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Objectives: While sleep research in athletes is extensive, no research has investigated sleep in sports officials during a competitive season. This study explored the (a) self-reported quantity and quality of sleep obtained by sports officials according to the time of competition (day or evening) and (b) impact of reduced sleep on perceived decision-making ability. Design: Sports officials (n = 371) from various sporting codes completed an online questionnaire that evaluated self-reported sleep quantity and quality on habitual nights, before competition, and after competition, as well as perceived decision-making constructs. Results: With sleep restriction defined as less than 7 h of sleep, mixed-effects logistic regression revealed that the estimated probability of reporting reduced sleep quantity increased (p< 0.05) on habitual nights (0.58), before competition (0.48), and after competition (0.56). The estimated probability of reporting poor sleep quality was 0.01-0.04 across all nights. When considering time of competition (day or evening), reduced sleep quantity was experienced after evening competition (odds ratio [OR] = 3.33, p < 0.05), while poorer sleep quality (p< 0.05) was experienced following day (OR = 2.1) and evening (OR = 12.46) competition compared to habitual nights. Furthermore, the impact of reduced sleep on perceived decision-making constructs was negative, with the estimated probability of reporting impaired perceived decision-making between 0.13 and 0.21. Conclusion: Overall, sports officials are vulnerable to reduced quantity and quality of sleep before and after competition, with impaired perceived decision-making ability following nights of less than average sleep.

By working in partnership with parents, school counsellors can assist in the early identification of mental health and wellbeing issues and facilitate timely access to professional support. However, very little is known about parents' understanding of the role of school counsellors and the barriers and enablers influencing the relationship between parents and school counsellors. Therefore, this qualitative study employed one-on-one interviews of 10 parents and employed a reflexive thematic analysis approach. Results revealed that parents expect school counsellors to provide a safe and supportive environment for students. Parents believe the school counsellor should be offering curriculum and behaviour support to teachers, individual and group work to students, and career counselling. In terms of the barriers and enablers influencing collaboration between school counsellors and parents, participants overwhelmingly felt that the role was hidden away and ill-defined. Advertising services more and getting the counsellor out into the school community at times suitable to working parents were seen as important considerations. Parents value the role of school counsellors. Future research on parental attitudes towards school counsellors could gain insights by diversifying participant profiles, including various genders, socio-economic backgrounds and occupations, to capture a wider range of perspectives. [ABSTRACT FROM AUTHOR]

Introduction: The increasing prevalence of shiftwork among young adults poses significant health risks, primarily due to its disruptive effects on sleep, nutrition and physical activity. Addressing these risks necessitates the development of tailored, evidence‐based resources to support these key health behaviours. Participatory research approaches, engaging those with relevant lived experience (i.e., co‐design) are a novel and effective approach in developing these resources. As such, the aim of the present study was to explore whether sleep, nutrition and physical activity resources for young shiftworkers could be developed using participatory, co‐design approaches and how co‐designers would rate both the approaches used and the resulting resources. Methods: A participatory approach engaged co‐designers (young, experienced or previous shiftworkers; workplace health and safety specialists; science communicators and academic experts) to complete 2–3 online questionnaires and participate in 1–2 online workshops, to co‐design sleep, nutrition and physical activity resources for young shiftworkers. Following resource development, co‐designers assessed both the participatory approach and the resulting resources, through an online questionnaire, which included the Public and Patient Engagement Evaluation Tool (PPEET). Results: Co‐designers (n = 48) participated in the development of sleep, nutrition and physical activity resources for young shiftworkers. Co‐designers evaluated the participatory approach positively, with a mean rating across all PPEET items of 4.7 (±0.2) on a 5‐point Likert scale. Co‐designers also provided positive ratings for the resources, with the majority (91.7%) either agreeing or strongly agreeing that they were user‐friendly, valuable and informative for young shiftworkers and would serve as a credible source of health information. Conclusion: By adopting a novel participatory approach, we successfully co‐designed sleep, nutrition and physical activity resources for young shiftworkers. Participatory approaches, including co‐design, should be considered when developing health interventions for shiftworkers, given the value of embedding lived experience to address their unique lifestyle challenges. Patient or Public Contribution: Co‐designers and/or people with relevant lived experience were involved in all project activities: conceptualisation, design, recruitment, data collection, data analysis, knowledge translation and output generation. [ABSTRACT FROM AUTHOR]

Background: Bedtime procrastination, the volitional delay of going to bed without any external circumstances causing the delay, is linked to multiple indicators of inadequate sleep. Intervening to reduce bedtime procrastination may be an important avenue to improve sleep outcomes, yet the phenomenon remains poorly understood in populations at risk for bedtime procrastination. New career starters, those who have graduated from tertiary education and started a new full‐time job within the past 12 months, may be susceptible to problematic bedtime procrastination and are at an opportune time for a 'fresh start' to change behaviour. Aims: The objectives of this study were to understand how bedtime procrastination is experienced and perceived by new career starters, to identify the enablers and barriers to behaviour change in new career starters and to explore themes for future interventions. Materials & Methods: Data were collected through in‐depth semi‐structured interviews with 28 participants. Results: Inductive thematic analysis was used to find seven themes: (1) negative feelings before and during bedtime procrastination; (2) wanting to versus knowing I shouldn't; (3) difficulty falling asleep; (4) influence of automatic processes; (5) consequences of bedtime procrastination; (6) lack of self‐control and (7) technology captures late‐night attention. Participants emphasised the need for me‐time, self‐negotiation to continue procrastinating and knowledge of the value of sleep. Discussion & Conclusion: Findings suggest that bedtime procrastination involves both reflective and automatic cognitive processes. Future interventions would benefit from a dual‐process approach, using cognitive and behavioural techniques to reduce bedtime procrastination. [ABSTRACT FROM AUTHOR]

Purpose: To quantify the sleep/wake behaviors of adolescent, female basketball players and to examine the impact of daily training load on sleep/wake behaviors during a 14-day training camp. Methods: Elite, adolescent, female basketball players (N = 11) had their sleep/wake behaviors monitored using self-report sleep diaries and wrist-worn activity monitors during a 14-day training camp. Each day, players completed 1 to 5 training sessions (session duration: 114 [54] min). Training load was determined using the session rating of perceived exertion model in arbitrary units. Daily training loads were summated across sessions on each day and split into tertiles corresponding to low, moderate, and high training load categories, with rest days included as a separate category. Separate linear mixed models and effect size analyses were conducted to assess differences in sleep/wake behaviors among daily training load categories. Results: Sleep onset and offset times were delayed (P <.05) on rest days compared with training days. Time in bed and total sleep time were longer (P <.05) on rest days compared with training days. Players did not obtain the recommended 8 to 10 hours of sleep per night on training days. A moderate increase in sleep efficiency was evident during days with high training loads compared with low. Conclusions: Elite, adolescent, female basketball players did not consistently meet the sleep duration recommendations of 8 to 10 hours per night during a 14-day training camp. Rest days delayed sleep onset and offset times, resulting in longer sleep durations compared with training days. Sleep/wake behaviors were not impacted by variations in the training load administered to players. [ABSTRACT FROM AUTHOR]