To see the other types of publications on this topic, follow the link: Specific sport skills.
Journal articles on the topic 'Specific sport skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Specific sport skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Paillard, Thierry. "Sport-Specific Balance Develops Specific Postural Skills." Sports Medicine 44, no. 7 (2014): 1019–20. http://dx.doi.org/10.1007/s40279-014-0174-x.
Full text
2
Wilkinson, Susan. "Transfer of Qualitative Skill Analysis Ability to Similar Sport-Specific Skills." Journal of Physical Education, Recreation & Dance 71, no. 2 (2000): 16–18. http://dx.doi.org/10.1080/07303084.2000.10605996.
Full text
3
Trecroci, Athos, Marco Duca, Luca Cavaggioni, et al. "Relationship between Cognitive Functions and Sport-Specific Physical Performance in Youth Volleyball Players." Brain Sciences 11, no. 2 (2021): 227. http://dx.doi.org/10.3390/brainsci11020227.
Full textAbstract:
The aim of this study was to investigate the relationship between basic cognitive functions and sport-specific physical performance in young volleyball players. Forty-three female volleyball players (age 11.2 ± 0.8 years) were tested for cognitive performance by measuring simple reaction time (clinical reaction time), executive control (Flanker task), and perceptual speed (visual search task). Moreover, a set of tests was used to assess physical abilities as volleyball-specific skills (accuracy of setting, passing, and serving) and motor skills (change of direction, vertical jump, and balance). A cumulated value for both cognitive and sport-specific physical performance tests was computed by adding up each test’s domain outcomes. Pearson’s r correlation analysis showed a large positive correlation (r = 0.45, d-value = 1.01) of the cumulated score summarizing cognitive functions with the cumulated score summarizing sport-specific physical performance. Moreover, small-to-medium correlations (d-value from 0.63 to 0.73) were found between cognitive and motor skills. Given the cumulative scores, these results suggest that volleyball athletes with superior basic cognitive functions present better sport-specific physical performance. Our findings encourage to extend the knowledge of the associations between cognitive and motor skills within a sports performance context.
4
Moore, William E., and John R. Stevenson. "Training for Trust in Sport Skills." Sport Psychologist 8, no. 1 (1994): 1–12. http://dx.doi.org/10.1123/tsp.8.1.1.
Full textAbstract:
The purpose of this paper is to further illuminate trust as a specific mental skill during performance and to offer a three-phase program for training in trust. Trust is a skill in which athletes release conscious control over movements and allow automatic execution of the motor programs that have been developed through training. The performance goal is to release conscious control and free oneself from fear of mistakes in execution or outcome. Attainment of this goal depends on the quality and quantity of concentration, confidence, and composure necessary to access trust. To better acquire the necessary skills, athletes can benefit from a three-phase training program that provides an education phase, a skills training phase, and a skills monitoring phase. The elements of these phases are described, and example drills are suggested for training concentration, confidence, and composure skills in order to access trust.
5
Thomas, Jerry R., Karen E. French, and Charlotte A. Humphries. "Knowledge Development and Sport Skill Performance: Directions for Motor Behavior Research." Journal of Sport Psychology 8, no. 4 (1986): 259–72. http://dx.doi.org/10.1123/jsp.8.4.259.
Full textAbstract:
In this paper we propose that research in motor behavior has failed to meet the obligation of studying how children learn important sport skills. In particular, understanding the specific sport knowledge base is essential to studying skilled sport behavior. To support this view we review the research in the cognitive area relative to the development of expertise. We then attempt to justify why a similar approach is useful for motor behavior researchers and why they should undertake the study of sport skill acquisition. Finally, we offer a paradigm within which sport skill research might take place.
6
Heilmann, Florian. "Executive Functions and Domain-Specific Cognitive Skills in Climbers." Brain Sciences 11, no. 4 (2021): 449. http://dx.doi.org/10.3390/brainsci11040449.
Full textAbstract:
Athletes in a particular sport have specific cognitive skills acquired due to regular confrontation with sport-specific requirements. Studies show that the particular type of sport carried out and fostered by general physical activity impacts executive functions (EFs) such as inhibition, working memory, and cognitive flexibility. There are inconsistent results on the connections between domain-specific cognitive skills and executive functions. This study aimed to evaluate the relations between EFs and domain-specific cognitive skills in climbing. Due to that, we examined the executive functions (neuropsychological tests) and domain-specific cognitive skills (climbing-specific test: a preview of the route vs. climbed moves; climbed moves vs. recognition of moves) of 19 climbers (10 novices, 9 experts, grades 5 to 6a vs. 6c+ to 7b). The inter-subject effects analysis shows that novices and experts in sport climbing do not differ in executive functions in this particular case. Concerning domain-specific cognitive skills, there are differences between experts and novices. Experts show a significantly higher level in planning performance or route idea (p < 0.001) as well as in memorizing of climbed moves (p = 0.004). There are no relations between executive functions and domain-specific cognitive skills in climbers.
7
Boutcher, Stephen H., and Robert J. Rotella. "A Psychological Skills Educational Program for Closed-Skill Performance Enhancement." Sport Psychologist 1, no. 2 (1987): 127–37. http://dx.doi.org/10.1123/tsp.1.2.127.
Full textAbstract:
A four-phase psychological skills educational program for closed-skill performance enhancement is outlined. The four phases of the program are sport analysis, individual assessment, conceptualization/motivation, and mental skill development. The sport analysis phase involves analyzing the unique characteristics and demands of a particular activity or sport. The individual assessment phase entails establishing an individual profile of the athlete’s strengths and weaknesses. The conceptual/motivational phase provides information on the athlete/athletic situation interaction, the kind of commitment needed to change inappropriate behaviors, and the importance of establishing an efficient goal-setting strategy. The final phase focuses on the development of general and specific mental skills. Sources and examples of data-gathering techniques, questionnaires, and mental skill enhancement strategies are described.
8
Zemková, Erika. "Author’s Reply to Paillard T: “Sport-Specific Balance Develops Specific Postural Skills”." Sports Medicine 44, no. 7 (2014): 1021–23. http://dx.doi.org/10.1007/s40279-014-0175-9.
Full text
9
Čoh, Milan, and Milan Žvan. "Identification of Young Talents in Sport." Physical Education and Sport Through the Centuries 6, no. 1 (2019): 70–79. http://dx.doi.org/10.2478/spes-2019-0007.
Full textAbstract:
Summary The identification of talented athletes and their timely inclusion in the training process in the sport which most suits their abilities is one of the most demanding processes in modern sports science. Incorrect decisions are frequent and usually very painful. Elite sport is a field of human creativity which Slovenians value highly. In relation to the size of the population. Slovenia is one of the most successful “sports countries” in the world. Due to a decreased biological basis, a well-meaning and professional approach is necessary in the selection of individuals for a particular sport. The Faculty of Sport has developed certain expert systems and methods of evaluation and identification of talented children, whose purpose is to help parents and experts make the right decisions when it comes to introducing children to sport. These methods were based on the application of specific tests for determining individual motor skills. A battery of 13 morphological tests, 14 tests for special motor skills and 3 tests of the motor skill of running were used. It was determined that special tests of explosive strength and speed had the greatest predictive power for talented children. It should be pointed out that, despite the technology and state-of-the-art methodology used in the measuring procedure, it is impossible to predict talent with absolute certainly, let alone future sports achievements. The human body is an exceptionally complex system which is determined by numerous unpredictable factors. There is no doubt that the results of professional methods can be used as guidelines in the process of selection of an individual for a particular sport.
10
Anshel, Mark H., Douglas Muller, and Virginia L. Owens. "Effect of a Sports Camp Experience on the Multidimensional Self-Concepts of Boys." Perceptual and Motor Skills 63, no. 2 (1986): 363–66. http://dx.doi.org/10.2466/pms.1986.63.2.363.
Full textAbstract:
15 boys, ages 6 to 9 yr., participated in a summer sports day camp under the supervision of counselors trained in ways to enhance self-concept. An attempt was made to implement strategies in the program so that campers would experience persistent success during sports-skills learning and performance and develop positive peer relations. Subjects were pre- and post-tested on a self-concept scale which measured self-knowledge and self-esteem for physical maturity, peer relations, academic success, school adaptiveness, and sports-skills ability. It was thought that a positive experience through developing skills in sport and peer relations might improve at least the area of self-concept related to sports skills as opposed to the other dimensions. This hypothesis was supported. Only the aspects of self-concept related to sport were significantly enhanced after the camp experience. The findings support past research indicating that personal self-concept is situation-specific.
11
Roca, André, Paul R. Ford, Allistair P. McRobert, and A. Mark Williams. "Perceptual-Cognitive Skills and Their Interaction as a Function of Task Constraints in Soccer." Journal of Sport and Exercise Psychology 35, no. 2 (2013): 144–55. http://dx.doi.org/10.1123/jsep.35.2.144.
Full textAbstract:
The ability to anticipate and to make decisions is crucial to skilled performance in many sports. We examined the role of and interaction between the different perceptual-cognitive skills underlying anticipation and decision making. Skilled and less skilled players interacted as defenders with life-size film sequences of 11 versus 11 soccer situations. Participants were presented with task conditions in which the ball was located in the offensive or defensive half of the pitch (far vs. near conditions). Participants’ eye movements and verbal reports of thinking were recorded across two experiments. Skilled players reported more accurate anticipation and decision making than less skilled players, with their superior performance being underpinned by differences in task-specific search behaviors and thought processes. The perceptual-cognitive skills underpinning superior anticipation and decision making were shown to differ in importance across the two task constraints. Findings have significant implications for those interested in capturing and enhancing perceptual-cognitive skill in sport and other domains.
12
Indroasyoko, N., A. Muhammad, and D. Sujana. "Factor Analysis of Student Social Skills of Co-curricular Participants at Polytechnic." Innovation of Vocational Technology Education 15, no. 1 (2019): 29. http://dx.doi.org/10.17509/invotec.v15i1.16057.
Full textAbstract:
The objective of this research is to know how big the impact of co-curricular program to social skill. Samples are 59 the students of Politeknik Manufaktur Bandung who follow the activities of co-curricular field of Arts, Special Skills and Sports. Attributes of Social Skills include: Co-operation, Assertiveness, Empathy, and Self-Control. The questionnaire technique using the scale of assessment of Linkert model. The data were analyzed by using factor analysis to find out which factors were dominant and how the ranking variables. The results showed that students of co-curricular participants could form social skills by 66%, while the social skill formation by the co-curricular in the respective fields: art-62.44%, special skills-59.22%, and sports-81, 78%, the rest in the stimulus by other factors that have not been revealed. The co-curricular field of sports contributes the most dominant in the formation of students' social skills compared to other fields. There is a variation in the sequence of dominant factors of social skills variables for each field of co-curricular activity. The dominant of the social skills of each co-curricular programs differs. In terms of art skill, the dominant factor is self-control. In relation to specific technical skill, empathy dominates the factor. Meanwhile in sport skill, the factor is dominated by assertiveness.
13
Formenti, Damiano, Alessio Rossi, Tindaro Bongiovanni, et al. "Effects of Non-Sport-Specific Versus Sport-Specific Training on Physical Performance and Perceptual Response in Young Football Players." International Journal of Environmental Research and Public Health 18, no. 4 (2021): 1962. http://dx.doi.org/10.3390/ijerph18041962.
Full textAbstract:
This study aimed to compare the effects of non-sport-specific and sport-specific training methods on physical performance and perceptual response in young football players. Seventy-nine under 11 participants were selected and assigned to non-sport-specific (NSSG), sport-specific (SSG), and control (CNTG) groups. The NSSG training protocol consisted of combined stimuli based on balance, agility, and jump rope drills. The SSG training protocol included technical exercises, defensive and offensive game-based drills, and a small-sided game. The CNTG included the participants not taking part in any sport training. All participants were tested for general motor coordination (Harre test), dynamic balance (Lower Quarter Y-balance test), and dribbling before and after 10 weeks of training (NSSG and SSG) or habitual activity (CNTG). At post-intervention, perceived enjoyment was requested by the Physical Activity Enjoyment Scale (PACES). A two-way repeated measure analysis of covariance was used to detect interactions and main effects of time and groups controlling for baseline values. Whereas, a one-way analysis of variance was used to evaluate PACES-related differences between groups. NSSG gained greater improvements (p < 0.05) compared with SSG in the Harre and Lower Quarter Y-balance tests, while dribbling skills improved similarly in both groups. Regarding PACES, NSSG and SSG presented a comparable perceived enjoyment. These findings suggest that a 10-week non-sport-specific training is an enjoyable practice capable to promote greater improvements in general motor coordination and dynamic balance compared with sport-specific training in youth football players. This can occur without impairment of football-specific skills.
14
Monsma, Eva, James Mensch, and Jennifer Farroll. "Keeping Your Head in the Game: Sport-Specific Imagery and Anxiety Among Injured Athletes." Journal of Athletic Training 44, no. 4 (2009): 410–17. http://dx.doi.org/10.4085/1062-6050-44.4.410.
Full textAbstract:
Abstract The use of sport-specific imagery during rehabilitation is sparse. Athletes who used imagery (either facilitative or debilitative) during injury rehabilitation were compared with injured athletes who did not use imagery. Return-to-practice anxiety in the groups was investigated also.Context: To (1) explore debilitative images used during rehabilitation, (2) examine athlete and injury characteristics in relation to variations in imagery content and return-to-practice anxiety, (3) compare the frequency of imagery use early in injury rehabilitation with that just before return to practice, and (4) examine the relationship between image use and return-to-practice anxiety.Objective: Observational design.Design: Athletic training facilities.Setting: Thirty-six injured National Collegiate Athletic Association Division I collegiate athletes sustaining at least an 8-day practice suspension due to injury.Patients or Other Participants: Sport Imagery Questionnaire, Sport Anxiety Scale.Main Outcome Measure(s): Athletes used both facilitative and debilitative images during different phases of rehabilitation. Men used more sport skill, strategy, and excitement imagery content than did women, who reported higher scores for worry and concentration disruption than did men. Athletes used fewer images related to their sport skills and strategies early in rehabilitation than just before they returned to practice. Additionally, athletes who used more arousal and less strategic imagery experienced more somatic anxiety.Results: Similar to research findings on healthy athletes, sport-specific image content in injured athletes is related to return-to-practice anxiety during rehabilitation, and some of the images were perceived as debilitative. Practitioners should advise injured athletes to use sport-specific imagery, especially that related to sport skills and strategies, but they should caution athletes against using arousal imagery, because it may elevate somatic anxiety before return to practice. Image content recommendations should encompass the cognitive and motivational functions of imagery, and the practitioner should assess if any image used by the athlete is debilitative.Conclusions:
15
Ángyán, L., T. Téczely, Z. Zalay, and I. Karsai. "Relationship of anthropometrical, physiological and motor attributes to sport-specific skills." Acta Physiologica Hungarica 90, no. 3 (2003): 225–31. http://dx.doi.org/10.1556/aphysiol.90.2003.3.5.
Full text
16
Capranica, Laura, and Mindy L. Millard-Stafford. "Youth Sport Specialization: How to Manage Competition and Training?" International Journal of Sports Physiology and Performance 6, no. 4 (2011): 572–79. http://dx.doi.org/10.1123/ijspp.6.4.572.
Full textAbstract:
A prevailing theory (and practical application) is that elite performance requires early childhood skill development and training across various domains, including sport. Debate continues whether children specializing early (ie, training/competition in a single sport) have true advantage compared with those who sample various sports early and specialize in a single sport later (adolescence). Retrospective data and case studies suggest either model yields elite status depending upon the sport category (ie, situational: ball games, martial arts, fencing; quantitative: track and feld, swimming, skiing; or qualitative: gymnastics, diving, figure skating). However, potential risks of early specialization include greater attrition and adverse physical/emotional health outcomes. With the advent of the IOC Youth Olympic Games, increased emphasis on global youth competition has unknown implications but also represents a potential platform for investigation. Modification of youth competition formats should be based upon multidisciplinary research on psycho-physiological responses, and technical-tactical behaviors during competition. The assumption that a simple scaled-down approach of adult competitions facilitates the development of technical/tactical skills of youth athletes is not necessarily substantiated with field-based research. Relatively little evidence exists regarding the long-term effects of rigorous training and competitive schedules on children in specific sports. It is clear that more prospective studies are needed to understand the training dose that optimally develops adaptations in youth without inducing dropout, overtraining syndrome, and/or injury. Such an approach should be sport specific as well as gender based. Until such evidence exists, coaches and sport administrators will continue to rely upon their sport-specific dogma to influence programmatic development of our most vulnerable population.
17
Junge, Astrid, Jiri Dvorak, Dieter Rosch, Toni Graf-Baumann, Jiri Chomiak, and Lars Peterson. "Psychological and Sport-Specific Characteristics of Football Players." American Journal of Sports Medicine 28, no. 5_suppl (2000): 22–28. http://dx.doi.org/10.1177/28.suppl_5.s-22.
Full textAbstract:
It is hypothesized that players of different levels of play might differ not only in their football skills but also in their way of playing football and with respect to psychological factors such as concentration, reaction time, or competitive anxiety. The psychological characteristics of a player might influence his way of playing football (in particular with respect to fair play) and also his risk of injury. A group of 588 football players were studied by questionnaire; additionally, reaction time tests were performed. Psychological characteristics were assessed by three established self-evaluation questionnaires: the Athletic Coping Skills Inventory, the State Competitive Anxiety Test, and the State-Trait-Anger-Expression-Inventory. Football-specific characteristics that were investigated included playing experience and positions played, style of play, number of training hours and games, as well as aspects of fair play. Reaction time was tested twice: without the influence of physical exercise and immediately after a 12-minute run. A significant reduction in reaction time was observed after physical exercise. In high-level players, the reaction time immediately after the 12-minute run was significantly shorter than it was in low-level players. The questionnaire answers given regarding fair play clearly indicated that fair play is not paid sufficient respect. The relationship between psychological characteristics and attitudes toward fair play was analyzed and discussed.
18
Klatt, Stefanie, and Josef Nerb. "Position-Specific Attentional Skills in Team Sports: A Comparison between Defensive and Offensive Football Players." Applied Sciences 11, no. 13 (2021): 5896. http://dx.doi.org/10.3390/app11135896.
Full textAbstract:
Over the last few decades, technical as well as cognitive skills and their relation to position-specific skill requirements have been extensively investigated as indicators for players’ performance in team sports. To explore the impact of positioning in football on inattentional blindness we employed dynamic tasks that presented an unexpected object and analyzed its noticing rates in three different experiments. In Experiment 1, amateur and expert football players performed a well-established inattentional blindness task of counting the number of times a basketball was passed between two groups while an unexpected, non-sport specific object was introduced to the situation. Noticing rates were higher for strikers compared to players of other playing positions. The findings support a position-specific advantage regarding inattentional blindness for more offensive players compared to more defensive players. Using the same inattentional blindness task, this finding was investigated in Experiment 2 in more detail, i.e., by differentiating between more playing positions. Results revealed that offensive players (in particular strikers) observed unexpected objects more frequently than defensive players. Experiment 3 used a newly developed football-specific task requiring participants to find solutions in different game situations with an unexpected free-standing player appearing in one of these situations. Defensive players again showed more inattentional blindness than offensive players (in particular offensive mid-fielders), i.e., offensive players perceived the unmarked player more often. This indicates that players not only differ in the conscious perception of unexpected objects that are irrelevant to the sport as a function of their playing position, but also show differences when the perception of the unexpected relevant object is useful for finding tactical solutions in a given game situation. Our findings provide further insight into the importance of the definition of position-specific skill requirements in team sports.
19
Hillman, Sue. "Principles and Techniques of Open Kinetic Chain Rehabilitation: The Upper Extremity." Journal of Sport Rehabilitation 3, no. 4 (1994): 319–30. http://dx.doi.org/10.1123/jsr.3.4.319.
Full textAbstract:
The kinetic chain is open in the upper extremity skills used in most sports. Although closed chain exercises will increase stability, open chain strengthening is more sport specific. This article addresses general concepts of upper extremity rehabilitation, including exercises to restore normal range of motion, joint mechanics, and muscle strength. The roles of proprioceptive neuromuscular facilitation, plyometric training, and elastic band exercises are also discussed. Finally, a progression of specificity training is presented to return the athlete to successful sport performance.
20
Meier, Jessica, Marlene Sofie Topka, and Jürgen Hänggi. "Differences in Cortical Representation and Structural Connectivity of Hands and Feet between Professional Handball Players and Ballet Dancers." Neural Plasticity 2016 (2016): 1–17. http://dx.doi.org/10.1155/2016/6817397.
Full textAbstract:
It is known that intensive training and expertise are associated with functional and structural neuroadaptations. Most studies, however, compared experts with nonexperts; hence it is, specifically for sports, unclear whether the neuroplastic adaptations reported are sport-specific or sport-general. Here we aimed at investigating sport-specific adaptations in professional handball players and ballet dancers by focusing on the primary motor and somatosensory grey matter (GM) representation of hands and feet using voxel-based morphometry as well as on fractional anisotropy (FA) of the corticospinal tract by means of diffusion tensor imaging-based fibre tractography. As predicted, GM volume was increased in hand areas of handball players, whereas ballet dancers showed increased GM volume in foot areas. Compared to handball players, ballet dancers showed decreased FA in both fibres connecting the foot and hand areas, but they showed lower FA in fibres connecting the foot compared to their hand areas, whereas handball players showed lower FA in fibres connecting the hand compared to their foot areas. Our results suggest that structural adaptations are sport-specific and are manifested in brain regions associated with the neural processing of sport-specific skills. We believe this enriches the plasticity research in general and extends our knowledge of sport expertise in particular.
21
Steinberg, Fabian, Nils Henrik Pixa, and Michael Doppelmayr. "Mirror Visual Feedback Training Improves Intermanual Transfer in a Sport-Specific Task: A Comparison between Different Skill Levels." Neural Plasticity 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/8628039.
Full textAbstract:
Mirror training therapy is a promising tool to initiate neural plasticity and facilitate the recovery process of motor skills after diseases such as stroke or hemiparesis by improving the intermanual transfer of fine motor skills in healthy people as well as in patients. This study evaluated whether these augmented performance improvements by mirror visual feedback (MVF) could be used for learning a sport-specific skill and if the effects are modulated by skill level. A sample of 39 young, healthy, and experienced basketball and handball players and 41 novices performed a stationary basketball dribble task at a mirror box in a standing position and received either MVF or direct feedback. After four training days using only the right hand, performance of both hands improved from pre- to posttest measurements. Only the left hand (untrained) performance of the experienced participants receiving MVF was more pronounced than for the control group. This indicates that intermanual motor transfer can be improved by MVF in a sport-specific task. However, this effect cannot be generalized to motor learning per se since it is modulated by individuals’ skill level, a factor that might be considered in mirror therapy research.
22
Dravniece, Irena. "MOVEMENT GAMES IN VARIOUS KINDS OF SPORT (EXPERIENCES OF COACHES STUDYING AT LASE)." Baltic Journal of Sport and Health Sciences 4, no. 99 (2015): 16–24. http://dx.doi.org/10.33607/bjshs.v4i99.98.
Full textAbstract:
Background. Practice game contributes to the development of coordinated motor skills needed for later game playing or sport. When coaches know and use movement games corresponding to the specific sport to increase athlete’s interest and pleasure about sport and sport pedagogue’s knowledge about the scientifically based movement games, they promote the acquisition of skills at higher levels. Research aim was to ascertain the knowledge of coaches about movement games in sport classes, in order to research the use of movement games in the training process in different sports and to investigate how games are applied in the training process in Latvia. Methods. The methods of research were analysis of the literature corresponding to the research problem, questionnaire and discussions with coaches, statistical methods. The study was conducted in 2010 – 2012 in Riga, LASE. There were 96 research participants – simultaneously practicing coaches and the extramural students of the LASE. Results. In the study process we investigated and evaluated the knowledge of coaches and their opinions regarding movement games: development of physical abilities, improvement of the sport technique, development of social skills, and the experience in using movement games in training classes. Responses to the first three questions were compared with those obtained in the questionnaire survey in 1994. Conclusions. The questionnaire survey showed that coaches were willing to apply movement games. Some of them also were sceptic about using movement games in sport activities; 94% admitted that games facilitated physical abilities, 87.5% agreed that games aided in the development of sport techniques, and 85% of respondents were confident that games contributed to building up social skills. In the questionnaire of 1994, the number of those who considered that games were essential in training was similar to those in the questionnaire survey of 2012 – respectively 80 and 84%. In total, movement games were applied by 61% of different sports coaches (1994) in comparison with 79% today. Changes in indices were statistically significant (p < .05). Even 18% more respondents gave preference to games in the questionnaire survey of 2012 than in the questionnaire survey of 1994.
23
Dane-Staples, Emily. "Constructing a Sport Management Classroom." Sport Management Education Journal 7, no. 1 (2013): 25–33. http://dx.doi.org/10.1123/smej.7.1.25.
Full textAbstract:
As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.
24
Stănciulescu, Robert, Cristian Stănciulescu, and Elvira Beldiman. "Methodological Guidelines for the Technical Training of Judo Players in the Military System." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (2019): 348–54. http://dx.doi.org/10.2478/kbo-2019-0105.
Full textAbstract:
Abstract Judo, a sport playing a vital role in the training of the military, leads to the achievement of positive, multiple and unique effects, both in terms of developing the motor skills, but also in the formation, consolidation and improvement of applicative skills and aptitudes specific to close combat. The paper highlights the fact that the methods and contents specific to combat sports represent a useful and effective way of meeting the formative objectives in the context of the current Romanian Army missions, facilitating the physical adaptation of the combatants to the new demands imposed by the modern battlefield, characteristic of the actions carried out by NATO military structures.
25
Pejčić, Aleksandar, and Miodrag Kocić. "THE IMPACT OF SPORT GAMES EXERCISE PROGRAMS ON THE DEVELOPMENT OF SPECIFIC MOTOR ABILITIES IN ADOLESCENTS WITH INTELLECTUAL IMPAIRMENT." Facta Universitatis, Series: Physical Education and Sport, no. 1 (June 1, 2020): 249. http://dx.doi.org/10.22190/fupes190508022p.
Full textAbstract:
The aim of this study was to determine the effects of a sports games experimental program on improving specific motor abilities in adolescents with mental impairment. The study was conducted on a sample of 60 adolescents diagnosed with mild mental impairment, divided into two groups (experimental group EG, and control group CG) with an equal number of participants. The special program of sports games lasted for 12 weeks, with a weekly frequency of four times and a duration of 30 minutes per training. The participants of both groups were tested with the same variables within the specific motor skills for the sport of football and basketball. After a twelve-week experimental program of sports games, there were statistically significant improvements in the EG in the variables: SMFS, SMDR, SMCP with a statistical significance of r=0.000. The results of the ANOVA and MANOVA analyses indicated that after the application of the specific sports games program there was a statistically significant difference in the benefits for the EG compared to the CG, in the parameters of specific motor abilities with a statistical significance r=0.000 and the size of the impact. Based on these research results, it can be concluded that a specific exercise program conducted within twelve-week training of specifically dosed sports activities has significantly contributed the development of specific motor skills for football and basketball.
26
Vealey, Robin S. "Future Directions in Psychological Skills Training." Sport Psychologist 2, no. 4 (1988): 318–36. http://dx.doi.org/10.1123/tsp.2.4.318.
Full textAbstract:
This decade has been marked by the development of several approaches to psychological skills training (PST). To assess current trends in PST in order to ascertain if consumers’ needs are being met, a content analysis of PST approaches published in books in North America between 1980 and 1988 was conducted with regard to target populations, content areas, and format characteristics. Based on the content analysis, six needs representing viable future directions for PST are outlined. These needs include targeting youth and coaches in addition to elite athletes, moving beyond basic education into specific implementation procedures, differentiating between psychological skills and methods, adopting a holistic approach based on the interactional paradigm and a personal development model, defining the practice of sport psychology based on the personal development of sport consumers, and facilitating the theory/practice relationship through research-based PST programming and evaluation research.
27
Hristakieva, Tatiana. "COMMUNICATIVE TECHNIQUES IN FORIGN LANGUAGE LEARNING IN THE FIELD OF SPORT." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 93–97. http://dx.doi.org/10.12955/pss.v1.53.
Full textAbstract:
This article presents ideas and models for English language learning, using elements of two communicative learning methods for the specific purposes of sport practice. It is part of a pedagogical experiment, carried out with students from the National Sport Academy “V.Levski”, Sofia, organized into an experimental group (34) and a control group (34). The aim of the experiment was to study the influence of interactive techniques applied in the specialized English language course for sport terminology. The experimental course work involved using elements of different interactive learning methods to teach sport terminology to the experimental group of students for about 30-40 minutes of every academic class of 90 minutes. Initial and final tests of the basic language skills and knowledge of sports terminology were carried out with the experimental and control group of students, in order to establish their language competences before and after the experimental course. The results from the tests were processed with statistical methods – variation analysis and Student’s t-test (dependent and independent samples). The results from the initial and final tests of the two groups have shown that students from the experimental group have improved their language skills, their confidence in using the language and their knowledge of sports terms to a greater extent than the control group. Applying interactive techniques in language learning for the needs of sport specialists leads to better results in their language acquisition.
28
Gregg, Melanie, and Leisha Strachan. "Examining Developmental Differences in Imagery Use with Youth Soccer Players." Journal of Imagery Research in Sport and Physical Activity 10, no. 1 (2015): 1–7. http://dx.doi.org/10.1515/jirspa-2014-0008.
Full textAbstract:
AbstractEmerging research on youth sport participants has revealed that young athletes use sport-related mental imagery for a variety of purposes such as acquiring sport-specific skills. The present study aimed to replicate previous research regarding developmental differences in imagery use, confirm the utility of the Sport Imagery Questionnaire-Children’s Version (SIQ-C), and clarify the relationship of gender to imagery use in youth sport. Youth soccer players (
29
Eliason, Paul, Carly McKay, Willem Meeuwisse, Brent Hagel, Luc Nadeau, and Carolyn Emery. "EFFECT OF PREVIOUS CONCUSSION ON SPORT-SPECIFIC SKILLS IN YOUTH ICE HOCKEY PLAYERS." British Journal of Sports Medicine 51, no. 4 (2017): 316.2–316. http://dx.doi.org/10.1136/bjsports-2016-097372.83.
Full text
30
Smith, Ronald E., Robert W. Schutz, Frank L. Smoll, and J. T. Ptacek. "Development and Validation of a Multidimensional Measure of Sport-Specific Psychological Skills: The Athletic Coping Skills Inventory-28." Journal of Sport and Exercise Psychology 17, no. 4 (1995): 379–98. http://dx.doi.org/10.1123/jsep.17.4.379.
Full textAbstract:
Confirmatory factor analysis was used as the basis for a new form of the Athletic Coping Skills Inventory (ACSI). The ACSI-28 contains seven sport-specific subscales: Coping With Adversity, Peaking Under Pressure, Goal Setting/Mental Preparation, Concentration, Freedom From Worry, Confidence and Achievement Motivation, and Coachability. The scales can be summed to yield a Personal Coping Resources score, which is assumed to reflect a multifaceted psychological skills construct. Confirmatory factor analyses demonstrated the factorial validity of the ACSI-28, as the seven subscales conform well to the underlying factor structure for both male and female athletes. Psychometric characteristics are described, and preliminary evidence for construct and predictive validity is presented.
31
Šimůnková, Iveta, and Viléma Novotná. "Sportovní příprava moderních gymnastek v předškolním a mladším školním věku." Studia sportiva 5, no. 2 (2011): 133–40. http://dx.doi.org/10.5817/sts2011-2-15.
Full textAbstract:
The systematic and adequate physical preparation is an important basis for achieving physical literacy in sport branch rhythmic gymnastics. The further preparation at the top level can not successfully continue without the mastery of basic movements and sports skills with a specific technique of difficulties with and without hand apparatuses. In the area of the cultivation we choose fundamental movement patterns: training locomotors and non-locomotors skills, music and movement education, classical dance technique (ballet training), development of flexibility, which is a limiting factor in rhythmic gymnastics, mastery of basic difficulty elements according to the international rules and basic skills in handling of hand apparatuses and equipment. Gymnastics movements and exercises are characterized by gymnast´s body posture, keeping the body and body parts in space, rhythm of movement, and fluidity of movement, combining performance with music and aesthetic experience during composition. Specifically rhythmic gymnastics skills along with psychosocial aspects of training are connected with general physical training. We would like to encourage gifted children and youth in the gymnastics sport clubs with the systematic rhythmic gymnastics training, which is adapted to current conditions and characteristics of the women sport. The main point is to increase membership and interest in the clubs, restore presentation of the Czech gymnastics school in the top positions at the world competitions.
32
Di Corrado, Donatella, Maria Guarnera, Francesca Vitali, Alessandro Quartiroli, and Marinella Coco. "Imagery ability of elite level athletes from individual vs. team and contact vs. no-contact sports." PeerJ 7 (May 22, 2019): e6940. http://dx.doi.org/10.7717/peerj.6940.
Full textAbstract:
Background In the sport context, imagery has been described as the condition in which persons imagine themselves while executing skills to deal with the upcoming task or enhance performance. Systematic reviews have shown that mental imagery improves performance in motor tasks Methods The aim of the present study was to explore whether imagery vividness (i.e., the clarity or realism of the imagery experience) and controllability (i.e., the ease and accuracy with which an image can be manipulated mentally) differ by sport types (team vs. individual and contact vs. non-contact). Participants were athletes from team contact and non-contact sports (rugby and volleyball, respectively), and individual contact and non-contact sports (karate and tennis, respectively) between the ages of 20 and 33 years (M = 24.37, SD = 2.85). The participants completed the Vividness of Visual Imagery Questionnaire, the Vividness of Movement Imagery Questionnaire-2, and the Mental Image Transformation Tasks. Results A 2 ×2 × 2 (gender × 2 contact-no-contact × 2 sport type) between groups MANOVA showed differences in imagery ability by sport type. Practical indications deriving from the findings of this study can help coaches and athletes to develop mental preparation programs using sport-specific imagery.
33
Mathers, John F. "Professional Tennis on the ATP Tour: A Case Study of Mental Skills Support." Sport Psychologist 31, no. 2 (2017): 187–98. http://dx.doi.org/10.1123/tsp.2016-0012.
Full textAbstract:
Success on the Association of Tennis Professionals (ATP) World Tour requires a specific blend of perceptuomotor abilities, technical proficiency, tactical awareness and mental skills. This case study describes the competitive structure of professional tennis and outlines the program of mental skills delivered to a professional tennis player over a 3-year period. The program embraced five stages: (1) education; (2) assessment/profiling; (3) mental skill learning; (4) application of mental skills in context and (5) evaluation, and was associated with some positive outcomes. This case study provides some possible guidelines for sport psychologists who may wish to provide consultancy services within professional tennis.
34
French, Karen E., and Jerry R. Thomas. "The Relation off Knowledge Development to Children's Basketball Performance." Journal of Sport Psychology 9, no. 1 (1987): 15–32. http://dx.doi.org/10.1123/jsp.9.1.15.
Full textAbstract:
This study examined the relationship of sport-specific knowledge to the development of children's skills in basketball. Two experiments were conducted. The first compared child expert and novice basketball players in two age leagues, 8-10 years and 11-12 years, on the individual components of basketball performance (control of the basketball, cognitive decisions, and motor execution) and on measures of basketball knowledge, dribbling skill, and shooting skill. Child expert players of both age groups possessed more shooting skill and more basketball knowledge. A canonical correlation analysis indicated that basketball knowledge was related to decision-making skill, whereas dribbling and shooting skill were related to the motor components of control and execution. Experiment 2 examined the changes in the individual components of performance, basketball knowledge, dribbling skill, and shooting skill from the beginning to the end of the season. Subjects improved in the cognitive decision-making and control components of performance across the course of the season, and basketball knowledge increased from the beginning to the end of the season. Only basketball knowledge was a significant predictor of the decision-making component at the end of the season. The overall results of Experiments 1 and 2 indicate that the development of the sport knowledge base plays a salient role in skilled sport performance of children.
35
Rider, Steven P., and Robert A. Hicks. "Stress, Coping, and Injuries in Male and Female High School Basketball Players." Perceptual and Motor Skills 81, no. 2 (1995): 499–503. http://dx.doi.org/10.1177/003151259508100228.
Full textAbstract:
Past research has identified a positive relationship between life-event stress and football injuries, but research in other sports has yielded more ambiguous results. It seems, then, that the relation of life stress and injury may be sport-specific and that different sports must be studied separately before such a relationship is assumed. The present investigation examined the relationships among life-event stress, coping skills, social support, and injuries of male and female high school basketball players. Contrary to the hypothesis, the number of days missed due to injury was not significantly related to life-event stress. As expected, the injury measure was negatively correlated with both the coping-skills and social-support variables, but these correlations did not reach statistical significance. Recommendations for research are discussed.
36
Szymanski, David J., Jeff M. Albert, Josh G. Reed, and Jessica M. Szymanski. "Relationships Between Anthropometric and Physiological Variables and Sport-Specific Skills of Collegiate Baseball Players." Medicine & Science in Sports & Exercise 43, Suppl 1 (2011): 858. http://dx.doi.org/10.1249/01.mss.0000402393.59262.3e.
Full text
37
Maloney, Michael A., Damian Farrow, Emily C. Dunn, Clare E. Humberstone, and David T. Martin. "Relationship Between Physical Factors and Non-Sport Specific Movement Skills in Australian Taekwondo Athletes." Medicine & Science in Sports & Exercise 47 (May 2015): 580. http://dx.doi.org/10.1249/01.mss.0000478290.33676.0e.
Full text
38
Dajnoki, Krisztina, György Norbert Szabados, and Éva Bácsné Bába. "A Case Study on Human Resource Management Practice of a Sport Organization." International Journal of Engineering and Management Sciences 3, no. 4 (2018): 410–25. http://dx.doi.org/10.21791/ijems.2018.4.34.
Full textAbstract:
Human resource with the adequate ability and skills is of decisive importance in all organizations, irrespective of the field of activity in which they operate. It is no different with the life of sports organizations. The human resource management of sports organizations is peculiar which is influenced by, on the one hand, the operating form of an organization, on the other hand, the nature of employment. Those well-known jobs can be also found in the sport organizations which are necessary to operate an organization and carry out the general tasks, at the same time, the amateur or professional athletes turn up as specific human resources. Aim of the study is to explore the specific characteristics of the human resource management of a particular organization, namely Debreceni Egyetem Atlétikai Club Sport Nonprofit Közhasznú Kft. (University of Debrecen Athletic Sport Non-profit Public Benefit Purpose Ltd., hereinafter: DEAC Ltd.), primarily focusing on the traditional HR functions. After reviewing the domestic and international specialized literatures, the practice of the examined sport organization will be described by means of case study, document analysis and managerial interview methods. Based on the results, it can be determined that there is no separate HR manager in case of the examined sport organization, due to its size, but the managing director carries out the tasks as an economic and HR manager in one person. From the aspect of organizational operation, the practice of HR functions is similar to the practice of other SME business organizations, at the same time, the management of athletics as human resources means its specific characteristic where the managements of labour supply, career and talent has other interpretation.
39
Perry, Frank D., Lindsay Shaw, and Leonard Zaichkowsky. "Biofeedback and Neurofeedback in Sports." Biofeedback 39, no. 3 (2011): 95–100. http://dx.doi.org/10.5298/1081-5937-39.3.10.
Full textAbstract:
There is great promise in the technology of biofeedback for the field of sport psychology. However, very little empirical research has been conducted that speaks to the efficacy of psychophysiological intervention in sport. The general aim of the present study was to evaluate the efficacy of different training protocols designed to teach cognitive and emotional self-regulation and improve athlete performance on sport-specific tasks. Results of these experiments demonstrated athlete mastery of self-regulation skills and improvement in sport performance.
40
Moritz, Sandra E., Craig R. Hall, Kathleen A. Martin, and Eva Vadocz. "What Are Confident Athletes Imaging?: An Examination of Image Content." Sport Psychologist 10, no. 2 (1996): 171–79. http://dx.doi.org/10.1123/tsp.10.2.171.
Full textAbstract:
Despite the advocacy of a confidence-enhancing function of mental imagery, the relationship between confidence and imagery has received little attention from sport researchers. The primary purpose of the present study was to identify the specific image content of confident athletes. Fifty-seven elite competitive rollerskaters completed the Movement Imagery Questionnaire-Revised (MIQ-R), the Sport Imagery Questionnaire (SIQ), and the State Sport Confidence Inventory (SSCI). Results revealed that high sport-confident athletes used more mastery and arousal imagery, and had better kinesthetic and visual imagery ability than low sport-confident athletes did. A hierarchical multiple regression analysis revealed that mastery imagery accounted for the majority of variance in SSCI scores (20%). The results of this study suggest that when it comes to sport confidence, the imaged rehearsal of specific sport skills may not be as important as the imagery of sport-related mastery experiences and emotions.
41
Figueiredo, António J., Manuel J. Coelho e Silva, Sean P. Cumming, and Robert M. Malina. "Size and Maturity Mismatch in Youth Soccer Players 11- to 14-Years-Old." Pediatric Exercise Science 22, no. 4 (2010): 596–612. http://dx.doi.org/10.1123/pes.22.4.596.
Full textAbstract:
The purpose of the study was to compare the anthropometric, functional and sport-specific skill characteristics and goal orientations of male youth soccer players at the extremes of height and skeletal maturity in two competitive age groups, 11–12 and 13–14 years. The shortest and tallest players, and least and most skeletally mature players (n = 8 per group) within each age group were compared on chronological age; skeletal age (Fels method); pubertal status (pubic hair); size, proportions and adiposity; four functional capacities; four soccer-specific skills; and task and ego orientation. The tallest players were older chronologically, advanced in maturity (skeletal, pubertal) and heavier, and had relatively longer legs than the shortest players in each age group. At 11–12 years, the most mature players were chronologically younger but advanced in pubertal status, taller and heavier with more adiposity. At 13–14 years, the most mature players were taller, heavier and advanced in pubertal status but did not differ in chronological age compared with the least mature players. Players at the extremes of height and skeletal maturity differed in speed and power (tallest > shortest; most mature > lest mature), but did not differ consistently in aerobic endurance and in soccer-specific skills. Results suggested that size and strength discrepancies among youth players were not a major advantage or disadvantage to performance. By inference, coaches and sport administrators may need to provide opportunities for or perhaps protect smaller, skilled players during the adolescent years.
42
Wohlfart, Olivia, Sandy Adam, Jorge García-Unanue, Gregor Hovemann, Berit Skirstad, and Anna-Maria Strittmatter. "Internationalization of the Sport Management Labor Market and Curriculum Perspectives: Insights From Germany, Norway, and Spain." Sport Management Education Journal 14, no. 2 (2020): 129–41. http://dx.doi.org/10.1123/smej.2019-0046.
Full textAbstract:
This study applies “Europeanness” to the analysis of internationalization in the sport management labor market and which changes this trend necessitates for sport management curricula. The authors employed an analysis of 30 semistructured interviews with key informants from Germany, Norway, and Spain. The results reveal various effects of internationalization on the sport sector and highlight the richness and diversity in the three countries. Sport management graduates need to possess a diverse set of competencies for successfully starting their careers. In addition to subject-specific knowledge, generic competencies such as the ability to work in a team, being able to communicate in diverse languages, and having intercultural skills are important. The article discusses knowledge of international sport organizations, their governance, global trends, and intercultural and language competencies, as well as international sport event management as identified themes and proposes specific curriculum changes to promote educational outcomes of sport management programs.
43
Corlett, John. "Sophistry, Socrates, and Sport Psychology." Sport Psychologist 10, no. 1 (1996): 84–94. http://dx.doi.org/10.1123/tsp.10.1.84.
Full textAbstract:
It is argued that knowledge of the traditions of Western philosophy can play a valuable role in applied sport psychology. A contrast between sophist and Socratic ideas from Athens of the 5th-century BC is used to demonstrate the contribution a sound philosophical foundation can make in professional practice. Sophists are technique driven and concerned solely with specific skills that produce successful performance results. Socratics, in contrast, encourage rigorous personal examination and improved knowledge of self as the only meaningful pathway to personal happiness. The application of each philosophy to counseling situations such as fear of failure and eating disorders is described, and the potential role of philosophy and the humanities in the education of sport psychologists is discussed.
44
Flosdorf, Megan L., Benjamin H. Carr, Julia Wallace Carr, and Joshua R. Pate. "An Exploration of the Sport Club President's Experience." Recreational Sports Journal 40, no. 2 (2016): 106–19. http://dx.doi.org/10.1123/rsj.2016-0007.
Full textAbstract:
Extensive research has shown that sport club participation enhances student development, but little research has examined how specific officer roles in sport clubs may shape the experience. The purpose of this case study was to explore how sport club presidents at a midsized, public, four year institution in the Mid-Atlantic region described their involvement in an on-campus leadership opportunity. Eleven sport club presidents participated in the study, and shared their experiences through reflective journaling, and 30-min semistructured interviews. The researchers conducted document analysis for further review of the sport club program and president experience. Findings suggest that participation in the presidential role within the campus recreation sport club program at this institution provides an impactful developmental experience for students by enhancing specific skills that prepare students for careers beyond college more candidly than classroom education. Recommendations for sport club professionals and students regarding the outcomes associated with this ongoing campus leadership opportunity are provided.
45
Habelt, Susanne, Carol Claudius Hasler, Klaus Steinbrück, and Martin Majewski. "Sport injuries in adolescents." Orthopedic Reviews 3, no. 2 (2011): 18. http://dx.doi.org/10.4081/or.2011.e18.
Full textAbstract:
In spite of the wide range of injuries in adolescents during sports activities, there are only a few studies investigating the type and frequency of sport injuries in puberty. However, this information may help to prevent, diagnose and treat sports injuries among teens. 4468 injuries in adolescent patients were treated over a ten year period of time: 66,97% were boys and 32.88% girls. The most frequent sports injuries were football (31.13%) followed by handball (8.89%) and sports during school (8.77%). The lower extremity was involved in 68.71% of the cases. Knee problems were seen in 29.79% of the patients; 2.57% spine and 1.99% head injuries. Injuries consisted primarily of distortions (35.34%) and ligament tears (18.76%); 9,00% of all injuries were fractures. We found more skin wounds (6:1) and fractures (7:2) in male patients compared to females. The risk of ligament tears was highest during skiing. Three of four ski injuries led to knee problems. Spine injuries were observed most often during horse riding (1:6). Head injuries were seen in bicycle accidents (1:3). Head injuries were seen in male patients much more often then in female patients (21:1). Fractures were noted during football (1:9), skiing (1:9), inline (2:3), and during school sports (1:11). Many adolescents participate in various sports. Notwithstanding the methodological problems with epidemiological data, there is no doubt about the large number of athletes sustain musculoskeletal injuries, sometimes serious. In most instances, the accident does not happened during professional sports and training. Therefore, school teachers and low league trainer play an important role preventing further accidence based on knowledge of individual risk patterns of different sports. It is imperative to provide preventive medical check-ups, to monitor the sport-specific needs for each individual sports, to observe the training skills as well as physical fitness needed and to evaluation coaches education.
46
Lampros, Rachel, and Isabella Sprague. "Return to Sport Following Anterior Cruciate Ligament Reconstruction: Women's Lacrosse." Journal of Women's Sports Medicine 1, no. 1 (2021): 6–16. http://dx.doi.org/10.53646/jwsm.v1i1.6.
Full textAbstract:
Participation in women’s lacrosse has increased in popularity over the last 20 years with a subsequent rise in sports-related injuries. Despite this increase, there is a paucity of research examining this population, particularly regarding guidelines for safe return to lacrosse after anterior cruciate ligament (ACL) reconstruction. A lacrosse-specific functional rehabilitation program is critical to the success of the athlete. The athlete must be prepared and demonstrate the ability to cut, pivot, jump, pass, and shoot with the incidental contact required for sport clearance. A criterion-based program delineating a progression of range of motion, mobility, strength, neuromuscular control, agility, and cardiovascular training is an essential part of ACL rehabilitation. Early incorporation of lacrosse-specific skills emphasizing multiplanar neuromuscular control should gradually progress to more challenging field-based tasks as the athlete transitions through their rehabilitation program. A multidisciplinary team of physicians, physical therapists, athletic trainers, strength and conditioning specialists, coaches, and parents must collaborate effectively to reduce the athlete’s risk for reinjury, meet the demands of the sport, and facilitate returning to the field without complications. Associated video content
47
Beveridge, Sandy K., and Sandy K. Gangstead. "Teaching Experience and Training in the Sports Skill Analysis Process." Journal of Teaching in Physical Education 7, no. 2 (1988): 103–14. http://dx.doi.org/10.1123/jtpe.7.2.103.
Full textAbstract:
This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction, teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.
48
Cormier, Marc L., and Sam J. Zizzi. "Athletic Trainers' Skills in Identifying and Managing Athletes Experiencing Psychological Distress." Journal of Athletic Training 50, no. 12 (2015): 1267–76. http://dx.doi.org/10.4085/1062-6050-50.12.02.
Full textAbstract:
Context Athletic trainers (ATs) commonly use psychological skills during sport rehabilitation. However, little is known about their ability to accurately implement these skills. Objective To assess ATs' skills in identifying psychological symptoms, selecting appropriate strategies, and making referral decisions for athletes experiencing various degrees of psychological distress. Design Cross-sectional study. Setting Participants were recruited using the National Athletic Trainers' Association professional member database. Patients or Other Participants Of the 2998 ATs who were selected randomly, 494 (16.5%) partially completed the questionnaire and 326 (10.9%) completed the entire survey (mean age = 34.7 ± 10.8 years, mean years of experience = 11.3 ± 9.9). Main Outcome Measure(s) Using the Web-based questionnaire created for this study, we collected ATs' demographic information and assessed their perceptions about responsibilities as ATs, psychosocial competencies, training in sport psychology, and referral behaviors. Additionally, respondents were asked to identify symptoms, match psychological strategies (eg, goal setting, imagery, progressive muscle relaxation), and make referral decisions for athletes in 3 case vignettes. Results The ATs demonstrated high accuracy in identifying symptoms and making referral decisions but struggled in selecting appropriate psychosocial strategies for athletes. Stepwise regression analyses revealed that ATs who had had specific coursework in sport psychology were able to more accurately identify symptoms (t = 3.01, P &lt; .01), and those ATs with more experience reported lower accuracy scores for their intended course of action (t = −2.25, P &lt; .05). Conclusions Our analogue research design provided new insights into ATs' knowledge and use of sport psychology in practice. The results highlighted the importance of coursework focusing on applied areas of sport psychology in the training of ATs.
49
Taber, Jamie, and Kat Longshore. "Stepping on the Mat: A Novice Practitioner’s Experiences Conducting a Mental-Training Workshop for Mixed Martial Arts Athletes." Case Studies in Sport and Exercise Psychology 3, no. 1 (2019): 77–85. http://dx.doi.org/10.1123/cssep.2019-0013.
Full textAbstract:
The current case reports a multimodal group intervention implemented at a mixed martial arts (MMA) school. Participants in the workshop included athletes of a range of belt ranks and experience levels, demonstrating an interest in mental-skills training from not only competitive but also recreational athletes. Goal setting, arousal regulation, self-talk, and imagery were covered, with a short informative lecture and an activity for each skill. Feedback was generally positive, with participants indicating that they had learned a lot and suggesting more workshops in the future, as well as more sport-specific examples. For the student-trainee, being new to leading workshops and being a member of the population were important; for the supervisor, taking on that role and working in an unfamiliar sport were novel experiences. Efficacy research should be conducted with this kind of intervention for recreational MMA athletes, but feedback demonstrated an interest in mental skills for this population.
50
Barneva, Reneta P., and Penny D. Hite. "Information Technology in Sport Management Curricula." Journal of Educational Technology Systems 45, no. 3 (2016): 326–42. http://dx.doi.org/10.1177/0047239516671941.
Full textAbstract:
We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.