scholarly journals Contemporary practices of strength and conditioning coaches in professional cricket

2020 ◽  
pp. 174795412097747
Author(s):  
Anthony Weldon ◽  
Michael J Duncan ◽  
Anthony Turner ◽  
Candice J Christie ◽  
Cecilia MC Pang
Keyword(s):  
Technology Use ◽  
Online Survey ◽  
Perceived Exertion ◽  
Background Information ◽  
Strength Development ◽  
Strength And Conditioning ◽  
Related Field ◽  
Sports Science ◽  
Training Exercises ◽  
Sports Coaches

This study describes the contemporary practices of strength and conditioning (S&C) coaches in male professional cricket. Thirty-three S&C coaches working with international and professional club teams across seven countries completed an online survey. The survey consisted of 45 questions (35 fixed responses and 10 open-ended), with eight sections: (a) background information, (b) muscular strength and power development, (c) speed development, (d) plyometrics, (e) flexibility development, (f) physical testing, (g) technology use, and (h) programing. Most S&C coaches were educated to degree level (97%) or higher, with 91% of degrees being in a sports science-related field. Furthermore, 73% held S&C and 40% cricket coaching certifications. Isometric type resistance training exercises (94%) were frequently programed by S&C coaches, with squats and deadlifts (including variations) deemed the most important strength development exercises. Ratings of perceived exertion (58%) was most used for determining set loads. Hang clean (64%) and multiple hops/lunges (85%) were the most prescribed Olympic weightlifting and plyometric exercises. Speed gates (85%) were the most used technology-based equipment. Open-ended questions revealed, 45% of S&C coaches believed time constraints, scheduling and fixtures are the main issues faced in their role. Position-specific demands (61%) was the predominant method used for individualizing players training strategies. The information presented in this study is valuable for those pursuing or currently working as an S&C coach in professional cricket to align, compare, and explain their practices. Furthermore, will provide insight for the wider athlete support team (e.g., sports coaches and physiotherapists) on the practices of S&C coaches.

scholarly journals Strength and Conditioning Practices and Perspectives of Volleyball Coaches and Players

Sports ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 28
Author(s):  
Anthony Weldon ◽  
Jason T. S. Mak ◽  
Sing T. Wong ◽  
Michael J. Duncan ◽  
Neil D. Clarke ◽  
...  
Keyword(s):  
Informed Consent ◽  
Frequency Analysis ◽  
Thematic Analysis ◽  
Online Survey ◽  
Background Information ◽  
Strength And Conditioning ◽  
Theoretical Understanding ◽  
Research And Practice ◽  
Future Developments ◽  
Practice Gap

To the authors’ knowledge this is the first study to describe the strength and conditioning (S&C) practices and perspectives of volleyball coaches and players. In total, 30 volleyball coaches (mean age 34.47 ± 7.83 years and coaching experience 19.57 ± 8.28 years), and 30 volleyball players (mean age 22.03 ± 4.43 years and playing experience 10.43 ± 8.98 years) completed an online survey with six sections: (a) informed consent; (b) background information; (c) education, qualifications, and prescription; (d) views on S&C; (e) exercise selection and preferences; and (f) issues and improvements. Frequency analysis was used to report responses to fixed-response questions and thematic-analysis for open-ended questions. While only one participant possessed an S&C certification, S&C was deemed ‘important’ to ‘very important’ for volleyball skills, physical fitness, and injury parameters. However, due to a reported lack of expertise, there appeared to be a theoretical understanding to practice gap. Furthermore, the implementation of S&C was considerably hindered by a lack of time, facilities, and equipment. National sports associations, coaches, and players can use the information within this study to provide an understanding of the current practices and perspectives of S&C in volleyball. While also promoting future developments in volleyball related S&C research and practice.

The strength and conditioning practices and perspectives of soccer coaches and players

2022 ◽  
pp. 174795412110722
Author(s):  
Anthony Weldon ◽  
Sing T Wong ◽  
Nuno Mateus ◽  
Michael J Duncan ◽  
Neil D Clarke ◽  
...  
Keyword(s):  
Informed Consent ◽  
Frequency Analysis ◽  
Thematic Analysis ◽  
Online Survey ◽  
Support Staff ◽  
Soccer Players ◽  
Background Information ◽  
Strength And Conditioning ◽  
Additional Support ◽  
Different Levels

Strength and conditioning (S&C) is implemented across various sports and levels, but there is limited understanding of the personnel responsible for this, including their S&C practices and perspectives. Whereas recent evidence has shown that coaches and players are often tasked with the responsibility. Therefore, this study aimed to investigate: 1) the personnel responsible for delivering S&C across different levels of soccer, 2) the practices and perspectives of soccer coaches and players, and 3) to ascertain whether the practices employed align with contemporary evidence and guidelines. Forty-two soccer coaches and 30 soccer players completed an online survey with six sections: (a) informed consent, (b) background information, (c) education, qualifications, and prescription, (d) views on S&C, (e) exercise selection and preferences, and (f) issues and improvements. Frequency analysis was used to report responses to fixed-response questions and thematic analysis for open-ended questions. Most respondents reported S&C to be ‘important’ to ‘very important’ for all soccer, physical fitness, and injury parameters, with perspectives being predominantly aligned with S&C guidelines and research in soccer. Although S&C coaches were mostly responsible for delivering S&C sessions, over 60% of respondents disclosed S&C sessions were delivered independently or by support staff. This is problematic given only four coaches held S&C qualifications, and issues and improvements were mostly regarding a lack of S&C expertise and education. This study provides valuable information for S&C and soccer organizations. Particularly regarding the additional support required to ensure those responsible for delivering S&C in soccer have the appropriate knowledge and qualifications.

scholarly journals Strength and Conditioning Coaches’ Application of the Session Rating of Perceived Exertion Method of Monitoring Within Professional Rugby Union

2018 ◽  
Vol 61 (1) ◽  
pp. 155-166 ◽  
Author(s):  
Thomas Comyns ◽  
Aoife Hannon
Keyword(s):  
Online Survey ◽  
Perceived Exertion ◽  
Load Ratio ◽  
Rugby Union ◽  
Rating Of Perceived Exertion ◽  
Strength And Conditioning ◽  
Monitoring Method ◽  
Risk Of Injury ◽  
Potential Applications ◽  
Research Findings

Abstract Session rating of perceived exertion (session-RPE) is a method of monitoring and managing training loads. The purpose of this study was to research how and for what purpose strength and conditioning (S&C) coaches implement this monitoring method within professional rugby union. The study also aimed to assess if S&C coaches found this monitoring method to be valid and effective. An online survey containing 24 fixed response questions was used to assess how S&C coaches applied the session-RPE method. The survey was piloted with expert researchers and practitioners in the area of session-RPE prior to distribution and alterations were made to the survey based on the experts’ feedback. Twenty S&C coaches working with professional rugby union clubs in Ireland, England, Scotland and Wales completed the survey. The coaches’ responses indicated that the majority found the session-RPE to be a valid and effective monitoring method. While some good implementation practices were identified, not all of the coaches adhered to these guidelines which may impact on the accuracy of the collected data. For example, 30% of coaches do not collect the RPE for every session that a player does per week limiting the use of the session-RPE variables cumulative training load, training monotony, training strain and acute:chronic load ratio. S&C coaches within rugby should consider using session-RPE as a method of monitoring and implement the method in a manner reflective of research findings to enhance the potential applications of this system in maximising adaptations and minimising the risk of injury.

scholarly journals Load Monitoring Practice in European Elite Football and the Impact of Club Culture and Financial Resources

2021 ◽  
Vol 3 ◽  
Author(s):  
Kobe C. Houtmeyers ◽  
Jos Vanrenterghem ◽  
Arne Jaspers ◽  
Ludwig Ruf ◽  
Michel S. Brink ◽  
...  
Keyword(s):  
Sports Medicine ◽  
Online Survey ◽  
Perceived Exertion ◽  
Satellite System ◽  
Outcome Data ◽  
Rating Of Perceived Exertion ◽  
Financial Resources ◽  
Sports Science ◽  
Load Monitoring ◽  
The Impact

Load monitoring is considered important to manage the physical training process in team sports such as Association Football. Previous studies have described the load monitoring practices of elite English football clubs and clubs with an established sports-science department. An examination of a broader international sample is currently not available. In addition, previous research has suggested factors that may improve the implementation of load monitoring practices, such as a strong club belief on the benefit of evidence-based practice (EBP) and high club financial resources. However, no study has examined yet the actual impact of these factors on the monitoring practices. Therefore, this study aims (1) to provide an overview of load monitoring practices in European elite football and (2) to provide insight into the differences in implementation between clubs by examining the impact of the club beliefs on the benefit of EBP and the club financial resources. An online survey, consisting of multiple choice and Likert scale questions, was distributed among sports-science and sports-medicine staff (n = 99, 50% response rate). Information was asked about the types of data collected, collection purposes, analysis methods, and staff involvement. The results indicated that external load data (e.g., global navigation satellite system, accelerometer…) was collected the most whilst respondents also indicated to collect internal load (e.g., heart rate, rating of perceived exertion…) and training outcome data (e.g., aerobic fitness, neuromuscular fatigue…) for multiple purposes. Considerable diversity in data analysis was observed suggesting that analysis is often limited to reporting the gathered data. Sports-science staff were responsible for data collection and analysis. Other staff were involved in data discussion to share decision-making. These practices were positively impacted by a stronger club belief on the benefit of EBP and greater financial resources. Creating an organizational culture, characterized by a strong belief on the benefit of EBP, is important to increase the impact of load monitoring. However, the actual potential may still be largely determined by financial resources. High-level clubs could therefore play a leading role in generating and sharing knowledge to improve training practices and player health.

Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

2021 ◽  
pp. 003329412199778
Author(s):  
Maria Manolika ◽  
Rigas Kotsakis ◽  
Maria Matsiola ◽  
George Kalliris
Keyword(s):  
Technology Acceptance ◽  
Student Perceptions ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Beliefs About Technology ◽  
General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

scholarly journals The Challenge of Accommodation in Higher Education: A Survey of Adaptive Technology Use in Ontario Universities

2006 ◽  
Vol 4 (1) ◽  
Author(s):  
Carla Abreu-Ellis ◽  
Jason Brent Ellis
Keyword(s):  
Students With Disabilities ◽  
Technology Use ◽  
Online Survey ◽  
Service Providers ◽  
Low Cost ◽  
Adaptive Technology ◽  
Disability Service Providers ◽  
Group Settings ◽  
Available Technology ◽  
Adaptive Technologies

This paper provides an overview of adaptive technologies currently being used in Ontario Universities. Results of this study may help disability service providers in Ontario in understanding the current challenges of training students with disabilities in using adaptive technologies as well as improving service delivery methods. Participants were recruited through a listserv and asked to answer an online survey. Data were analyzed using descriptive statistics and anecdotal narratives. Results indicated that students with learning disabilities are not familiar with adaptive technologies that would best suit their academic needs and that training in adaptive technology occurred on an individual basis or in small group settings as opposed to large groups. Participants indicated that they use low-cost equivalents and adaptive technologies housed in open laboratories in order to serve students with financial needs. Challenges faced by Assistive technologists included: consistency in assistive technology use by the students they serve, effective training while semester coursework is in progress, and fitting individuals with very unique needs to the available technology. A series of best practices and accomplishments were identified by the participants.

scholarly journals External and Internal Loads in Sports Science: Time to Rethink?

2021 ◽  
Author(s):  
Bernardo Ide ◽  
Amanda Silvatti ◽  
Craig Staunton ◽  
Moacir Marocolo ◽  
Dustin Oranchuk ◽  
...  
Keyword(s):  
Perceived Exertion ◽  
Biological Tissues ◽  
The Body ◽  
Rating Of Perceived Exertion ◽  
Measuring System ◽  
Internal Load ◽  
Sports Science ◽  
System Of Units ◽  
Time Distance ◽  
Displacement Speed

The International System of Units (SI) was adopted in 1960 as a universal measuring system to be used for all areas of science. Sports Science papers have shown lots of inaccurate and inappropriate terms for quantification of athletes’ performance and the psychobiological responses to exercise (e.g., internal load). In biomechanics, external and internal loads are forces acting externally and internally, inducing stress and strain in the biological tissues. Therefore, the current review present simple proposals to correct the inappropriate terms: 1) do not use the term external load when referring to the assessment of exercise time, distance, displacement, speed, velocity, acceleration, torque, work, power, impulse, etc.; 2) do not use the term internal load when referring to the assessment of psychobiological stress markers (i.e., session rating of perceived exertion, heart rate, blood lactate, oxygen consumption, etc.); 3) do not use the term impulse when expressing other calculus than integrating force with respect to time, and neither strain, when expressing other phenomena than the body deformation. Instead, the term exercise intensity is universal and can be used to describe all forms of exercise. Finally, duration should precisely be described according to physical quantities (e.g., time, distance, displacement, speed, velocity, acceleration, force, torque, work, power, impulse, etc.) and the units accomplish by use of the SI. These simple quantifications can be performed for the exercises, sessions, microcycles, mesocycles and macrocycles of the athletes. Such standardization will provide a consistent and clear communication among sports scientists and all areas of science.

scholarly journals The Career Destination, Progression, and Satisfaction of Exercise and Sports Science Graduates in Australia

2018 ◽  
Vol 7 (4) ◽  
pp. 76-81 ◽  
Author(s):  
Christopher J. Stevens ◽  
Alex Lawrence ◽  
Matthew A. Pluss ◽  
Susan Nancarrow
Keyword(s):  
Online Survey ◽  
Full Time ◽  
Highly Educated ◽  
Personal Trainers ◽  
Sports Science ◽  
Employment Conditions ◽  
Time Work ◽  
Postgraduate Qualification ◽  
Part Time ◽  
Education Courses

ABSTRACT Background: The availability of higher education courses/degrees in exercise and sports science has increased exponentially over the last 20 years. Graduates of these courses/degrees have many career possibilities; however, the distribution of the occupations is relatively unknown. Therefore, the purpose of this study was to gain an in-depth understanding of exercise and sports science graduates in Australia. Methods: Australian exercise and sports science graduates (n = 747) completed an online survey about their occupation and employment conditions, career progression, and satisfaction. Results: Approximately 70% of graduates were employed in the exercise and sports science workforce (57% full time, 25% part time, and 18% casual). Their occupations were predominately accredited exercise physiologists (29%), personal trainers/fitness leaders (9%), and teaching/research academics (8%). A total of 42% had a postgraduate qualification, and 40% had a clear progression pathway in their exercise and sports science role. Graduates were predominately extremely satisfied (35%) or somewhat satisfied (48%) with their current situation, and half (49%) planned to remain in their occupation for more than 10 years. Conclusion: Despite most graduates obtaining exercise and sports science employment, many are part time or casual and still seeking full-time work. The workforce is highly educated and well supported, but many occupations lack a clear developmental pathway.

scholarly journals The effect of low- vs high-cadence interval training on the freely chosen cadence and performance in endurance-trained cyclists

2016 ◽  
Vol 41 (6) ◽  
pp. 666-673 ◽  
Author(s):  
Anthony G. Whitty ◽  
Aron J. Murphy ◽  
Aaron J. Coutts ◽  
Mark L. Watsford
Keyword(s):  
Perceived Exertion ◽  
Average Power ◽  
Time Trial ◽  
Interval Training ◽  
Performance Measure ◽  
Rating Of Perceived Exertion ◽  
Superior Performance ◽  
Strength Development ◽  
And Performance ◽  
High Cadence

The aim of this study was to determine the effects of high- and low-cadence interval training on the freely chosen cadence (FCC) and performance in endurance-trained cyclists. Sixteen male endurance-trained cyclists completed a series of submaximal rides at 60% maximal power (Wmax) at cadences of 50, 70, 90, and 110 r·min−1, and their FCC to determine their preferred cadence, gross efficiency (GE), rating of perceived exertion, and crank torque profile. Performance was measured via a 15-min time trial, which was preloaded with a cycle at 60% Wmax. Following the testing, the participants were randomly assigned to a high-cadence (HC) (20% above FCC) or a low-cadence (LC) (20% below FCC) group for 18 interval-based training sessions over 6 weeks. The HC group increased their FCC from 92 to 101 r·min−1 after the intervention (p = 0.01), whereas the LC group remained unchanged (93 r·min−1). GE increased from 22.7% to 23.6% in the HC group at 90 r·min−1 (p = 0.05), from 20.0% to 20.9% at 110 r·min−1 (p = 0.05), and from 22.8% to 23.2% at their FCC. Both groups significantly increased their total distance and average power output following training, with the LC group recording a superior performance measure. There were minimal changes to the crank torque profile in both groups following training. This study demonstrated that the FCC can be altered with HC interval training and that the determinants of the optimal cycling cadence are multifactorial and not completely understood. Furthermore, LC interval training may significantly improve time-trial results of short duration as a result of an increase in strength development or possible neuromuscular adaptations.

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