Evaluación del tiempo de reacción en velocistas con y sin discapacidad auditiva: aplicaciones para la inclusión

Este trabajo de investigación trata de aportar luz al estudio del tiempo de reacción (TR) en velocistas con y sin discapacidad auditiva desde las Ciencias del Deporte. El planteamiento del presente estudio surgió al cuestionarnos la existencia de las diferencias en cuanto al TR visual y auditivo aplicado a velocistas con y sin discapacidad auditiva, pensando en el desarrollo futuro de competiciones inclusivas entre ambos colectivos. Por ello, este estudio trata de resolver las dificultades que los velocistas con discapacidad se encuentran habitualmente en las competiciones. A priori, los atletas con discapacidad auditiva compiten en inferioridad de condiciones como consecuencia de una salida que no parece la más adecuada para ellos (desde los tacos, han de mirar hacia la pistola del juez o el movimiento de un rival). El documento se divide en tres partes. En la primera parte se realiza la pertinente revisión del marco teórico y justificación del estudio. La segunda parte se centra en los objetivos de la investigación, el material y el método, donde se muestran los resultados, discusión y conclusiones del estudio realizado, así como las limitaciones del presente trabajo y sus futuras líneas de investigación. La tercera parte corresponde a la bibliografía y la cuarta parte a los anexos. En la primera parte, presentamos el marco teórico compuesto por cinco capítulos organizan la fundamentación que hemos realizado como revisión sobre los aspectos más destacados del TR, determinado por las características de la tarea y otros factores que influyen en el TR como objeto de nuestro estudio. Después exponemos los principales aspectos estructurales y funcionales del sistema nervioso (SN) relacionados con el TR visual y auditivo. Tras ello se expone la realidad del deporte para personas con discapacidad auditiva, indagando en sus peculiaridades y criterios de elegibilidad que tiene ese colectivo dentro del ámbito deportivo. A continuación abordamos el estudio de la salida de velocidad en el atletismo, como aspecto clave que va a guiar nuestra investigación, especialmente los parámetros determinantes en la colocación de los tacos de salida para atletas con y sin discapacidad auditiva, la posición de salida y la propia colocación de los estímulos en dicha situación. Es la segunda parte se desarrolla el trabajo de investigación que tiene como objetivos estudiar los valores de TR visual simple manual, TR en salida de tacos y los tiempos de desplazamiento a los 10m y 20m de velocistas con y sin discapacidad auditiva, así como analizar las posibles diferencias en TR según posición y tipo de estímulo luminoso, respecto a ambos grupos de atletas. Como tercer objetivo de estudio se evalúa cualitativamente, por parte de los propios atletas, el dispositivo luminoso utilizado. La toma de datos de este estudio se llevó a cabo entre los meses de febrero y mayo del 2014, en el módulo de atletismo del Centro de Alto Rendimiento Joaquín Blume (Madrid), con dos grupos de estudio, uno de 9 velocistas con discapacidad auditiva (VDA), conformando éstos el 60% de toda la población en España, según el número de las licencias de la FEDS en la modalidad de atletismo (velocistas, pruebas de 100 y 200 m.l.), en el momento del estudio, y otro de 13 velocistas sin discapacidad (VsDA) que se presentaron de manera voluntaria con unos mismos criterios de inclusión para ambos grupos. Para la medición y el registro de los datos se utilizaron materiales como hoja de registro, Medidor de Tiempo de Reacción (MTR), tacos de salida, ReacTime®, dispositivo luminoso conectado a los tacos de salida, células fotoeléctricas, ordenador y software del ReacTime, y cámara de video. La metodología utilizada en este estudio fue de tipo correlacional, analizando los resultados del TR simple manual según vía sensitiva (visual y auditiva) entre los dos grupos de VDA y VsDA. También se estudiaron los TR desde la salida de tacos en función de la colocación del dispositivo luminoso (en el suelo y a 5 metros, vía visual) y pistola de salida atlética (vía auditiva) así como el tiempo de desplazamiento a los 10m (t10m) y 20m (t20m) de ambos grupos de velocistas. Finalmente, se desarrolló y llevó a cabo un cuestionario de evaluación por parte de los atletas VDA con el objetivo de conocer el grado de satisfacción después de haber realizado la serie de experimentos con el dispositivo luminoso y adaptado para sistemas de salida en la velocidad atlética. Con el objetivo de comprobar la viabilidad de la metodología descrita y probar en el contexto de análisis real el protocolo experimental, se realizó un estudio piloto con el fin de conocer las posibles diferencias del TR visual desde los tacos de salida en velocistas con discapacidad auditiva, usando para dicha salida un estímulo visual mediante un dispositivo luminoso coordinado con la señal sonora de salida (Soto-Rey, Pérez-Tejero, Rojo-González y Álvarez-Ortiz, 2015). En cuanto a los procedimientos estadísticos utilizados, con el fin de analizar la distribución de los datos y su normalidad, se aplicó la prueba de Kolmogorov-Smirnof, dicha prueba arrojó resultados de normalidad para todas las variables analizadas de las situaciones experimentales EA, EVsuelo y EV5m. Es por ello que en el presente trabajo de investigación se utilizó estadística paramétrica. Como medidas descriptivas, se calcularon el máximo, mínimo, media y la desviación estándar. En relación a las situaciones experimentales, para estudiar las posibles diferencias en las variables estudiadas dentro de cada grupo de velocistas (intragrupo) en la situación experimental 1 (MTR), se empleó una prueba T de Student para muestras independientes. En las situaciones experimentales 2, 3 y 4, para conocer las diferencias entre ambos grupos de velocistas en cada situación, se utilizó igualmente la prueba T para muestras independientes, mientras que un ANOVA simple (con post hoc Bonferroni) se utilizó para analizar las diferencias para cada grupo (VDA y VsDA) por situación experimental. Así mismo, se utilizó un ANOVA de medidas repetidas, donde el tipo de estímulo (situación experimental) fue la variable intra-grupo y el grupo de velocistas participantes (VDA y VsDA) la entre-grupo, realizándose esta prueba para evaluar en cada situación el TR, t1m0 y t20m y las interacciones entre las variables. Para el tratamiento estadístico fue utilizado el paquete estadístico SPSS 18.0 (Chicago, IL, EEUU). Los niveles de significación fueron establecidos para un ≤0.05, indicando el valor de p en cada caso. Uno de los aspectos más relevantes de este trabajo es la medición en diferentes situaciones, con instrumentación distinta y con situaciones experimentales distintas, del TR en velocistas con y sin discapacidad auditiva. Ello supuso el desarrollo de un diseño de investigación que respondió a las necesidades planteadas por los objetivos del estudio, así como el desarrollo de instrumentación específica (Rojo-Lacal, Soto-Rey, Pérez-Tejero y Rojo-González, 2014; Soto-Rey et al., 2015) y distintas situaciones experimentales que reprodujeran las condiciones de práctica y competición real de VsDA y VDA en las pruebas atléticas de velocidad, y más concretamente, en las salidas. El análisis estadístico mostró diferencias significativas entre los estímulos visuales y sonoros medidos con el MTR, siendo menor el TR ante el estímulo visual que ante el sonoro, tanto para los atletas con discapacidad auditiva como para los que no la presentaron (TR visual, 0.195 s ± 0.018 vs 0.197 s ± 0.022, p≤0.05; TR sonoro 0.230 s ± 0.016 vs 0.237 s ± 0.045, p≤0.05). Teniendo en cuenta los resultados según población objeto de estudio y situación experimental, se registraron diferencias significativas entre ambas poblaciones, VDA y VsDA, siendo más rápidos los VDA que VsDA en la situación experimental con el estímulo visual en el suelo (EVsuelo, 0.191 ±0.025 vs 0.210 ±0.025, p≤0.05, respectivamente) y los VsDA en la situación experimental con el estímulo auditivo (EA, 0.396 ±0.045 vs 0.174 ±0.021, p≤0.05), aunque sin diferencias entre ambos grupos en la situación experimental con el estímulo visual a 5m de los tacos de salida. Es de destacar que en el TR no hubo diferencias significativas entre EA para VsDA y EVsuelo para VDA. El ANOVA simple registró diferencias significativas en todas las situaciones experimentales dentro de cada grupo y para todas las variables, por lo que estadísticamente, las situaciones experimentales fueron diferentes entre sí. En relación al de ANOVA medidas repetidas, la prueba de esfericidad se mostró adecuada, existiendo diferencias significativas en las varianzas de los pares de medias: el valor de F indicó que existieron diferencias entre las diferentes situaciones experimentales en cuanto a TR, incluso cuando éstas se relacionaban con el factor discapacidad (factor interacción, p≤0,05). Por ello, queda patente que las situaciones son distintas entre sí, también teniendo en cuenta la discapacidad. El η2 (eta al cuadrado, tamaño del efecto, para la interacción) indica que el 91.7% de la variación se deben a las condiciones del estudio, y no al error (indicador de la generalización de los resultados del estudio). Por otro lado, la evaluación del dispositivo luminoso fue positiva en relación a la iluminación, comodidad de uso, ubicación, color, tamaño, adecuación del dispositivo y del equipamiento necesario para adaptar al sistema de salida. La totalidad de los atletas afirman rotundamente que el dispositivo luminoso favorecería la adaptación al sistema de salida atlética para permitir una competición inclusiva. Asimismo concluyen que el dispositivo luminoso favorecería el rendimiento o mejora de marca en la competición. La discusión de este estudio presenta justificación de las diferencias demostradas que el tipo de estímulo y su colocación son clave en el TR de esta prueba, por lo que podríamos argumentar la necesidad de contar con dispositivos luminosos para VDA a la hora de competir con VsDA en una misma prueba, inclusiva. El presente trabajo de investigación ha demostrado, aplicando el método científico, que el uso de estos dispositivos, en las condiciones técnicas y experimentales indicadas, permite el uso por parte del VDA, usando su mejor TR visual posible, que se muestra similar (ns) al TR auditivo de VsDA, lo que indica que, para competiciones inclusivas, la salida usando el semáforo (para VDA) y la salida habitual (estímulo sonoro) para VsDA, puede ser una solución equitativa en base a la evidencia demostrada en este estudio. De esta manera, y como referencia, indicar que la media de los TR de los velocistas en la final de los 100 m.l. en los Juegos Olímpicos de Londres 2012 fue de 0.162 ±0.015. De esta manera, creemos que estos parámetros sirven de referencia a técnicos deportivos, atletas y futuros trabajos de investigación. Las aplicaciones de este trabajo permitirán modificaciones y reflexiones en forma de apoyo al entrenamiento y la competición para el entrenador, o juez de salida en la competición que, creemos, es necesaria para proporcionar a este colectivo una atención adecuada en las salidas, especialmente en situaciones inclusivas de práctica. ABSTRACT This research aims to study of reaction time (RT) in sprinters with and without hearing impairment from the Sports Science perspective. The approach of this study came asking whether there were differences in the visual and auditory RT applied to sprinters with and without hearing impairment, thinking about the future development of inclusive competition between the two groups. Therefore, this study attempts to resolve the difficulties commonly founded by sprinters with hearing impairments during competitions. A priori, sprinters with hearing impairment would compete in a disadvantage situation as a result of the use of a staring signal not suitable for them (from the blocks, they have to look to the judge´s pistol or the movement of an opponent). The document is divided into three parts. In the first part of the review of relevant theoretical framework and justification of the study is presented. The second part focuses on the research objectives, material and method, where results, discussion and conclusions of the study, as well as the limitations of this study and future research are presented. The third part contains references and the fourth, annexes. In the first part, we present the theoretical framework consisting of five chapters, organizing the state of the art of RT, determined by the characteristics of the task and other factors that influence the RT as object of our study. Then we present the main structural and functional aspects of the nervous system associated with visual and auditory RT. After that, sport for people with hearing disabilities is presented, investigating its peculiarities and eligibility criteria is that group within the deaf sport. Finally, we discuss the theoretical foundation of the study of start speed in athletics as a key aspect that will guide our research, especially the determining parameters in placing the starting blocks for athletes with and without hearing impairment, the starting position and the actual placement of stimuli in such a situation. The second part of the research aims to study the values of simple manual visual RT, RT start from blocks and travel times up to 10m and 20m of sprinters with and without hearing impairment, and to analyze possible differences in RT as position and type of light stimulus with respect to both groups of athletes. The third objective of the study is to assess the pertinence of the lighting device developed and used in the study, in a qualitatively way by athletes themselves. Data collection for this study was carried out between February and May 2014, in the Athletics module at the High Performance Centre Joaquin Blume (Madrid) with the two study groups: 9 sprinters with hearing impairments(VDA, reaching 60% of the population in Spain, according to the number of licenses for athletics at FEDS: sprint, 100 and 200 m.l., at the time of the study), and another 13 sprinters without disability (VsDA) who voluntarily presented themselves, with same inclusion criteria for both groups. For measuring and data collection materials such as recording sheet, gauge reaction time (MTR), starting blocks, ReacTime®, luminous device connected to the starting blocks, photocells, computer and software ReacTime, and video camera were used. The methodology used in this study was correlational, analyzing the results of simple manual RT according sensory pathway (visual and auditory) between the two groups (VsDA and VDA). Also auditory and visual RT was studied depending the placement of the start light signal (on the ground and 5 meters, visual pathway) and athletic start gun signal (auditory pathway, conventional situation) and travel time up to 10m (t10m) and 20m (t20m) for both groups of sprinters. Finally, we developed and carried out an evaluation questionnaire for VDA athletes in order to determine the degree of satisfaction after completing the series of experiments with lighting device and adapted to start systems in athletic speed. In order to test the feasibility of the methodology described and tested in the context of real analysis of the experimental protocol, a pilot study in order to know the possible differences visual RT from the starting blocks in sprinters with hearing impairments was performed, to said output using a visual stimulus coordinated by a lighting device with sound output signal (Soto-Rey Perez-Tejero, Rojo-González y Álvarez-Ortiz, 2015). For the statistical procedures, in order to analyze the distribution of the data and their normality, Kolmogorov-Smirnov test was applied, this test yielded normal results for all variables analyzed during EA, EVsuelo and EV5m experimental situations. Parametric statistics were used in this research. As descriptive measures, the maximum, minimum, mean and standard deviation were calculated. In relation to experimental situations, to study possible differences in the variables studied in each group sprinters (intragroup) in the experimental situation 1 (MTR), a Student t test was used for independent samples. Under the experimental situations 2, 3 and 4, to know the differences between the two groups of sprinters in every situation, the T test for independent samples was used, while a simple ANOVA (with post hoc Bonferroni) was used to analyze differences for each group (VDA and VsDA) by experimental situation. Likewise, a repeated measures ANOVA, where the type of stimulus (experimental situation) was variable intra-group and participants sprinters group (VDA and VsDA) the variable between-group, was performed to assess each situation for RT, t10m and t20m, and also interactions between variables. For the statistical treatment SPSS 18.0 (Chicago, IL, USA) was used. Significance levels were set for  ≤0.05, indicating the value of p in each case. One of the most important aspects of this work is the measurement of RT in sprinters with and without hearing impairment in different situations, with different instrumentation and different experimental situations. This involved the development of a research design that responded to the needs raised by the study aims and the development of specific instrumentation (Rojo-Lacal, Soto-Rey Perez-Tejero and Rojo-Gonzalez, 2014; Soto-Rey et al., 2015) and different experimental situations to reproduce the conditions of practical and real competition VsDA and VDA in athletic sprints, and more specifically, at the start. Statistical analysis showed significant differences between the visual and sound stimuli measured by the MTR, with lower RT to the visual stimulus that for sound, both for athletes with hearing disabilities and for those without (visual RT, 0.195 s ± 0.018 s vs 0.197 ± 0.022, p≤0.05; sound RT 0.230 s ± 0.016 vs 0.237 s ± 0.045, p≤0.05). Considering the results according to study population and experimental situation, significant differences between the two populations, VDA and VsDA were found, being faster the VDA than VsDA in the experimental situation with the visual stimulus on the floor (EVsuelo, recorded 0.191 s ± 0.025 vs 0.210 s ± 0.025, p≤0.05, respectively) and VsDA in the experimental situation with the auditory stimulus (EA, 0.396 s ± 0.045 vs 0.174 s ± 0.021, p≤0.05), but no difference between groups in the experimental situation with the 5m visual stimulus to the starting blocks. It is noteworthy that no significant differences in EA and EVsuelo between VsDA to VDA, respectively, for RT. Simple ANOVA showed significant differences in all experimental situations within each group and for all variables, so statistically, the experimental situations were different. Regarding the repeated measures ANOVA, the sphericity test showed adequate, and there were significant differences in the variances of the pairs of means: the value of F indicated that there were differences between the different experimental situations regarding RT, even when they were related to the disability factor (factor interaction, p≤0.05). Therefore, it is clear that the situations were different from each other, also taking into account impairment. The η2 (eta squared, effect size, for interaction) indicates that 91.7% of the variation is due to the conditions of the study, not by error (as indicator of the generalization potential of the study results). On the other hand, evaluation of the light signal was positively related to lighting, ease of use, location, color, size, alignment device and equipment necessary to adapt the start system. All the athletes claim strongly in favor of the lighting device adaptation system to enable athletic competition inclusive. Also they concluded that light device would enhance performance or would decrease their RT during the competition. The discussion of this study justify the type of stimulus and the start light positioning as key to the RT performance, so that we could argue the need for lighting devices for VDA when competing against VsDA the same competition, inclusive. This research has demonstrated, applying the scientific method, that the use of these devices, techniques and given experimental conditions, allows the use of the VDA, using his best visual RT, shown similar (ns) auditory RT of VsDA, indicating that for inclusive competitions, the start signal using the light (for VDA) and the usual start (sound stimulus) to VsDA can be an equitable solution based on the evidence shown in this study. Thus, and as a reference, indicate that the average of the RT sprinters in the 100 m. final at the 2012 Summer Olympic Games was 0.162 s ± 0.015. Thus, we believe that these parameters become a reference to sports coaches, athletes and future research. Applications of this work will allow modifications and reflections in the form of support for training and competition for the coach, or judge, as we believe is necessary to provide adequate attention to VDA in speed starts, especially in inclusive practice situations.

As bolas paradas no futebol jovem – A opinião dos treinadores

As bolas paradas têm ganho importância no futebol nas últimas décadas devido à sua influência no resultado final dos jogos. No entanto no futebol jovem ainda são poucos os estudos neste âmbito. O objetivo deste estudo foi auscultar a opinião dos treinadores acerca da importância das bolas paradas no futebol jovem, nomeadamente as diferenças relativamente ao futebol profissional, os exercícios utilizados no treino, a importância do lado estratégico e como potenciar o aparecimento de especialistas nestes lances. Foram entrevistados seis treinadores com experiência na primeira liga portuguesa de futebol, tendo sido utilizada a entrevista semi-estruturada como instrumento de recolha de dados. A análise e interpretação do conteúdo das entrevistas permitiu identificar que os treinadores consideram que o treino destes lances no futebol jovem deve ter características diferentes do futebol profissional, que os exercícios de treino no futebol jovem devam ser direcionados para a aprendizagem do jogo e dos seus princípios. Quanto ao lado estratégico indicaram que é mais relevante nos escalões mais avançados e nas competições nacionais. Para a potenciação do talento existe a necessidade de maior volume de treino destes lances específicos e também treino individual.

Validação de uma estrutura de análise ofensiva no basquetebol baseada no sequenciamento de dinâmicas de criação de espaço

A inferência de estratégias ofensivas em esportes coletivos pode ser realizada a partir da análise dos padrões de jogo observados durante a disputa. Para que isso ocorra, há a necessidade da formalização de classes de comportamentos específicos para a modalidade de forma a discriminar perfis de jogo com base na identificação das ações mais recorrentes. No basquetebol as ações são encadeadas ao longo da posse de bola, sendo que os diferentes tipos de sequências de ações contêm características que os diferenciam e podem influenciar diretamente no desfecho do ataque. Nesse trabalho foi apresentada uma proposta contendo diferentes possibilidades de sequenciamento de dinâmicas ofensivas baseadas em um modelo teórico descrito na literatura. Os procedimentos de validação do sequenciamento de dinâmicas ofensivas e os testes de reprodutibilidade e objetividade realizados junto a técnicos de basquetebol apresentaram valores elevados demonstrando a consistência dos critérios para a elaboração de 27 tipos de concatenações dependentes (Qui-quadrado >0,78). Além disso, a estrutura desenvolvida foi concluída através da aplicação do constructo a jogos de basquetebol da liga profissional Americana (NBA) (28 partidas, dentre as quais 10 partidas do confronto entre Spurs x Thunder, 10 partidas referentes ao confronto entre Heat e Pacers e 8 partidas da disputa envolvendo Heat e Spurs, sendo analisados ambos os ataques em cada confronto, válidos pela temporada regular e na fase de playoffs). Os resultados gerados a partir da análise foram apresentados através de árvores de decisão e grafos de modo a facilitar a visualização dos comportamentos identificados. A árvore de decisão apresentou as ações na sequência exata em que ocorreram nas posses de bola, enquanto os grafos mostraram os encadeamentos mais recorrentes entre duas dinâmicas ofensivas. Assim ambas as técnicas se mostraram complementares e auxiliaram na observação e análise dos perfis de jogo de cada equipe e na realização de inferências acerca de sua estratégia ofensiva. A formalização dos tipos de sequenciamento de ações ofensivas pode auxiliar treinadores e profissionais do basquetebol no desenho de estratégias, análise dos padrões de suas equipes e adversários e estruturação de sessões de treinamento que considerem os comportamentos ofensivos de modo dinâmico e contextualizado dentro de um encadeamento lógico de ações de jogo

Coaching en las organizaciones: una perspectiva desde la psicología social

El coaching es un fenómeno que se ha extendido por las organizaciones, especialmente en las empresas. Se ha convertido en un negocio que mueve mucho dinero a través de consultoras y de colaboradores externos (“freelance”). Entendemos por coaching una serie de conversaciones y ejercicios entre dos personas mentalmente sanas, coach y coachee, cuyo objetivo es elevar el potencial profesional del coachee, acompañándole en el logro de sus metas profesionales. La tesis se ha centrado en el coaching ejecutivo e individual. Se ha trabajado con profesionales que son responsables de equipos o proyectos importantes para sus empresas y han participado en procesos de coaching individual. No hemos trabajado el coaching grupal por la dificultad de encontrar empresas que lo hayan implantado y por las grandes diferencias de conceptos, proceso e incluso planteamiento de los autores. La metodología empleada ha sido cualitativa en el marco del análisis de discurso y del construccionismo como base teórica. Se descartó una metodología cuantitativa, en especial a través de encuesta, debido a que la terminología del coaching no es estable y diversos autores y escuelas difieren en cuanto a conceptos. Matices que sí podíamos trabajar a través de entrevistas, pero no con una encuesta. Se ha entrevistado a diez coaches y diez coachees de distintas empresas. Las entrevistas se han transcrito y se ha trabajado buscando conceptos y familias de conceptos que pudieran dar lugar a encontrar conclusiones sobre la experiencia de coaches y coachees. También se ha trabajado desde la experiencia del doctorando que es coach profesional, en diálogo con las aportaciones de las entrevistas. En la primera parte de la tesis se ha realizado una investigación de las bases teóricas del coaching a través de los libros fundamentales del tema. Se ha realizado un estudio de las distintas definiciones de coaching para buscar los puntos en común y las discrepancias de las mismas. Señalamos las causas que, a nuestro entender, han facilitado la extensión del coaching en las organizaciones y especialmente en las empresas. También se buceó en las definiciones históricas de aquellos filósofos que son señalados como antecedentes por los coaches actuales. En esta primera parte se estudiaron las conexiones del coaching con otras teorías y terapias como puede ser el construccionismo, la terapia familiar o breve, y teorías basadas en el relato. Esta primera parte se presentó como investigación para la obtención del Diploma de Estudios Avanzados...

Expert Approaches to Mental Toughness Development in the High Risk Sport of Diving

Research focusing on mental toughness development and high risk sport is limited to one examination of elite gymnasts' perceptions. Coaches have acknowledged that mental toughness is important to performance success, while admitting they do not know effective development strategies. The aim of the current research is to address both these concerns by employing a grounded theory approach to ascertain elite diving coaches perceptions of mental toughness development and what mental toughness is. Seven diving coaches volunteered and were interviewed for an average of 49 minutes. They all coached an athlete that participated either in the world championships or Olympic games since 2008. Participants reported that mental toughness was the ability of a diver to perform a movement in a crucial moment that requires focus, extending beyond their comfort zone, overcoming fear, and never giving up. Mentaltoughness may not be the appropriate term due to its lack of multicultural sensitivity. Participants felt that dealing with adversity was something divers would have to constantly process. Mental toughness can be developed by the coach, the environment, or individual athlete. Unique attributes specific to divers were an awareness of self and a distinct level of knowing what the athlete was going to do. More research needs to be conducted to determine if these concepts can be generalized to other high risk sports. Future research could help establish a valid quantitative measure of mental toughness development.

Exploring the Experiences of International Student-Athletes

According to the latest National Collegiate Athletic Association (NCAA) Student Athlete Ethnicity Report, there are 17,653 non-US citizen student-athletes competing in various sports in universities across the country, yet there is very little research to understand their experiences (NCAA, 2010). Previous research has focused on recruitment practices (Bale, 1991; Pierce, Popp, & Meadows, 2011), satisfaction (Trendafilova, Kim, & Hardin, 2010), and adjustment and transitional factors (Pierce, Popp, & Meadows, 2011; Popp, Love, Kim, & Hums, 2010; Ridinger & Pastore, 2000), with a void in examining their overall experiences. Therefore, purpose of this qualitative study was to explore the experiences of international student-athletes in the United States within their athletic department and universities, as well as in the country. Participants were solicited by email, and ultimately six (n = 6) international student-athletes from a Division-I university chose to participate in the study and represented two different countries of origin, Canada and Norway. Participants completed a semi-structured interview, consisting of one broad open-ended question followed by a series of specific follow-up questions. Content analysis revealed that most participants did not consider their experiences different than domestic student-athletes. Challenges shared by most athletes included language barriers, balancing their time, and homesickness. Results also revealed the importance of interpersonal connections, especially with coaches and athletes from the international student-athlete's home country, in ensuring a positive overall experience. Implications of this study are that individuals and professionals working in campus offices associated with international student-athletes should be mindful of their unique roles within the university in order to foster positive experiences and retention.

Profiling in sport using momentum and perturbations

Examining a team’s performance from a physical point of view their momentum might indicate unexpected turning points in defeat or success. Physicists describe this value as to require some effort to be started, but also that it is relatively easy to keep it going once a sufficient level is reached (Reed and Hughes, 2006). Unlike football, rugby, handball and many more sports, a regular volleyball match is not limited by time but by points that need to be gathered. Every minute more than one point is won by either one team or the other. That means a series of successive points enlarges the gap between the teams making it more and more difficult to catch up with the leading one. This concept of gathering momentum, or the reverse in a performance, can give the coaches, athletes and sports scientists further insights into winning and losing performances. Momentum investigations also contain dependencies between performances or questions if future performances are reliant upon past streaks. Squash and volleyball share the characteristic of being played up to a certain amount of points. Squash was examined according to the momentum of players by Hughes et al. (2006). The initial aim was to expand normative profiles of elite squash players using momentum graphs of winners and errors to explore ‘turning points’ in a performance. Dynamic systems theory has enabled the definition of perturbations in sports exhibiting rhythms (Hughes et al., 2000; McGarry et al., 2002; Murray et al., 2008), and how players and teams cause these disruptions of rhythm can inform on the way they play, these techniques also contribute to profiling methods. Together with the analysis of one’s own performance it is essential to have an understanding of your oppositions’ tactical strengths and weaknesses. By modelling the oppositions’ performance it is possible to predict certain outcomes and patterns, and therefore intervene or change tactics before the critical incident occurs. The modelling of competitive sport is an informative analytic technique as it directs the attention of the modeller to the critical aspects of data that delineate successful performance (McGarry & Franks, 1996). Using tactical performance profiles to pull out and visualise these critical aspects of performance, players can build justified and sophisticated tactical plans. The area is discussed and reviewed, critically appraising the research completed in this element of Performance Analysis.

An experimental study on Aerobic Gymnastic: performance analysis as an effective evaluation for technique and teaching of motor gestures

Aerobic Gymnastic is the ability to perform complex movements produced by the traditional aerobic exercises, in a continuous manner, with high intensity, perfectly integrated with soundtracks. This sport is performed in an aerobic/anaerobic lactacid condition and expects the execution of complex movements produced by the traditional aerobic exercises integrated with difficulty elements performed with a high technical level. An inaccuracy about this sport is related to the name itself “aerobic” because Aerobic Gymnastic does not use just the aerobic work during the competition, due to the fact that the exercises last among 1’30” and 1’45” at high rhythm. Agonistic Aerobics exploit the basic movements of amateur Aerobics and its coordination schemes, even though the agonistic Aerobics is so much intense than the amateur Aerobics to need a completely different mix of energetic mechanisms. Due to the complexity and the speed with which you perform the technical elements of Aerobic Gymnastic, the introduction of video analysis is essential for a qualitative and quantitative evaluation of athletes’ performance during the training. The performance analysis can allow the accurate analysis and explanation of the evolution and dynamics of a historical phenomenon and motor sports. The notational analysis is used by technicians to have an objective analysis of performance. Tactics, technique and individual movements can be analyzed to help coaches and athletes to re-evaluate their performance and gain advantage during the competition. The purpose of the following experimental work will be a starting point for analyzing the performance of the athletes in an objective way, not only during competitions, but especially during the phases of training. It is, therefore, advisable to introduce the video analysis and notational analysis for more quantitative and qualitative examination of technical movements. The goal is to lead to an improvement of the technique of the athlete and the teaching of the coach.

Opinions about judo athletes’ image

OBJECTIVE: The present study aimed to evaluate opinions of persons who are involved with judo about judo athletes’ personality. METHODS: For this purpose 132 coaches, athletes, students of Department of Physical Education and Sport Science (DEPESS) and students of military school answered to a 35-item questionnaire describing their image towards judo athletes, in regard to social, volition, active, physical and emotional nature. RESULTS: statistical analysis showed that all the groups rated from the average, to somewhat strong and, also, to strong, while coaches rated higher to the most items. More specifically, one way ANOVA revealed significant differences, with coaches rating significantly higher, in the items of “being healthy” in physical nature (F=2.85, p<0.05), in items “having proper manner” and “being sincere” in social nature, (F=3.41, p<0.05 and F=3.09, p<0.05 respectively), “being positive” in active nature (F=3.95, p<0.05). Also in the items “being mild” (F=3.04, p<0.05), “being cheerful” (F=3.60, p<0.05) and “being carefree” (F=2.98, p<0.05) in emotional nature. Moreover, students of military school rating significantly higher in the item of “being cautious” in active nature (F=2.51, p<0.05) and in the item of “having power of concentration” in active nature both students of military school and of DEPESS rating significantly higher (F=5.66, p<0.01). CONCLUSIONS: The high rating in the most items might be due to the nature of the attitudes provided and cultured during the judo lessons, practice time and matches. Moreover, the differences between the groups for the coaches group might be observed because they have the most real image for judo athletes.

Water polo throwing speed and body composition: an analysis by playing positions and opposition level

The aim of this study was to develop an anthropometric profile on highly skilled male water polo players by specific playing positions. Also, to identify significant relationships between these features an overhead throwing speed in highly skilled male Water Polo players by specific playing positions. Methods: A total of 94 male water polo players (24.5±5.3 yrs) who were playing in the Spanish King´s cup were studied. Subjects were grouped according to their specific playing positions: 15 goalkeepers, 45 offensive wings, 20 center backs and 14 center forwards. Anthropometric assessment was made following ISAK protocols. Hand grip and throwing speed in several situations were also assessed. A one-way analysis of variance (ANOVA) was used to determine if significant differences existed among the four playing positions. Pearson product-moment correlation coefficients (r) were used to determine the relationships of all anthropometric measures with throwing speed and hand grip. The total player’s somatotype was endomorphic-mesomorphic (2.9–5.8–2.3). Center forwards exhibit important anthropometric differences compared with the other specific playing positions in elite male water polo players, but no differences were found in throwing speed by specific playing positions in each throwing conditions. Moreover, a higher number of relationships between anthropometric and throwing speed were found in wings and also in center backs but no relationships were found in center forwards. The data reflects the importance of muscle mass and upper body in the throwing skill. Coaches can use this information in order to select players for the different specific positions.

Analysis of physical and physiological requirements in soccer trainings in young soccer players (under -10 years)

The aim of this study is to analyse the physical and physiological factors in soccer training at different categories of training. The participants were 30 soccer players of 8-aside soccer in the under 10’s age group (9.93±0.25 years) who participated in the under 10 Provincial Tournament in Alicante. During training, the variables of covered distance, heart rate, speed (average and maximum values) as well as the methodology used and position were registered. After the statistical analysis and its related discussion, it was concluded that the players do not show differences in the covered total distance in relation to the category. Notwithstanding, there are differences with regards to speed and heart rate, which are caused by the greater physical development of the players in comparison to the under10’s age group category. Regarding the methodology employed, it is worth stressing that the coaches used, to a greater extend, the global method, followed by the mixed method.

Análisis de los diferentes métodos de enseñanza utilizados en el fútbol base

La utilización de un método de enseñanza u otro es un aspecto importante en la formación de jóvenes jugadores de fútbol. El objetivo del presente estudio ha sido identificar y analizar los métodos de enseñanza que utilizan los entrenadores en el fútbol de iniciación. Para ello, se analizaron a 36 entrenadores de fútbol 8 de categorías benjamín y alevín del campeonato de la Comunidad Valenciana (liga 2013-2014), mediante una encuesta diseñada y validada. Los resultados obtenidos, muestran que el método de enseñanza más utilizado es el método global, siendo la combinación de varios métodos de enseñanza la forma más idónea para enseñar el fútbol.

London, England, 1723 (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: A new mapp of the city of London &c. : with the many additionall buildings and new streets anno 1723 in a playne. It was printed and sold by Thomas Taylor at the Golden Lyon in Fleet Street, 1723. Scale [ca. 1:7,300]. The image inside the map neatline is georeferenced to the surface of the earth and fit to the British National Grid coordinate system (British National Grid, Airy Spheroid OSGB (1936) Datum). All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as roads, drainage, selected buildings (some shown pictorially), churches, built-up areas, docks, city district boundaries, and more. Includes illustrations and 5 indices or tables: The names of the severall wards into which this city is divided -- The rates for watermen as they are set forth by the Lord Mayer and court of Aldermen -- The rates of hackney-coaches and chairs, according to Act of Parliament -- Refferences to letters to find the most publick buildings -- References by figures to the severall churches in and about this city. This layer is part of a selection of digitally scanned and georeferenced historic maps from The Harvard Map Collection as part of the Imaging the Urban Environment project. Maps selected for this project represent major urban areas and cities of the world, at various time periods. These maps typically portray both natural and manmade features at a large scale. The selection represents a range of regions, originators, ground condition dates, scales, and purposes.

The Developmental Experiences of Adolescent Females in Structured Basketball Programs

The purpose of the present study was to determine whether adolescent females had unique developmental experiences in different types of basketball programs. The Youth Experiences Survey 2.0 [YES] (Hansen & Larson, 2005) was used to measure the learning experiences of 14 and 15 year old females (n = 212) who were enrolled in a school, recreational, or competitive basketball program. Interviews with organization representatives were conducted to determine the structure of each basketball program (n= 16) from which participants were drawn. One-way ANOVAs and Bonferroni comparisons were used to compare YES 2.0 positive experience scale scores of participants in school, recreational and competitive basketball programs. Results revealed that females in recreational programs had significantly lower scores than those in competitive and school programs on numerous positive experiences scales. Mann-Whitney U tests found that those in school and competitive programs reported higher stress levels. Interview results indicate that four characteristics of competitive and school programs may contribute to participants in these programs reporting more growth experiences: 1) time commitment, 2) coaches’ training and background, 3) competition, and 4) volunteer opportunities.

ISSP Position Stand: Career Development and Transitions of Athletes

The ISSP Position Stand on Career Development and Transitions of Athletes draws attention to viewing athletes from the perspective of their career development and their broader historical and socio‐cultural contexts. The particular focus of this paper is on career transitions as turning phases in career development. Successfully coping with transitions both within and outside of sport allows greater opportunity for an athlete to live a long and successful life in sport as well as being able to adjust effectively to the post‐career. Alternatively, failure in coping with a transition is often followed by negative consequences (e.g., premature dropout from sport, neuroses, alcohol/drug abuse, etc.). Therefore, helping athletes prepare for and/or cope with career transitions should be of primary concern for coaches, managers, athletes’ parents, and sport psychology consultants. In this paper we emphasize the role of contextual factors in career development/transition research and practice. Based on the literature review, we propose six statements and related recommendations for athletes and their significant others, as well as for researchers and consultants