Databases for Researching Athletic Training Literature.

Searching the athletic training literature can be confusing and overwhelming with many possible databases for locating relevant peer-reviewed scholarship. Finding evidence-based literature from respected publications is helpful in clinical decision-making for athletic training practitioners. This column details recommended databases and search tips to help students, staff, clinicians, and faculty in the field of athletic training find the literature they need to help make evidence-based decisions and to stay current with the published literature. Databases discussed include Cochrane, PubMed, SPORTDiscus, CINAHL, PEDro, Sports Medicine, and Education Index (formerly Physical Education Index), and Google Scholar.

What Actually Differs between Traditional Teaching and Sport Education in Students' Learning Outcomes? A Critical Systematic Review.

This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students' learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students' learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts' methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, action-research and case studies), longer units with appropriate planning, and the report of model's fidelity so that robust findings can endorse the teachers' praxis, must be a concern in future studies.

Orofacial trauma awareness among sports teachers in Southern Saudi Arabia.

BACKGROUND: Dental trauma is a major public oral health problem owing to its high prevalence. The school sports teachers who observe children when they participate in sports have a key role in the prevention and management of traumatic injuries. The present study aims to determine the awareness of sports teachers on the occurrence and prevention of oral-facial trauma in southern Saudi Arabia. METHODS: The present study was a cross-sectional study design among sports teachers in a southern subpopulation of Saudi Arabia. A draft questionnaire with 11 items was constructed under three domains: occurrence pattern, prevention, and management of dental trauma. RESULTS: A total of 191 sports teachers from various schools participated in the survey. The majority (88%) of the teachers had encountered orofacial trauma among children during sporting activity in schools. The most common orofacial structure involved in injury was the teeth (33.5%) and lips (25.2%). Only 50.8% of subjects knew stock tray as a type of mouthguard and 27.7% of teachers responded that they do not recommend mouthguards for children during sporting activities. Nearly 80.6% teachers were aware of the possibility of reimplanting an avulsed tooth. About 72.8% teachers had poor knowledge of immediate action necessary for successful outcomes of reimplanted teeth. CONCLUSIONS: Orofacial trauma was commonly encountered by sports teachers among children during sporting activities in the school. There was poor awareness regarding types of mouth guards and its significance among the sports school teachers. The knowledge related to the management of emergency oral injuries was inadequate.

Changing educational inequalities in sporting inactivity among adults in Germany: a trend study from 2003 to 2012.

BACKGROUND: Social inequalities in health can be explained in part by the social patterning of leisure-time physical activity, such as non-participation in sports. This study is the first to explore whether absolute and relative educational inequalities in sporting inactivity among adults have changed in Germany since the early 2000s. METHODS: Data from four cross-sectional national health surveys conducted in 2003 (n = 6890), 2009 (n = 16,418), 2010 (n = 17,145) and 2012 (n = 13,744) were analysed. The study population was aged 25-69 years in each survey. Sporting inactivity was defined as no sports participation during the preceding 3 months. The regression-based Slope Index of Inequality (SII) and Relative Index of Inequality (RII) were calculated to estimate the extent of absolute and relative educational inequalities in sporting inactivity, respectively. RESULTS: Sporting inactivity was consistently more prevalent in less-educated groups. The overall prevalence of sporting inactivity declined significantly over time. However, the decline was observed only in the high and medium education groups, while no change was observed in the low education group. Both absolute and relative educational inequalities in sporting inactivity were found to have widened significantly between 2003 (SII = 0.30, 95% CI = 0.25-0.35; RII = 2.08, 95% CI = 1.83-2.38) and 2012 (SII = 0.41, 95% CI = 0.37-0.45; RII = 3.44, 95% CI = 3.03-3.91). Interaction analysis showed that these increases in inequalities were larger in the younger population under the age of 50 than among the elderly. CONCLUSIONS: The findings suggest that the gap in sports participation between adults with high and low educational attainment has widened in both absolute and relative terms because of an increase in sports participation among the better educated. Health-enhancing physical activity interventions specifically targeted to less-educated younger adults are needed to prevent future increases in social inequalities in health.

Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach.

This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes' decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions.

Sport science internships for learning: a critical view.

Sport science has gained vast popularity with students who have an interest in both physiology and the underpinning mechanisms of exercise concerning performance and health. The high numbers of graduates each year, coupled with the low number of graduate positions working in sports, has led to a high level of competition between students. To stand out from the crowd, sport science students may undertake an internship placement as part of their course, designed to enhance theoretical, practical, and soft skills in an applied setting. In the present article, we highlight some of the positives and negatives of sport science internships and ways in which they can be implemented and facilitated. Suggestions have also been provided to make students more aware of the reality of working in professional sports, which includes awareness of the potential for long and unsociable hours of work.

Pre- and Post-Activity Stretching Practices of Collegiate Athletic Trainers in the United States.

Popp, JK, Bellar, DM, Hoover, DL, Craig, BW, Leitzelar, BN, Wanless, EA, and Judge, LW. Pre- and post-activity stretching practices of collegiate athletic trainers in the United States. J Strength Cond Res 31(9): 2347-2354, 2017-The aim of the study was to investigate the knowledge and practices of collegiate-certified athletic trainers (ATs) in the United States. Participants (n = 521) were provided an overview of the study and a hyperlink to a web-based survey. The "pre- and post-activity practices in athletic training questionnaire" consisted of demographic items and elements to measure knowledge and practices related to pre- and post-activity stretching routines. In previous studies, the survey demonstrated construct validity, α = 0.722. Pearson chi-square test was used to evaluate goodness of fit, and kappa was calculated to measure agreement between items. Only 32.2% of ATs recommended dynamic stretching (DS) to be performed pre-activity, whereas a larger percentage (42.2%) recommended a combination of static stretching (SS) and DS. Athletic trainers reported that only 28.0% of athletes are performing DS before activity. Conversely, 60.6% of collegiate ATs recommended SS postexercise, and 61.0% of athletes agree and perform after workout SS (κ = 0.761, p < 0.001). Collegiate ATs seem to underuse the current research evidence, which indicates that DS is more beneficial than SS when used pre-activity, and ATs continue to regularly incorporate SS in their pre-activity routines. However, there is evidence that collegiate ATs in the United States emphasize SS postactivity in a manner consistent with current research.

The Coaching Behavior Scale for Sport (CBS-S): A psychometric evaluation of the Swedish version.

The present study validated a Swedish version of the 47-item Coaching Behavior Scale for Sport (CBS-S). Sample 1 consisted of 506 team sport athletes [262 men and 244 women; mean age: 22.20, standard deviation (SD) = 3.90] distributed across 41 coaches at the two highest national levels of various sports. Athletes completed the CBS-S and established questionnaires of coaching behaviors (LSS), self-confidence (CSAI-2R), and coach-athlete relationship (CART-Q). An additional sample of 39 basketball players (21 men and 18 women; mean age = 17.40, SD = 2.39) completed the CBS-S twice, approximately 4 weeks apart. Confirmatory factor analysis showed an acceptable model fit for the seven-factor version of the CBS-S, although two items of the negative personal rapport subscale displayed insufficient factor loadings. Correlations between the subscales of the CBS-S and established instruments were in accordance with theoretical expectations, supporting the concurrent validity. Cronbach's alpha (> 0.82) for all dimensions provided support for the reliability of the CBS-S, and test-retest correlations indicated moderate stability over time. Cultural differences in the assessment of coaching behaviors and the usability of the CBS-S by coaches for self-reflection and development are discussed.

Comparison of coaches' perceptions and officials guidance towards health promotion in French sport clubs: a mixed method study.

Despite the call to improve health promotion (HP) in sport clubs in the existing literature, little is known about sport clubs' organizational capacity. Grounded within the setting-based framework, this study compares HP activities and guidance among 10 football clubs. At least three grassroots coaches from each club (n = 68) completed the Health Promoting Sports Clubs scale to assess their perceptions of HP; an official (n = 10) was interviewed about club's activities and official's guidance provided to coaches. A concurrent embedded design with quantitative results guiding the qualitative analysis was used. Despite no significant differences regarding coaches' perceptions of HP between the 10 sport clubs, except for the policy dimension, officials' interviews revealed some contradictions. Sport participation was recognized as automatically promoting HP, meaning that sport practice entails many benefits, without questioning the nature of the activities. HP was considered as a secondary aim in regard to sport performance, leading to the lack of written policies, partnerships and sporadic HP activities. Future interventions should consider: (i) the creation of required policy and long-term vision; (ii) the link between HP and sport performance; (iii) the rootedness of sport clubs within their community and (iv) guidelines towards HP from sport federations.

Aligning the talent pathway: exploring the role and mechanisms of coherence in development.

Although our understanding of psychological and social factors in talent development continues to expand, knowledge of the broader system that underpins the entire talent pathways is relatively limited. Indeed, little work has moved beyond the recognition that coherence in this system is important to consider how this may be achieved; particularly in relation to coherent coaching. As such, the aim of this article was to address gaps in talent development and coaching literature and explore principles and potential mechanisms of coherent coaching in sport organisations' talent pathways. After defining and contextualising coherence in whole talent pathways, including barriers to attainment, we discuss how an understanding of coach epistemology can provide a basis for integrating personal and collective coach coherence and therefore a coherent performer experience. With epistemology as our focal point, we then consider how coherent coaching may be supported through the strategic recruitment and placement of coaches, complimentary coach education and development and the use of change agents who can set and shape the coaching milieu, facilitate cross-level communication and enable epistemology-focused reflection and evaluation. Finally, we conclude with some brief recommendations for advancing practically-meaningful knowledge in this important area.

Sources, topics and use of knowledge by coaches.

In recent years, the value of social learning approaches as part of the design and delivery of formalised coach development initiatives has gained credence in the literature. However, insight is currently lacking into the fundamental social dimensions that underpin coach learning. Accordingly, this study aimed to explore coaches' perceptions of their actual and preferred methods of acquiring new coaching knowledge, the types of knowledge they currently acquire and/or desire, and their application of new knowledge. Responses to an online survey, completed by practicing coaches (N = 320) in a range of sports and contexts, were analysed descriptively and inductively. Results revealed that coaches preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. Notably, however, formal coach education courses were also reported relatively frequently as a source of recent knowledge acquisition. Nevertheless, critical justification for and application of acquired knowledge was largely absent. Based on the findings, we suggest that, before social learning activities such as mentoring schemes and communities of practice are placed at the centre of formalised coach development provision, coach educators must put in place the support structures to better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on coach learning, aiming to ensure that their informal development is sufficiently open-minded, reflective and critical.

Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities.

BACKGROUND: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. METHOD: Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. RESULTS: Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. DISCUSSION: Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.

Demedicalisation of "Medical prescription of sport": The Strasbourg programme as Viewed by Sports Educators / « Sport sur ordonnance ¼, une mise à distance de la médecine : le dispositif strasbourgeois vu par ses éducateurs.

Promoting health by sport has now gone one step further. Integrated into the 2015 Health Act, medical prescription of sport activities is organized locally, as illustrated by the Strasbourg "sport-health prescription" programme, which promotes physical activity for patients with stable chronic diseases within local sports structures. Observation of the real functioning of this programme, based on the practices and descriptions of six sports educators in various structures, reveals demedicalisation in favour of sportification, as sports educators translate the prescription according to their specific institution and policies. Although there is a general consensus about the need for physical education to fight against inactivity and isolation of patients, the expected effects of physical activity are redefined according to a political economy of local structures. Implementation of the sport-health programme is subject to the social and political conditions of the local sports movement.

The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.

OBJECTIVE: To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. METHODS: A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). RESULTS: Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. CONCLUSIONS: The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students.

A qualitative review of sports concussion education: prime time for evidence-based knowledge translation.

BACKGROUND: Educating athletes, coaches, parents and healthcare providers about concussion management is a public health priority. There is an abundance of information on sports concussions supported by position statements from governing sport and medical organisations. Yet surveys of athletes, parents, coaches and healthcare providers continue to identify multiple barriers to the successful management of sports concussion. To date, efforts to provide education using empirically sound methodologies are lacking. PURPOSE: To provide a comprehensive review of scientific research on concussion education efforts and make recommendations for enhancing these efforts. STUDY DESIGN: Qualitative literature review of sports concussion education. METHODS: Databases including PubMed, Sport Discus and MEDLINE were searched using standardised terms, alone and in combination, including 'concussion', 'sport', 'knowledge', 'education' and 'outcome'. RESULTS: Studies measuring the success of education interventions suggest that simply presenting available information may help to increase knowledge about concussions, but it does not produce long-term changes in behaviour among athletes. Currently, no empirical reviews have evaluated the success of commercially available sports concussion applications. The most successful education efforts have taken steps to ensure materials are user-friendly, interactive, utilise more than one modality to present information and are embedded in mandated training programmes or support legislation. Psychosocial theory-driven methods used to understand and improve 'buy in' from intended audiences have shown promise in changing behaviour. CONCLUSIONS: More deliberate and methodologically sound steps must be taken to optimise education and knowledge translation efforts in sports concussion.

Integration of professional judgement and decision-making in high-level adventure sports coaching practice.

This study examined the integration of professional judgement and decision-making processes in adventure sports coaching. The study utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. Results revealed that, in order to make judgements and decisions in practice, expert coaches employ a range of practical and pedagogic management strategies to create and opportunistically use time for decision-making. These approaches include span of control and time management strategies to facilitate the decision-making process regarding risk management, venue selection, aims, objectives, session content, and differentiation of the coaching process. The implication for coaches, coach education, and accreditation is the recognition and training of the approaches that "create time" for the judgements in practice, namely "creating space to think". The paper concludes by offering a template for a more expertise-focused progression in adventure sports coaching.

[Overweight and obesity in young adults: relevance of job-related changes of exercise on fat, lean body and body mass in students]. / Entwicklung von Übergewicht und Adipositas im jungen Erwachsenenalter - Stellenwert berufsbedingter Veränderungen des Sporttreibens auf Fettmasse, fettfreie Masse und Körpermasse bei Studenten.

Early adulthood is related to changes in lifestyle that negatively affect body weight and health. The aim of the study was to determine the effect of exercise changes on the development of weight and body composition in college students.Sixty-one randomly selected dental (ZMS) and 53 sport students (SLS) were accompanied over 5 years. Body mass, fat and lean body mass (LBM) were determined via DXA-technique. Exercise and physical activity were assessed by questionnaires and interviews.All exercise indices significantly increased in the SLS and significantly decreased in the ZMS. Physical activity slightly increased in both groups. Both cohorts comparably gained body mass, however, the increase in the SLS group can be attributed to LBM-changes with minor changes of fat-mass (2.4 % ± 3.3 % vs. 0.1 ± 1.0 %) whereas ZMS gained fat and LBM in a proportion of 2:1.Maintenance/increase of exercise compensate the negative effects of lifestyle changes on body composition during young adulthood.

How to proceed in case of tooth avulsion: state of student knowledge.

AIM: Sport-related dental injuries are a growing concern worldwide. Regardless of how minor they may appear, some of them can lead to traumas which have a negative impact on quality of life, producing psychological and social discomfort. In view of the widespread lack of knowledge with regard to first aid procedures in cases of dental trauma, we would like to report the current state of knowledge of an academy of physical education and sport students compared with medical and general university students. MATERIALS AND METHODS: In order to assess the knowledge of appropriate first aid procedures following dental trauma a survey using questionnaires was undertaken. The sample size consisted of 356 students attending the last year of university: sport academy (123 students); medical university (115 students); general university (118 students). RESULTS: The results revealed that just 3% of all students knew that in the case of dental avulsion immediate replantation should be performed. Only 6% of students were aware that the time factor after tooth avulsion is the single most influential factor affecting the prognosis. Only 16% of sport academy students and 23% of general university students knew the recommended transport medium for an avulsed tooth. CONCLUSION: In the face of such poor knowledge regarding dental injuries there is an urgent need for adequate education programs on the subject of sport-related orofacial injuries directed at all sports students, including athletes, players and coaches, so they could offer immediate help at the site of an accident.