A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The “constraints led approach” (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to “poor” coaching and the merits of a more innovative pedagogy through a discussion between “manager” and “coach” are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Through substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning, such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. By presenting Mark (coach) as “theoretical negotiator”, this paper emphasises the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches

The Structure and Delivery of Police Use of Force Training: A German Case Study

The current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment

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

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

ACL injury prevention, more effective with a different way of motor learning?

What happens to the transference of learning proper jump-landing technique in isolation when an individual is expected to perform at a competitive level yet tries to maintain proper jump-landing technique? This is the key question for researchers, physical therapists, athletic trainers and coaches involved in ACL injury prevention in athletes. The need for ACL injury prevention is clear, however, in spite of these ongoing initiatives and reported early successes, ACL injury rates and the associated gender disparity have not diminished. One problem could be the difficulties with the measurements of injury rates and the difficulties with the implementation of thorough large scale injury prevention programs. A second issue could be the transition from conscious awareness during training sessions on technique in the laboratory to unexpected and automatic movements during a training or game involves complicated motor control adaptations. The purpose of this paper is to highlight the issue of motor learning in relation to ACL injury prevention and to post suggestions for future research. ACL injury prevention programs addressing explicit rules regarding desired landing positions by emphasizing proper alignment of the hip, knee, and ankle are reported in the literature. This may very well be a sensible way, but the use of explicit strategies may be less suitable for the acquisition of the control of complex motor skills (Maxwell et al. J Sports Sci 18:111-120, 2000). Sufficient literature on motor learning and it variations point in that direction

Mentale Bewegungsrepräsentation der Schlagwurfbewegung bei Kindern und Jugendlichen im Alter von sechs bis 16 Jahren

Gromeier M, Koester D, Schack T. Mentale Bewegungsrepräsentation der Schlagwurfbewegung bei Kindern und Jugendlichen im Alter von sechs bis 16 Jahren. In: Könecke T, Preuß H, Schöllhorn WI, eds. Moving Minds – Crossing Boundaries in Sport Science. 22. Sportwissenschaftlicher Hochschultag der Deutschen Vereinigung für Sportwissenschaft. Hamburg: Czwalina, Feldhaus Verlag; 2015: 225