed to examine how former intercollegiate student-athletes described experiences of emotional abuse in the coach-athlete relationship. Twenty former student-athletes were interviewed, and an inductive comparative analysis was utilized to interpret and situate the data. Results were framed in terms of power and were organized into four distinctive categories. Results highlight a critical need for institutions to reflect on current policies and practices regarding the prevention and investigation of athlete abuse. [ABSTRACT FROM AUTHOR]

Elite-level women's artistic gymnastics is (in)famous for the youth of its competitors. Yet if age representation constructs the limits and possibilities of sport, it is important to explore the effects of these representations. Here we examine media coverage of gymnast Oksana Chusovitina, who has competed internationally up to the age of 46. We conduct content analysis of 17 international competitions in which Chusovitina competed, from 2001 to 2018, exploring coverage of her and the younger gymnasts with whom she competed. As hegemonic masculinity structures a gender order in sport and beyond, we argue that gymnastics coverage constructs an age order in the sport by (1) emphasizing the exceptionality of older competitors; (2) focusing on athletes' private lives; and (3) constructing the athlete-coach relationship as familial, where coaches are represented as surrogate parents. These techniques diminish the agency of young gymnasts and produce their youthfulness as hegemonic, treating athletes competing beyond their twenties as unworthy of serious attention. When older athletes like Chusovitina are categorized as outliers, the sports media is free to infantilize younger gymnasts, naturalizing their ostensible lack of agency, as well as the sport's high burn-out and injury rate. [ABSTRACT FROM AUTHOR]

Leader-member exchange theory (LMX) has proliferated as a framework for understanding coach-athlete interactions, as the exchanges of communicative resources greatly influence athletes' sporting experiences. The current study uses coaches' perceptions of task and social determinants of LMX to reveal comparative insights about forming low- and high-quality exchanges. Data collected from 380 coaches, spanning 14 different sports, at 160 high schools indicated that high-quality exchanges are solely determined by athletes' abilities. In contrast, low-quality exchanges are determined by coaches' negative affect towards athletes, and to a lesser extent, athletes' poor performances and lack of competitiveness. Findings contribute to sports communication literature by examining LMX from coaches' perspectives and identifying the unique determinants of various groupings within LMX. Both coaches and athletes may find utility in the current findings as they look to create meaningful relationships and positive sporting experiences. [ABSTRACT FROM AUTHOR]

Copyright of Ido Movement for Culture. Journal of Martial Arts Anthropology is the property of Idokan Poland Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to determine changes in the kinematics of sprint steps based on progressive muscular fatigue during high-intensity 350-m and 500-m trials. Twelve elite healthy male 400-m sprinters with a minimum of six years of regular sprint training experience were recruited. They were divided into two groups for the experiment: a 350-m and a 500-m trial group. Time and kinematics of sprinting step motion for specific segments, i.e., starting to final stages of each trial, were obtained using the Opto Jump-Microgate optical measurement system. The starting phase of each sprint was defined as the section without muscular fatigue (noF), and the final phase was the sprint under muscular fatigue (onF). Each last 25 m of the 50-m evaluated section containing ten complete running steps was selected for detailed statistical analysis. Various patterns of temporal and spatial variables of sprinting efforts were observed between 350-m and 500-m trials. Each trial result was influenced by significant individual changes (p < 0.05). All variables indicated that the two distances differed significantly in terms of running kinematics. This was confirmed by significant differences in the mean step frequency (p < 0.001), which presented a difference of 11.75%, and the mean step speed (p < 0.001). As a result of these changes, a hierarchical intermittent endurance training pattern was defined. The research concluded that special endurance (intermittent sprints) based on 350 m differed significantly in kinematics from sprints over 500 m. Therefore, it should be assumed that the distance of 350 m is more similar in its kinematics to the 400-m competition. This should encourage coaches and athletes to apply a 350-m distance in training developing special endurance, especially in the pre-competitive and competitive periods. [ABSTRACT FROM AUTHOR]

In the present paper, we introduce an ecological view of career transitions. We consider an athlete's development as a journey through various athletic and non-athletic environments that support their striving for career excellence. On this journey, an athlete experiences a multitude of environments and transitions from one environment (e.g., one club, one country or one sport) to another. To develop this understanding, we introduce the concept of a transition environment defined as a dynamic and temporary system that bridges the setting that an athlete is transitioning from and to. We also suggest two working models that in unison can work as a roadmap for transition environment research and practice. The transition environment (TE) model helps to describe the TE and the transition environment success factor (TE-SF) model helps to understand why certain TEs are more successful than others supporting athletes in transition. The models can be used by researchers studying specific transition environments to understand how such environments facilitate or hinder transitions, and by practitioners (coaches, managers, sport psychologists) to support athletes' transitions by improving their TEs. We hope the idea of an ecology of athlete transitions will find its way into empirical studies of different types of transitions (e.g., to another sport, to another level in sport, to another club or to another country) in multiple cultural contexts and contribute to the development of career-long psychological support services. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The relationship between coaches and athletes with disabilities is critical for enhancing athletes' performance and psychosocial well-being. This study aims to provide evidence-based recommendations for coaches, sports organizations, and policymakers dedicated to supporting athletes with disabilities. Methods: A comprehensive analysis of existing literature was conducted. Five databases were searched, including PubMed, Web of Science, SPORTDiscus, Google Scholar, and China National Knowledge Infrastructure. A total of 22 studies were included for thematic analysis. Results: This systematic review identifies key factors influencing the coachathlete relationship in disabled sports. These factors are categorized into three main domains: professional, interpersonal, and intrapersonal. In the professional domain, effective coaching requires sport-specific skills and adaptive techniques tailored to the unique needs of athletes with disabilities. Coaches must understand the technical and tactical aspects of each parasport and adapt training plans to optimize performance and foster independence. The interpersonal domain emphasizes communication strategies and teambuilding practices. Effective communication involves understanding athletes' needs and adapting approaches to maximize strengths. Building rapport, managing conflict, and fostering a supportive team environment are crucial for maintaining a positive coach-athlete relationship. The intrapersonal domain highlights the importance of self-reflection and continuous learning. Coaches who engage in self-reflection and professional development better understand their behaviors and biases, enabling them to tailor coaching strategies to the specific needs of athletes with disabilities. Continuous learning is essential for remaining responsive to the evolving needs of these athletes. Discussion: This review underscores the importance of a holistic approach that integrates professional expertise, interpersonal skills, and intrapersonal awareness. By addressing these factors, it provides a foundation for developing more effective coaching strategies and supports for athletes with disabilities, ultimately enhancing their performance and well-being. Future research should explore cultural differences, the specific coaching needs of athletes with intellectual disabilities, and the impact of policies and structural barriers on the coach-athlete relationship in disabled sports. [ABSTRACT FROM AUTHOR]

This study explores the relationship between the quality of coach-athlete relationships, transformational leadership style, and team resilience in elite football players. The coach-athlete relationship is an essential factor affecting many performance-related properties of athletes, such as mental health, psychological needs, motivation, and resilience. The study examines how the quality of coach-athlete relationships explains the team resilience feature through transformational leadership. The research group includes 210 elite players from the Super League, First League, Second League, and Third Leagues of the Turkish Football Federation (TFF) in the 2020–2021 football season. The study used descriptive and relational models to explore the current state of the dependent and independent variables and examine their relationships. The findings revealed insights into the mediating role of the coach's transformational leadership qualities, highlighting how the quality of coach-athlete relationships impacts team resilience. [ABSTRACT FROM AUTHOR]

A comprehensive analysis of cross-country skiing races is a pivotal step in establishing effective training objectives and tactical strategies. This study aimed to develop a method of classifying sub-techniques and analyzing skiing characteristics during cross-country skiing skating style timed races on snow using high-precision kinematic GNSS devices. The study involved attaching GNSS devices to the heads of two athletes during skating style timed races on cross-country ski courses. These devices provided precise positional data and recorded vertical and horizontal head movements and velocity over ground (VOG). Based on these data, sub-techniques were classified by defining waveform patterns for G2, G3, G4, and G6P (G6 with poling action). The validity of the classification was verified by comparing the GNSS data with video analysis, a process that yielded classification accuracies ranging from 95.0% to 98.8% for G2, G3, G4, and G6P. Notably, G4 emerged as the fastest technique, with sub-technique selection varying among skiers and being influenced by skiing velocity and course inclination. The study's findings have practical implications for athletes and coaches as they demonstrate that high-precision kinematic GNSS devices can accurately classify sub-techniques and detect skiing characteristics during skating style cross-country skiing races, thereby providing valuable insights for training and strategy development. [ABSTRACT FROM AUTHOR]

Abstract\nLay summary\nIMPLICATIONS FOR PRACTICENeed-supportive coaching has been identified as the most effective way to nurture optimal motivational climates in sport because of its positive influence on athletes’ basic psychological needs of autonomy, competence, and relatedness. However, to date, researchers in sport have not adequately considered whether athletes’ physical, cognitive, social, self, and emotional development prompts any variation in coaches’ delivery of need-supportive behavior. Such insight may reveal a more nuanced approach for coaches to facilitate athletes’ psychological functioning in an age-appropriate way. Therefore, the purpose of this study was to explore athletes’ and coaches’ perceptions of how coaches consider athlete development in the ways in which they seek to fulfill athletes’ basic psychological needs. Figure skating is an ideal sport context for this investigation as coach-athlete relationships typically span many years and developmental milestones. Semi-structured interviews were conducted with 13 coach-athlete dyads (26 interviews) across four age groups: middle childhood (6–10 years), early adolescence (11–14 years), mid-adolescence (15–17 years), and early adulthood (18–25 years). Using reflexive thematic analysis, seven themes were constructed: (a) sport context as a lens for the optimal skill development of athletes, (b) socio-chronological development and relatedness-associated behavior, (c) physical development and relatedness- and competence-associated behavior, (d) skill and ability development and competence-associated behavior, (e) understanding of the sport and autonomy-associated behavior, (f) emotional development and relatedness-behavior, and (g) relational qualities further shape coaches’ need-supportive behaviors.This study explored the ways coaches change how they attempt to meet the psychological needs of athletes at different ages. Findings indicate that figure skating coaches adjusted how they interacted with skaters based on athletes’ physical, emotional, socio-chronological, and skill and ability development as well as understanding of the sport.It is essential for sport psychology professionals and coach educators to help coaches be more attuned to how need-supportive approaches might be adapted and implemented as to accommodate the changes youth athletes experience throughout their development.Athletes—especially those who participate in an early specialization sport—benefit when their coaches attend to youths’ psychological and developmental needs within the demands of their sport context. [ABSTRACT FROM AUTHOR]