A Critical Review of Service-Technique Teaching in Youth Volleyball

The purpose of this paper is to demonstrate the importance of using developmentally appropriate serving strategies that will promote the game of volleyball and facilitate learning while minimizing injury. A critical review of serving discusses the main developmental, maturational, and technical issues related to socialization and long-term development in volleyball. Teaching complex serving styles (such as the jump serve to athletes under the age of 14) might have implications for athletes’ long-term development and might lead to injury. The adoption of developmentally appropriate practices in coaching young athletes is still a novelty for many coaches. Therefore, this article stresses the importance of implementing adapted or modified games and of teaching skills in a progressive fashion to aid development.

Attitude of the School Student Towards Physical Education in the Jordanian School

This research aimed to investigate the Jordanian school students’ attitudes towards Physical Education In Jordanian School, 100 UNRWA schools were recruited from (4) education area in Jordan, 50 students with a total (500) students from 8th -10th grade. Questionnaire was distributed to students the questionnaire with a 5-point Likert-type scale, with 20 items. Mean, SD, & (ANOVA) was utilized to determine the current status of the Attitude for the students, findings showed that the highest score was Item 2, which state that “(PE) is not only beneficial to those who are already in good body conditioning”, The second highest score was Item 16, which said that “During high school years, anybody who is serious about (PE) is not foolish”. The third highest score was Item 11, which the students believed that “Physical exercise is the best way to obtain a youthful looking and agile body.” The fourth highest score was Item 18, in which the students did not believe that “High school would be better without (PE) activities classes.” The fifth highest score was Item 5, in which the students believed that “Physical exercise provides an important relief from the stress of one’s daily life.” Beside of that, the overall mean score for the 20 items was 70.160+3.948 indicating that the students in this study certainly possessed positive ATPEA.According to the findings of this study the researchers recommend to improve PE experiences and promote positive ATPEA in Jordan school students: (1) Increase students number to involve in motor activities within class and free time (3) Multiple teaching strategies to be applied to meet the needs of diverse learners.

Who Is Coaching High School Girls’ Sport Teams?

While the number of high school girls’ teams has dramatically increased since Title IX, the number of female head coaches has not. In the 10 most popular high school sports in 2011-2012, only three (volleyball, swimming and diving, and competitive spirit squads) had more than 44% female head coaches. The purpose of this study was to investigate whether females or males are coaching high school girls’ sport teams and whether female coaches are attaining head coaching positions in the most popular high school girls’ sports. Additionally, the study sought to understand better why males and females choose to become head coaches of high school girls’ sport teams and what factors might cause head high school girls’ coaches to resign from coaching. In the 21–30 age group, there were more female than male head coaches of girls’ teams, but after age 40, male head coaches vastly outnumbered female head coaches. Of the coaches with 12 or more years of experience, only 33% were females. Time away from family, player issues, inadequate compensation, and time away from other activities were the top reasons high school coaches might resign.

Is There a Correlation in Improvements of TOPS Scores and Improvements in Track and Field Performances in Collegiate Athletes?

This presentation will share the results from a study conducted on college track and field athletes at the NCAA division II level. The study compares the results of scores on the Test of Performance Strategies (TOPS) and, individual athlete’s improvements in their event area according to the International Association of Athletics Federation (IAAF) scoring charts for track and field. A select group of primarily middle distance and distance runners was selected for the study. These athletes were given a baseline TOPS examination to evaluate their prior knowledge and use of mental skills in their athletic experiences. Personal best times in the athlete’s primary events were recorded from the previous year. During the nine weeks of the outdoor track and field season that this study took place; athletes were introduced to a wide array of activities associated with improving their mental skills. Such activities included goal setting, imagery, relaxation, optimum level of arousal, affirmations, and the use of positive self-talk and routines. Athletes would have an organized mental skills session at least twice each of the nine weeks of the season. Athletes also had an individual meeting with the coaches to go over goal setting and the use of their mental skills to enhance their physical skills. After the outdoor season was completed the athletes took a post-examination TOPS. The scores were compared with their pretest scores as well as their improvement in personal best times in their main events on the track.

“I Feel Pressure:” Exploring the Phenomenon of Body Image Formation in Collegiate Female Athletes Within the Context of Social Comparison Theory

The purpose of the study was to examine female athletes’ perceptions of their body image as a result of comparing themselves to others. Social comparison theory (Festinger, 1954) was used as the theoretical basis for understanding the effects of body image among intercollegiate female athletes. Using a qualitative analysis, the authors individually interviewed 20 female collegiate athletes attending a Division I university and thematically coded their responses. The findings suggest that coaches and teammates significantly contribute to body image pressures in female athletes, as participants were sensitive to the comments and perceptions of these groups. Finally, athletes perceived that the external population (those outside of coaches and teammates) evaluated athletic talent based on actual body image.

What Drives and Motivates the Division III Female Basketball “Benchwarmer” to Compete Every Day?

This study was designed to give coaches insight into the motivation, and self-determination of players who have different roles on the team to ultimately assist with recruiting, retention, coaching preferences, and/or leadership adjustments. The purpose of this project was to examine what motivates and drives NCAA Division III female basketball athletes to compete and continue to work hard every day without the incentive of scholarships. Specifically, we compared the motivation (both intrinsic and extrinsic) and self-determination of players in different roles: starters, substitutes, and “benchwarmers.” Female intercollegiate basketball players (N = 53) from 8 public universities participated in the study. At the end of the season, participants completed a survey addressing their motivation and self-determination in basketball. Motivation and self-determination were measured by modified versions of the Self-Regulation Questionnaire- Exercise and the Self-Determination Scale, respectively. Moreover, based on the self-reported average playing time, participants were categorized as starters (20 or more minutes), subs (6-20 minutes), or benchwarmers (0-5 minutes). The three playing status groups were then compared on various aspects of motivation and self-determination. In terms of motivation, benchwarmers tended to score higher than starters and subs on items most related to intrinsic motivation (e.g., intrinsic motivation, identified regulation). However a one-way MANOVA indicated no significant differences in motivation based on playing status, F (8, 94) = 1.13, p = .35. The means of the benchwarmers, subs, and starters were quite similar on the selfdetermination subscales of perceived choice and self-awareness. Likewise, the results of a oneway MANOVA revealed no significant differences between benchwarmers, subs, and starters in perceived choice or self-awareness, F (4, 98) = 0.58, p = .68. While no significant statistical differences were discovered, bench warmers did tend to score higher on intrinsic motivation than did their counterparts who averaged more playing time. This trend should not be overlooked simply because there were no statistically significant differences, which may be due to a small sample size. Understanding what motivates all athletes regardless of playing status is an important step to improving performance, satisfaction, and retention of Division III athletes. For instance, knowing what drives the benchwarmer is important for coaches because these players are responsible for challenging the starters in practice and preparing them for the other team. Likewise, benchwarmers also act as an important source of support during competition. Moreover, coaches should seek opportunities to enhance the intrinsic motivation of subs and starters, as participating in Division III lacks some of the major external rewards such as scholarships and other incentives that come with playing at Division I or II.

Concussion 101: Knowing the Basics to Protect Your Athletes

Sport-related concussions have recently been at the forefront of mainstream media, where the attention is now turning to the safety of our young athletes. With the recent rise of concussion lawsuits, coaches need to know concussion basics to protect their athletes and themselves. What we know about concussions has evolved, and it is critical that coaches understand these changes and how they impact the management of their teams’ injuries. In the absence of medical personnel, coaches are responsible for removing athletes from play if they have potentially sustained a concussion. Coaches must therefore understand the different mechanisms of injury, signs and symptoms, and the protocol to follow if they believe their athlete has sustained a concussion.

Applying Kolb’s Theory of Experiential Learning to Coach Education

Coach education is the key to improved coaching. In order for coach education initiatives to be effective though, the conceptualization of those initiatives must be developed based on empirical learning theory. It is suggested that Kolb’s theory of experiential learning may be an appropriate learning theory to apply to coach education. This paper outlines how Kolb’s theory of experiential learning was used in the development of Canada’s National Coaching Certification Program coach education module entitled “Empower +: Creating Positive and Healthy Sport Experiences.” The module is summarized briefly, and Kolb’s six key tenets of experiential learning are reviewed. Applications of each tenet within the coach education module are highlighted, and recommendations are made for future evaluation and research.

Guidelines for Sport Coaches on Core-Strengthening Techniques for Athletes: Improving Performance and Decreasing the Occurrence of Lower Back Pain

This paper introduces the concept of dynamic isometrics in training athletes to improve core/postural-related movements while potentially decreasing the occurrence of injury manifested as lower back pain (LBP). Moreover, suggested resistance-training exercises are provided to guide the sport coach. Lower back pain is a common musculoskeletal injury that can be caused by imbalances between anterior and posterior muscle groups. Traditional exercises such as sit-ups and crunches are insufficient as preventatives because very few athletic movements are performed with weighted trunk flexion. Alternatively, sport coaches could implement dynamic isometric training, which closely reflects athletic activities, supports the principle of training specificity, improves balance and strength, and might decrease the occurrence of LBP (Hamlyn, Behm, & Young, 2007).