25,091 research outputs found

    CGAMES'2009

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    Effective talent development environments: bridging the theory-practice gap within a UK context

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    Performance sport has become a high priority for many Nations. For example, the UK distributes approximately £25 million per year through their World Class Performance programmes in order to aid effective identification, development and performance of our best athletes. Not surprisingly, in line with a more professional and scientific approach, the standards of sporting performance at an elite level are constantly improving. In order to remain competitive on the international stage, the processes and support mechanisms within our talent development environments (TDEs) must be effective in order to maintain a consistent stream of talent, capable of success at the highest level.Unfortunately, the structure and evidence base for talent development (TD) processes within the UK is weak and lacking in evidence -based guidance for those working `on the ground'. This is compounded by an apparent procedural bias towards the identification of talent as opposed to its development, a focus which is contrary to much of the research in this area. Against this backdrop, the objectives of this thesis are as follows:1) To identify the `needs' within current TD practice and provide clear direction and methodological guidance for the required programme of research,2) To identify guidelines through a triangulation of evidence that enables the application of effective TD procedures,3) To develop a tool to help bridge the theory -practice divide and enable practitioners and researchers to examine TDEs within applied settings, and4) To provide preliminary validation of the tool to assess the extent to which it has discriminant function

    The Learning Pathways of Ironman Triathletes: Case Studies of Age-Group Ironman Triathletes

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    The Ironman Triathlon is an epic endurance event consisting of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. There is paucity in the literature relating to how athletes learn how to negotiate this event. This qualitative study was conducted over a 9 month period, to align with the 2013 Ironman training and racing season. Seven athletes were selected for participation in the study. Utilizing a case study approach, the Ironman athletes’ learning pathways were examined through in-depth interviews and audio and video content personally captured by the participants. The learning pathways revealed the athletes initially learned through cognitive means, i.e. social interaction, reading, Internet sources, and the observation of others. As athletes traversed the learning pathway, they subsequently operationalized the knowledge they learned and constructively made it meaningful to their respective personal training and racing situations. At the terminal end of the learning pathway, the athletes operationalized the learned content in an experiential learning cycle. During the entire learning pathway, the athletes practiced the learned content, which is best characterized as behavioral learning. The audio and video content provided by the athletes empirically validated the interviews. The interviews with the athletes were coded. Some unifying themes emerged from the data independent of cognitive, constructivist, behavioral, or experiential learning theories; e.g. the importance of mental toughness, the understanding of pain during the training and racing process, how success is measured, the importance of training with a power meter, and motivating factors

    The Effectiveness of Case-Based Reasoning: An Application in Sales Promotions

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    This paper deals with Case-based Reasoning (CBR) as a support technology for sales promotion (SP) decisions. CBR-systems try to mimic analogical reasoning, a form of human reasoning that is likely to occur in weakly-structured problem solving, such as the design of sales promotions. In an empirical study, we find evidence that use of the CBR-system improves the quality of SP-campaign proposals. In terms of the creativity of the proposals, decision-makers who think highly divergent (i.e., who tend to generate many, and diverse ideas in response to a problem) benefit most from prolonged system usage. Creativity, in turn, is positively related to the (practical) usability of a proposal. These results suggest that the CBR-system is most effective when it is used as an idea-generation tool that reinforces the strength of divergent (creative) thinkers. A convergent thinking style, in which case the CBR-system has a compensating role, even has a negative impact on CBR-system usage. Increasing the decision-maker's personal belief in the usefulness of the system, e.g., by training or education, may help to alleviate this reluctance to use the CBR-system.marketing management support systems;sales promotions;case-based reasoning;weakly-structured decision making

    'The Catherine Wheel'

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    This case study describes the consultancy experiences of targeting motivational climate within a youth performance hockey academy. Written from the perspective of a trainee sport and exercise psychologist, the theoretical and philosophical frameworks which guided the consultancy are described and justified, whilst discussing the unexpected challenges associated with consultancy implementation. The consultancy is evaluated with reference to lessons learnt, whilst also highlighting key reflexive and developmental considerations for the supervision and development of trainees and experienced practitioners alike

    Understanding coaches' learning: process, practice and impact

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    Although it seems clear that coaches become effective practitioners through idiosyncratic combinations of learning experiences (Werthner & Trudel, 2009), little is known about how and why this occurs and impacts on coaching knowledge and practice (Cushion et al., 2010). This research sought to understand the processes and impact of coaches learning in the context of UK youth football coaching, specifically centring on a formal education course. The research process utilised a pragmatic and integrated perspective, influenced by impact evaluation frameworks (e.g. Coldwell & Simkins, 2011). A group of 25 coaches were investigated at different points over a period of a year and a half, using a mixture of semi-structured interviews, systematic observations, video-based stimulated recall interviews and course observations, to build up increasingly in-depth levels of data. Using the principles of grounded theory methodology (Strauss & Corbin, 1998) as well as mixed analyses of variance (ANOVA), changes in the knowledge use and practice behaviours of course candidates, and equivalent coaches not undertaking formal education, were compared. The course had subtle impacts on coaches knowledge conceptions in interaction with wider knowledge sources, yet impact on practice was generally demonstrated only in the areas of questioning content and individually directed coaching interventions. Mismatches between the espoused theory of the course and what the candidates actually perceived, as well as a lack of individualised support to overcome disjuncture (Jarvis, 2006) created barriers to learning, preventing integration of theoretical conceptions into altered coaching practice. A substantive grounded theory was generated to explain the underpinning double-loop cognitive filter and reflective feedback processes involved in coaches learning. The model demonstrated that practitioners learning, guided by existing biography and driven by a practical focus on what works , was heavily influenced by context. Meaningful learning connected knowledge with implementation in practice through reflection. These processes help explain uneven learning across individuals; addressing for the first time questions of what works , how , 'why', and for whom in coach learning (McCullick et al., 2009). Thus the results generate an understanding of coaches learning which can be practically relevant in fostering better opportunities to enhance the development of capable and creative coaches

    Instructors’ perspectives on risk management within adventure tourism

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    Existing research on risk management in adventure tourism has primarily focused on the participant’s motivation, perception and experience of taking part in the risky activities. Within this research strand, injuries and fatalities caused by participation in adventure tourism have been consistently examined and policy-making mechanisms discussed to prevent their future occurrence. This study adopts a different perspective as it explores how risk is perceived and managed by instructors. Better understanding of this topic should enhance future risk management strategies in adventure tourism, thus improving safety and well-being of both participants and instructors. The outcome of a qualitative study conducted with adventure tourism operators in Dorset, UK, shows that the increased popularity of the industry has caused companies to take advantage of profit margins. There is evidence that instructors cut corners when managing risks which raises the probability of accidents as a result. The study outlines a number of areas for policy-making intervention required to enhance the quality of risk management practices in adventure tourism. These include the need for policy reinforcement of the safety standards; specialist training opportunities made available to instructors and regular qualification re-assessment exercises

    Refining and regaining skills in fixation/diversification stage performers: The Five-A Model

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    Technical change is one of many factors underpinning success in elite, fixation/diversification stage performers. Surprisingly, however, there is a dearth of research pertaining to this process or the most efficacious methods used to bring about such a change. In this paper we highlight the emergent processes, yet also the lack in mechanistic comprehension surrounding technical change, addressing issues within the motor control, sport psychology, coaching and choking literature. More importantly, we seek an understanding of how these changes can be made more secure to competitive pressure, and how this can be embedded within the process of technical change. Following this review, we propose The Five-A Model based on successful coaching techniques, psychosocial concomitants, the avoidance of choking and principles of effective behaviour change. Specific mechanisms for each stage are discussed, with a focus on the use of holistic rhythm-based cues as a possible way of internalising changes. Finally, we suggest the need for further research to examine these five stages, to aid a more comprehensive construction of the content and delivery of such a programme within the applied setting
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