Defining the Volume and Intensity of Sport Participation in Adolescent Rugby Union Players

2008 ◽  
Vol 3 (1) ◽  
pp. 94-106 ◽  
Author(s):  
Timothy B. Hartwig ◽  
Geraldine Naughton ◽  
John Searl
Keyword(s):  
Physical Activity ◽  
Best Practice ◽  
Sport Participation ◽  
Training Session ◽  
Rugby Union ◽  
Gps Tracking ◽  
Training Adaptations ◽  
And Performance ◽  
Tracking Devices ◽  
And Training

Purpose:Investigating adolescent training loads might help us understand optimal training adaptations. GPS tracking devices and training diaries were used to quantify weekly sport and other physical activity demands placed on adolescent rugby union players and profile typical rugby training sessions.Methods:Participants were 75 males age 14 to 18 y who were recruited from rugby teams representing 3 levels of participation: schoolboy, national representative, and a selective sports school talent squad.Results:Schoolboy players covered a distance of (mean ± SD) 3511 ± 836 m, representative-squad players 3576 ± 956 m, and talent-squad players 2208 ± 637 m per rugby training session. The representative squad recorded the highest weekly duration of sport and physical activity (515 ± 222 min/wk), followed by the talent squad (421 ± 211 min/week) and schoolboy group (370 ± 135 min/wk). Profiles of individual players identified as group outliers showed participation in up to 3 games and up to 11 training sessions per week, with twice the weekly load of the team averages.Conclusion:Optimal participation and performance of adolescent rugby union players might be compromised by many high-load, high-impact training sessions and games and commitments to other sports and physical activities. An improved understanding of monitoring and quantifying load in adolescent athletes is needed to facilitate best-practice advice for player management and training prescription.

scholarly journals Does Vitamin C and E Supplementation Impair the Favorable Adaptations of Regular Exercise?

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Michalis G. Nikolaidis ◽  
Chad M. Kerksick ◽  
Manfred Lamprecht ◽  
Steven R. McAnulty
Keyword(s):  
Free Radicals ◽  
Vitamin C ◽  
Redox Homeostasis ◽  
Training Adaptations ◽  
Radical Production ◽  
Physiological Adaptations ◽  
Contradictory Evidence ◽  
And Performance ◽  
Additional Support ◽  
And Training

The detrimental outcomes associated with unregulated and excessive production of free radicals remains a physiological concern that has implications to health, medicine and performance. Available evidence suggests that physiological adaptations to exercise training can enhance the body’s ability to quench free radicals and circumstantial evidence exists to suggest that key vitamins and nutrients may provide additional support to mitigate the untoward effects associated with increased free radical production. However, controversy has risen regarding the potential outcomes associated with vitamins C and E, two popular antioxidant nutrients. Recent evidence has been put forth suggesting that exogenous administration of these antioxidants may be harmful to performance making interpretations regarding the efficacy of antioxidants challenging. The available studies that employed both animal and human models provided conflicting outcomes regarding the efficacy of vitamin C and E supplementation, at least partly due to methodological differences in assessing oxidative stress and training adaptations. Based on the contradictory evidence regarding the effects of higher intakes of vitamin C and/or E on exercise performance and redox homeostasis, a permanent intake of non-physiological dosages of vitamin C and/or E cannot be recommended to healthy, exercising individuals.

Bullying in Sport and Performance Psychology

2017 ◽  
Author(s):  
Leslee A. Fisher ◽  
Lars Dzikus
Keyword(s):  
Policy Development ◽  
Role Models ◽  
Best Practice ◽  
Physical Violence ◽  
Bullying Prevention ◽  
Performance Psychology ◽  
Critical Feedback ◽  
And Performance ◽  
E Mail ◽  
And Training

Bullying is a growing problem in sport and performance settings. Bullying falls under the umbrella of “athlete maltreatment,” which includes any form of harm and all relationships where harm could occur in sport and performance. Specifically, bullying is defined as repeated hostile and deliberate behavior from one person (the perpetrator) to another (the target) with the intent to harm or threaten harm to the target; it is marked by an imbalance of power. Often, after extreme bullying, the target feels terrorized. Athlete maltreatment in sport and performance has been categorized into one of two forms: relational maltreatment and nonrelational maltreatment. Bullying is a relational problem. In particular, sport and performance bullying can occur from coach to player, parent to player, or player to player, and often takes the form of (1) making unreasonable performance demands of the target, (2) repeated threats to restrict or remove the target’s privileges or opportunities, (3) screaming or yelling directed at the target that is unwarranted, (4) repeated and continual criticism of the target’s abilities, (5) discounting or denying the target’s accomplishments, (6) blaming the target for his or her mistakes, (7) threats of and/or actual physical violence toward the target, and (8) social media or e-mail messages with threats or insults toward the target. Sport and performance organizations should develop and implement antibullying policies. Six potential steps toward policy development and implementation include: (1) defining bullying behaviors, (2) referring to existing “best-practice” bullying policies, (3) specifically outlining the reporting of bullying incidents, (4) outlining clearly investigation and disciplinary actions to be taken, (5) outlining specific assistance for bullying targets, and (6) including prevention and training procedures. In the meantime, coaches as well as parents and players can recognize that they are role models for everyone with whom they come into contact in sport and performance settings. Coaches, parents, and players can also accept responsibility for creating a respectful and safe sport and performance environment, have a pre-season meeting to discuss antibullying policy, foster open and honest communication, accept critical feedback, not engage or allow bullying behavior themselves, create acceptable boundaries between themselves and others, and teach players to trust their instincts when things do not feel right. More advanced bullying prevention and training procedures can then take place.

The tackle in South African youth rugby union – Gap between coaches' knowledge and training behaviour

2017 ◽  
Vol 12 (6) ◽  
pp. 708-715 ◽  
Author(s):  
Sharief Hendricks ◽  
Martin Sarembock ◽  
Ben Jones ◽  
Kevin Till ◽  
Mike Lambert
Keyword(s):  
High Risk ◽  
Confidence Interval ◽  
Spinal Cord Injuries ◽  
Research Area ◽  
Rugby Union ◽  
Knowledge And Attitudes ◽  
Risk Of Injury ◽  
Knowledge And Attitude ◽  
And Performance ◽  
And Training

In youth rugby union matches, tackle-related injuries account for 60% of all injuries, 62% of concussion injuries and almost 50% of spinal cord injuries (youth and amateur). Because of this high risk of injury, the inclusion of the tackle in youth rugby has been a topic of discussion in the public and a high priority research area for World Rugby. What a coach knows and his/her attitude toward player safety directly impacts the risk and performance profile of a player. The purpose of this study is to describe the tackle knowledge, attitudes and training behaviours of youth rugby coaches. The entire population of Western Province Rugby Union Premier A1 division (highest level of school rugby) under-19 rugby coaches (n = 8) completed a knowledge and attitude questionnaire and 96 field-training sessions were observed over four weeks. Coaches rated tackling (mean 3.9, 95% confidence interval 3.3–4.4), rucking (mean 3.8, 95% confidence interval 3.0–4.5) and ball-carrying (mean 3.6, 95% confidence interval 2.6–4.6) as high-risk of injury facets of play ( H = 30.8, p < 0.001). Coaching proper technique was rated as very important for safety (mean 4.6, 95% confidence interval 4.2–5.0) and performance (mean 4.8, 95% confidence interval 4.4–5.0, U = 28, p > 0.05). Of the 96 observed training sessions, tackle training was recorded 16% of the time (vs. 84% no tackle training, p < 0.001). Coaches were aware of the risk of injury in the tackle and rated the coaching of proper technique of utmost importance. These positive knowledge and attitudes did not transfer into their tackle training. The discrepancy between coaches' tackle knowledge and attitudes, and their training of the tackle might be related to how competent they believe themselves to be in delivering tackle training.

University Student’s Perceptions of Self-Tracking Devices, Data Privacy, and Sharing Digital Data for Research Purposes

2020 ◽  
Vol 3 (2) ◽  
pp. 128-134 ◽  
Author(s):  
Marianne I. Clark ◽  
Matthew W. Driller
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Data Privacy ◽  
Best Practice ◽  
Research Process ◽  
Digital Data ◽  
Activity Monitors ◽  
Best Practice Guidelines ◽  
Tracking Device ◽  
Tracking Devices

Purpose: Wearable physical activity monitors present new ethical considerations for researchers and research ethics boards. Best practice guidelines are needed for research involving wearable monitors and should consider how these devices may impact participants outside of the research context. This study examines the perceptions of university students who wore activity monitors for research purposes in order to inform such guidelines. Methods: Focus groups were held with university students who wore digital self-tracking devices for a study examining sleep and physical activity. Questions focused on motivations to wear a physical activity monitor for research, understandings of how personal digital data generated by self-tracking devices are used and accessed, and perceptions of privacy. Results: 83% of students trusted the research process and were motivated to contribute to scientific knowledge by wearing a digital tracking device. Most (83%) understood how their data were used and accessed for research purposes, but 79% were less clear on how data might be accessed and used by third parties. 79% of participants also agreed that different data carries different social and personal implications and thus should not be treated the same by researchers. Conclusions: Protocols for research involving wearable monitors should include briefing/debriefing sessions to clarify data privacy, storage, and use issues. Researchers should also consider how wearing these devices might prompt unexpected emotional and other responses and the social implications of use for participants. The concept of privacy requires further exploration in the context of digital data collection using commercial devices.

scholarly journals Assessment of Athletes With Eating Disorders: Essentials for Best Practice

2018 ◽  
Vol 12 (4) ◽  
pp. 480-494 ◽  
Author(s):  
Jenny H. Conviser ◽  
Amanda Schlitzer Tierney ◽  
Riley Nickols
Keyword(s):  
Eating Disorders ◽  
Early Detection ◽  
Best Practice ◽  
Eating Behaviors ◽  
Sport Participation ◽  
Well Being ◽  
The United States ◽  
Self Report ◽  
Disordered Eating Behaviors ◽  
And Performance

It is estimated that 1.6 million people in the United States are currently diagnosed with an eating disorder. Eating disorders (EDs) have high rates of morbidity and mortality and remain the most severe mental illness. Unfortunately, rates of EDs and disordered eating behaviors (DEBs) among athletes appear to be increasing. In this study, authors summarize ED-related risks that pose compromises in psychological and social functioning, medical health, and overall quality of life. The importance of early detection and formal evaluation in preserving the athlete’s health, well-being and sustaining successful sport participation, and performance are highlighted. Athlete-specific factors, which challenge the ease and accuracy of ED detection and assessment, are noted. The recommended components of effective ED assessment are identified, including use of self-report measures and clinical interviews conducted by ED certified and licensed professionals. The importance of being well informed in tenets of ED awareness, prevention and supporting early detection, and referral for formal ED assessment are noted. Conclusions reflect the vital roles that both the multidisciplinary sport personnel and the sport environment/culture play in reducing the serious health risks of DEBs and EDs. Each is needed to protect an athlete’s well-being while fostering safe and successful sport participation.

scholarly journals Investigation of the Relationship Between Salivary Cortisol, Training Load, and Subjective Markers of Recovery in Elite Rugby Union Players

2020 ◽  
Vol 15 (1) ◽  
pp. 113-118 ◽  
Author(s):  
Caoimhe Tiernan ◽  
Mark Lyons ◽  
Tom Comyns ◽  
Alan M. Nevill ◽  
Giles Warrington
Keyword(s):  
Salivary Cortisol ◽  
Perceived Exertion ◽  
Physiological Stress ◽  
Training Session ◽  
Rugby Union ◽  
Training Load ◽  
Rating Of Perceived Exertion ◽  
Training Period ◽  
Training Performance ◽  
And Training

Purpose: Insufficient recovery can lead to a decrease in performance and increase the risk of injury and illness. The aim of this study was to evaluate salivary cortisol as a marker of recovery in elite rugby union players. Method: Over a 10-wk preseason training period, 19 male elite rugby union players provided saliva swabs biweekly (Monday and Friday mornings). Subjective markers of recovery were collected every morning of each training day. Session rating of perceived exertion (sRPE) was taken after every training session, and training load was calculated (sRPE × session duration). Results: Multilevel analysis found no significant association between salivary cortisol and training load or subjective markers of recovery (all P > .05) over the training period. Compared with baseline (wk 1), Monday salivary cortisol significantly increased in wk 4 (14.94 [7.73] ng/mL; P = .04), wk 8 (16.39 [9.53] ng/mL; P = .01), and wk 9 (15.41 [9.82] ng/mL; P = .02), and Friday salivary cortisol significantly increased in wk 5 (14.81 [8.74] ng/mL; P = .04) and wk 10 (15.36 [11.30] ng/mL; P = .03). Conclusions: The significant increase in salivary cortisol on certain Mondays may indicate that players did not physically recover from the previous week of training or match at the weekend. The increased Friday cortisol levels and subjective marker of perceived fatigue indicated increased physiological stress from that week’s training. Regular monitoring of salivary cortisol combined with appropriate planning of training load may allow sufficient recovery to optimize training performance.

Reliability of the Conversational Interaction Coding Form When Applied to Natural Conversation of Individuals With Aphasia

2010 ◽  
Vol 20 (4) ◽  
pp. 125-135 ◽  
Author(s):  
Ashley Pozzolo Coote ◽  
Jane Pimentel
Keyword(s):  
Best Practice ◽  
Interobserver Reliability ◽  
Training Session ◽  
Clinical Tool ◽  
Group Setting ◽  
Conversational Interaction ◽  
Video Recordings ◽  
Aphasia Therapy ◽  
Natural Conversation ◽  
Point To Point

Purpose: Development of valid and reliable outcome tools to document social approaches to aphasia therapy and to determine best practice is imperative. The aim of this study is to determine whether the Conversational Interaction Coding Form (CICF; Pimentel & Algeo, 2009) can be applied reliably to the natural conversation of individuals with aphasia in a group setting. Method: Eleven graduate students participated in this study. During a 90-minute training session, participants reviewed and practiced coding with the CICF. Then participants independently completed the CICF using video recordings of individuals with non-fluent and fluent aphasia participating in an aphasia group. Interobserver reliability was computed using matrices representative of the point-to-point agreement or disagreement between each participant's coding and the authors' coding for each measure. Interobserver reliability was defined as 80% or better agreement for each measure. Results: On the whole, the CICF was not applied reliably to the natural conversation of individuals with aphasia in a group setting. Conclusion: In an extensive review of the turns that had high disagreement across participants, the poor reliability was attributed to inadequate rules and definitions and inexperienced coders. Further research is needed to improve the reliability of this potentially useful clinical tool.

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