Explore the vast range of titles available.

Laurent, CM, Green, JM, Bishop, PA, Sjökvist, J, Schumacker, RE, Richardson, MT, and Curtner-Smith, M. A practical approach to monitoring recoverydevelopment of a perceived recovery status scale. J Strength Cond Res 25(3)620-628, 2011-The aim of this study was to develop and test the practical utility of a perceived recovery status (PRS) scale. Sixteen volunteers (8 men, 8 women) performed 4 bouts of high-intensity intermittent sprint exercise. After completion of the baseline trial, in a repeated-measures design, subjects were given variable counterbalanced recovery periods of 24, 48, and 72 hours whereupon they repeated an identical intermittent exercise protocol. After a warm-up period, but before beginning each subsequent bout of intermittent sprinting, each individual provided their perceived level of recovery with a newly developed PRS scale. Similar to perceived exertion during exercise, PRS was based on subjective feelings. The utility of the PRS scale was assessed by measuring the level of agreement of an individualʼs perceived recovery relative to their performance during the exercise bout. Perceived recovery status and change (both positive and negative) in sprint performance during multiple bouts of repeated sprint exercise were moderately negative correlated (r = −0.63). Additionally, subjects were able to accurately assess level of recovery using the PRS scale indicated by correspondence with negative and positive changes in total sprint time relative to their previous session. The ability to detect changes in performance using a noninvasive psychobiological tool to identify differences in performance was independent of other psychological and physiological markers measured during testing, because there were no differences (p > 0.05) among ratings of perceived exertion (RPE), heart rate, blood lactate concentration, or session RPE values among any of the performance trials. Although further study is needed, current results indicate a subjective approach may be an effective means for assessing recovery from day to day, at least under similar conditions.

The occupational socialization literature suggests that teaching-oriented teachers are more likely to deliver sport education (SE) in its purest form and so provide conditions in which fair play and sporting behavior can be developed. The purpose of this study was to determine the extent to which Derrick, a teaching-oriented preservice teacher, promoted sporting behavior while teaching 38 middle school boys within 2 SE seasons on team handball. The theories of structural development and social learning guided data collection and analysis. Data collection techniques employed were nonparticipant observation; formal interviews, informal interviews, and a stimulated recall interview with Derrick; focus-group interviews with the students; and document analysis. Derrick also completed daily critical incident reports and reflected on his teaching in an electronic journal. Analytic induction and constant comparison were used to analyze the data. Many of the students gained a more sophisticated understanding of fair play and sporting behavior. On numerous occasions, students played fairly and acted in a sporting manner. Derrick's teaching orientation, his own concept of sporting behavior and fair play, his delivery of a pure version of SE, and his pedagogy had much to do with these positive outcomes. Collectively, they allowed him to present new ideas about sporting behavior and fair play, which the students assimilated and accommodated. More negatively, many of the more skilled students' willingness to engage in fair play and sporting behavior was context-specific. These students noted that they were more inclined to act in a sporting fashion during physical education than during \"real\" sport. As game play became more competitive, some of these more skilled students engaged in more unsporting behaviors. They were prepared to play outside the rules of the game in accordance with what they viewed as societal norms. Conversely, many of the less skilled students maintained a universal concept of sporting behavior and fair play when the competition became fiercer. The different impact of Derrick's teaching on the more skilled and less skilled boys illustrates the powerful socializing force that organized youth and school sport has on students of this age. The results of the study confirm that SE is an excellent medium through which to develop sporting behavior. They also suggest that physical education teacher education faculty training preservice teachers would do well to stress that the best results are achieved when the pure form of the model is delivered.

Sport education is a pedagogical model designed around \"play education\" (Siedentop, 1968), aimed at teaching sport, games, and physical education (Siedentop, Hastie, & van der Mars, 2011). The objectives and goals of sport education are accomplished within the framework of appropriate sporting experiences and with students participating in modified sport seasons. Sport education has been heavily researched since its inception; however, researchers have called for longitudinal data when investigating variables within sport education. The purpose of this study was to examine middle school students' recollections of their participation in a significant number of sport education seasons during a period of 5 years. Thirty-one (18 boys and 13 girls) 8th-grade students (average age at data collection ¼ 13 years) who had all participated in at least 17 sport education seasons served as the participants in this study. Autobiographical memory theory (Conway & Rubin, 1993) guided qualitative data collection that included surveys, formal interviews, focus-group interviews, and an autobiographical critical reflection. The data were analyzed inductively using constant comparisons (Lincoln & Guba, 1985) with the purpose of extracting common categories and themes. Additionally, analytic induction methods were utilized to identify commonalities (Patton, 1990). Student responses were categorized into general events, which had 6 major themes: evaluating, preparation, first season, integrity, competition, and gamesmanship. The themes of gamesmanship and competition were each composed of 2 subthemes labeled \"integrity\" and \"officiating discrepancies\" and \"playing with boys\" and \"focus,\" respectively. Descriptive event-specific memories included the main themes of authenticity and game play as the most memorable aspects of students' experiences within multiple sport education seasons. The examination of students' memories of physical education revealed that students were able to recall their participation in a significant number of sport education seasons within general events and eventspecific knowledge levels of autobiographical memory. The findings suggested that participating in multiple sport education seasons leads to better developed student roles and a stronger sense of fair play. More importantly, adherence to the central features of sport education and meaningful participation in several iterations of quality sport education seasons may be required for students to move closer to achieving the lofty goals of the model and become competent, literate, and enthusiastic sportspeople.

Sjökvist, J, Laurent, CM, Richardson, M, Curtner-Smith, M, Holmberg, H-C, and Bishop, PA. Recovery from high-intensity training sessions in female soccer players. J Strength Cond Res 25(6)1726-1735, 2011—This study quantified the performance recovery time requirements after training sessions using high-intensity soccer drills with and without the ball in National Collegiate Athletic Association Division I female soccer players. Recovery time periods (24, 48, 72 hours of rest) from high-intensity soccer training sessions using drills with and without the ball were evaluated. Markers of recovery were each individualʼs performance relative to baseline performance in countermovement jump (CMJ) height, 5 bound jumps for distance (5BT), 20-m sprint (20SP), session rating of perceived effort (S-RPE), and heart rate (HR). Repeated-measures analysis of variance revealed a significant difference in CMJ performance (p < 0.04) and S-RPE (p < 0.02) after 24 hours of rest but not at 48 or 72 hours compared to baseline. There were no significant differences in 20SP, 5BT, or HR after 24, 48, or 72-hour recovery (p > 0.05). Therefore, high-intensity training drills produced a sufficient conditioning stimulus with little chance of underrecovery for the performance measures we tested. Countermovement jump and S-RPE may be more sensitive performance recovery indicators.

This study examined heat stress, heart rate (HR), fluid balance, micro-environment temperature and humidity with Islamic athletic clothing (IC) compared to traditional soccer uniform (SC). Ratings of perceived exertion (RPE), session RPE (S-RPE), comfort, and cooling response were also examined. Female volunteers ( N  = 8) completed a treadmill test and then, in a randomized, counter-balanced order, two intermittent running bouts (45 min total) in a hot environment (30.0°C WBGT) in IC and SC. Thereafter, participants sat for 40 min in the hot ambient environment. Repeated measures ANOVA revealed significantly greater micro-environment temperature ( p  = 0.02) (IC 33.3 ± 3.2°C, SC 32.0 ± 2.8°C) and humidity ( p  = 0.04) (IC 48.4 ± 8.1%, SC 42.9 ± 7.9%) in IC during the exercise trial but no difference in the 40-min recovery period for micro-environment temperature ( p  = 0.25) or humidity ( p  = 0.18). No significant difference ( p  > 0.05) was shown for core temperature ( T rec ) (IC 38.3 ± 0.4°C, SC 38.2 ± 0.4°C), HR (IC l54 ± 28 beats min −1 , SC 151 ± 26 beats min −1 ) or RPE (IC 4.7 ± 2.1, SC 3.8 ± 1.7) during the exercise trial or recovery period. Results from a paired t test revealed a significantly greater ( p  < 0.05) S-RPE (IC 5.8 ± 1.2, SC 4.3 ± 1.9), sweat loss (IC 1.4 ± 0.4 L h −1 , SC 1.2 ± 0.4 L h −1 ) and greater discomfort during the exercise and recovery period for the IC. IC clothing appears to have no detrimental effects on heat storage or heat strain during exercise or recovery.