1,721,020 research outputs found
Exploring the especial skill effect beyond fixed target sports: Assessing outcome variability in skilled golfers
No full textThis dataset provides the mean error scores for 10 golfers executing pitch shots to five individually-tailored distances. Data pertain to the distance and lateral error. The dataset is related to the upcoming publication Brožka, M., Coleman, S.G.S., & Carson, H.J. (in submission), 'Exploring the especial skill effect beyond fixed target sports: Assessing outcome variability in skilled golfers.
Effect of movement goal on countermovement jump performance: An exploratory analysis of different sporting demands
No full textThis study explored the influence of different counter movement jump (CMJ) goals on performance, kinetic, and kinematic variables between 56 elite track and field (T&F), football, and futsal athletes. Within and between-sport difference were compared when using the goals: (a) “jump as high as possible” (CMJh) and (b) “jump as fast as possible” (CMJf), using a mixed MANOVA and follow-up univariate mixed ANOVAs. Movement goals had a significant main effect on all variables (p < .001). Compared to CMJh, CMJf elicited higher mean propulsive power normalized to body mass (MPPbm ) and reactive strength index (RSI), alongside lower jump height, contraction time (CT), propulsive displacement, and countermovement velocity (CMvelocity). Sport interaction analyses revealed that T&F athletes consistently outperformed the other sports in RSI across both movement goals. Significant differences in MPPbm and CT emerged between T&F and football. Additionally, a significant interaction between Movement goal and Sport was found for CMvelocity, indicated that T&F and football athletes increased their CM velocity under CMJh, while futsal players maintained similar downward velocities across both movement goals. In conclusion, movement goals significantly modify CMJ performance variables in elite athletes, and these effects are further influenced by sport specialization. Furthermore, adaptations in motor control processes according to the specific movement goals emphasize the need for task-specific and context-relevant communication. Coaches should align goal instructions with both the targeted task goals and the athletes’ sporting context to optimize training outcomes and athlete assessment
What differences exist between the lead and trail wrist in extensor carpi ulnaris activity and golf swing joint kinematics in sub-elite golfers?
No full textThese data pertain to movement kinematics, muscle activity and clubhead performance during the golf swing with pitching wedge, 7-iron and driver clubs in sub-elite golfers:
1) Angular velocities of the lead and trail wrist;
2) lead and trail forearm and hand IMU data;
3) EMG activity of the lead and trail extensor carpi ulnaris muscles;
4) Clubhead kinematics of speed, swing path and angle of attack.
The dataset is related to the upcoming publication Robinson, P.G., Carson, H.J., Richards, J., Murray, A., Duckworth, A.D., Campbell, D. 'What differences exist between the lead and trail wrist in extensor carpi ulnaris activity and golf swing joint kinematics in sub-elite golfers?' (in submission)Microsoft Excel file containing EMG and Kinematic data for 15 participant
“What, How, Why and Growing”: Sports Practitioners' Views on Teaching Methods Used with Young Learners
No full textThis investigation aimed to understand the factors influencing educators' opinions, preferences, perceptions, enhancements, and sources of information on the best ways to teach specific sports skills to children and young people. Using personal contacts in the industry and subsequent snowball sampling, survey links were sent to educators in Kuwait and the UK to collect data, and 155 participated. Participants generally agreed on the goals of teaching and the significance of achieving these goals. Notably, however, participants differed regarding the specific teaching methods that should be used to achieve these goals. Furthermore, participants supported the idea of using a variety teaching methods in the physical activities rather than only one. Lastly, it was found that educators use different teaching methods and face challenges in their teaching roles. Educators should be equipped to use a hybrid approach incorporating different methods depending on contextual factors. This will ensure that all learners are catered for and improve education quality.Data Description File
Survey Raw Datase
Adapting Global Coach Education Approaches within the Chinese Context: Coaches’ and Coach Developers’ Perceived Challenges, Cultural Influences and Pathways to Expertise
No full textBackground: Global coach education has shifted focus in recent decades, moving from prescriptive, competency-based training towards expertise-based approaches that prepares for complex coach–learner interactions. However, adopting one-size-fits-all coaching approaches across cultures is problematic, since there is potential to overlook important pedagogic and social norms. In China, coach education remains centrally administered and assessment-driven, with a structured certification hierarchy that contrasts starkly with Western approaches that centre on reflective practice. These contextual differences present a mismatch between China’s current competency-based system and the expertise-development approach emerging internationally.
Purpose: This study investigates the cultural and pedagogical complexities of introducing a Western expertise-based coach education approach in China. It explores Chinese coach developers’ and coaches’ perceptions of (1) the current versus their ideal coach education systems, (2) how cultural factors (e.g., power distance, learning habits) influence these systems, and (3) the challenges in transitioning from the existing competency-based to an expertise-based approach. The aim is to better understand how cultural context and educational beliefs shape coach development opportunities, and to inform future coach education practice reforms.
Methods: A mixed-methods (quantitative and qualitative) online survey required participants from China (N = 119; 87 coaches and 32 coach developers) to rate using a Likert-scale, items that addressed competency-based versus expertise-based coaching approaches in various scenarios, cultural factors (e.g., attitudes to authority, preference for structured learning) and potential transition challenges, plus open-ended questions for additional comments. Independent t-tests and MANOVA with post-hoc tests examined differences between coaches and coach developers, while thematic analysis was used to present qualitative feedback.
Results: While participants showed interest in a more expertise-based approach, their overall preference remained for familiar, competency-based structures. Coach developers were significantly more inclined to view the current system as lacking in expertise-focus and to desire a more expertise-based system. Correspondingly, coach developers differed from coaches on several cultural attitude measures: notably, they reported emphasis on youth development being positive to coach education systems, whereas the attitude and behaviours towards uncertainty and learning habits/styles are relatively negative to the systems. Both groups, however, identified similar challenges to adopting an expertise-based approach, particularly a ‘need for more knowledge’ and difficulties with assessment and certification processes. Qualitative comments (from a subset of respondents) echoed concerns about entrenched habits, institutional resistance to change, and the lack of role models to exemplify the new approach.
Discussion and Conclusion: Overall, this study highlights a clear mismatch between the current competency-based and an envisioned expertise-based approach. Data suggests that any transition in China towards an expertise-based coach education system will need to be gradual and culturally sensitive, blending new reflective practices into the existing structure to ensure buy-in and sustainability
Smooth Operators: Promoting Skill Acquisition in Novice Tennis Players
No full textAccording to different skill acquisition theories, top-down/bottom-up processes will differentially impact on motor skill improvements and should inform the pedagogic approach adopted by the teacher/coach. Despite these predictions, there are few studies that compare different teaching/coaching approaches from these perspectives. Therefore, this study aimed to assess the effectiveness of different coaching approaches when acquiring the tennis forehand drive shot among secondary school children (N = 24, age 12–13 years) in Kuwait. Specifically, three methods were compared: demonstration only, verbal instructions with demonstration and a design informed by the constraints-led approach. Measures of performance outcome, expert coach rating, learner understanding and preference, as well as upper-limb kinematics were obtained following a practice block, at delayed retention test after 1 week and on a transfer task. ANOVA revealed no significant differences between conditions for performance outcome or expert coach ratings. However, there were significant differences in the upper-limb movement kinematics (p < .05), as measured by jerk, indicating that VID had lower levels of jerk compared to CLA in all phases. Additionally, when questioned after the study on their perceptions, 92% of the participants preferred being coached using verbal instructions with a demonstration. Overall, findings indicate that the more prescriptive coaching method in this case led to improved understanding and movement smoothness and was also preferred by most participants. Teachers and coaches are therefore encouraged to carefully consider what methods are employed against learner needs and expressed preferences.Data Description can be found in the file "Data Description.txt
Developing the interdisciplinary scope of golf strength and conditioning coaching: Learning from practitioners’ conceptualization and use of athletes’ errors
No full textInterdisciplinarity is increasingly recognised as a feature of expert sports coaching. Concurrently, the importance of coaches’ decision-making regarding the role and use of challenge during training has been emphasised. To address these developments and further understand their relatedness within the applied context, using semi-structured interviews, this study explored eight golf strength and conditioning (S&C) coaches’ perspectives on and experiences of athletes’ errors (as indicators of challenge) and interdisciplinary integration. Notably, findings indicate a clear need for development within the golf domain regarding interdisciplinary knowledge and practice as it pertains to support provision. Specifically, recommendations are made to support the bidirectional integration of S&C knowledge across golf coaching domains and stress the importance of developing golf S&C practitioners’ psychosocial competencies during accreditation and continuous professional development curricula.Refer to Data Description File.tx
Making a good start: Differential Impacts of Teaching Methods for Promoting Motor Performance and Understanding Among 6–7 Year Old Children
No full textBackground: A good start and early success with motor skills is an important feature of primary education when promoting lifelong physical activity. Notably, however, empirical guidance on optimal teaching methods is limited, especially when considering between genders. To address this paucity, we compared across several teaching methods that were informed by different skill acquisition approaches (i.e., cognitive and ecological) in children when practicing an age-appropriate interception task. We also tested for gender differences.
Methods: Five groups of 14 Kuwaiti children (N = 70) practiced a bowling task under different teaching conditions, namely: Solo; Social learning; Demonstrations; Questioning, and; Verbal instructions. Performance outcome scores, participants’ understanding and teacher observations were used to evaluate the conditions’ impact.
Results: ANOVA showed significant effects for teaching method on performance outcome scores. Post-hoc analyses found verbal instruction was significantly better than solo and social learning. Analyses of near misses found significant differences for gender, with males outperforming females. Assessment of participants’ understanding revealed a higher level for males and those receiving verbal instruction compared with social and solo practice.
Conclusion: Different teaching methods generate different practice outcomes and levels of understanding in children. Offering more direct guidance can support necessary early success
Attentional focus effects on lower limb muscular strength in athletes:A systematic review
Full text linkEvidence links an athlete’s focus of attention to enhancing strength performance. However, additional research is needed to investigate the applicability of studies beyond the tasks and population currently examined. Therefore, we aimed to systematically review studies concerning attentional focus effects on strength characteristics on lower-limb tasks in athletes. Scopus, Web of Science, and EBSCO databases were searched using Prisma PERSIST guidelines and keywords related to the focus of attention, force production processes, and athletes. Participants were categorized: World-class (Tier 5); Elite (Tier 4); Highly trained (Tier 3); Trained/Developmental (Tier 2); Non-athletes (Tiers 1–0); and Mixed (different levels). Fifteen out of 296 studies met the inclusion criteria. Included studies investigated focus of attention effects: on performance (n = 6), between skill levels (n = 2), for learning (n = 5), with respect to participant preference (n = 1), and one study did not state the aim. Studies achieved an average risk of bias score of ‘Excellent’; however, findings suffered in the assessment of certainty. Only two studies reported an advantage for one type of attentional focus (external focus) across conditions (g = .13–.42) with Tier 2 and Mixed Tier athletes. Research does not address the needs of elite athletes and there is limited evidence on each type of strength characteristics and muscle action. There is also a need to incorporate methodological steps to promote task-relevant instructions. Research should focus on contextualized information within professional practice to offer stronger translational implications for athletes and coaches
Influence of the constraints associated with the numerical game situations on the technical-tactical actions of U-11 football players in Spain: A commentary on Garcia-Angulo et al. (2024)
No full text- …
