What makes an orienteer an expert? A case study of a highly elite orienteer's concerns in the course of competition.

This article reports a highly elite orienteer's cognitive activity over the course of two international competitions. We characterize the orienteer's concerns in relation to the problems raised during the competitions. The participant wore a head-mounted video camera throughout the competitions to enable the capture of an events record from the participant's perspective. During a post-performance self-confrontation interview, the participant was played the video and asked to describe his activity in relation to the events observed. The interview data were then used to identify the orienteer's concerns at each instant during the races. These "local" concerns were then compared and subsequently classified to characterize the typical concerns of the participant. Results showed three typical concerns: (a) find the controls faster than the opponents; (b) optimize running pace throughout the race; and (c) reflect on actions undertaken during performance. Results suggest the performer used a range of knowledge-driven strategies that enhanced the efficiency of task performance, and flexibly switched between strategies and decision-options in the face of presented changes in the task status. He also engaged in various reflective processes concurrent with performance that augmented the use of these strategies. In conclusion, this study provides insight into the cognitive processes underlying expert performance in sports characterized by decision-making under complexity, uncertainty, and time pressure.

Exercise-Based Injury Prevention in High-Level and Professional Athletes: Narrative Review and Proposed Standard Operating Procedure for Future Lockdown-Like Contexts After COVID-19.

In regular times, implementing exercise-based injury prevention programs into the training routine of high-level and professional athletes represents a key and challenging aspect to decrease injury risk. Barriers to implementing such prevention programs have previously been identified such as lack of resources, logistic issues or motivation. The COVID-19 pandemic associated with restrictions on daily life dramatically impacted sports participation from training to competition. It is therefore reasonable to assume that such lockdown-like context has exacerbated the challenge to implement exercise-based injury prevention programs, potentially leading to a greater musculoskeletal injury risk. In this narrative review, recommendations are proposed for building an expertise- and evidence-based Standard Operating Procedure for injury prevention in lockdown-like contexts for high-level and professional athletes. The following recommendations can be provided: (1) assess the global and sport-specific risks in the light of the ongoing cause of isolation; (2) adapt remote training materials and programs; (3) ensure regular quality communication within the staff, between athletes and the staff as well as between athletes; (4) follow the athlete's mental well-being; and (5) plan for a safe return-to-sports as well as for an ongoing monitoring of the load-recovery balance. These key domains should further be addressed to comply with local policies, which are subject to change over time in each individual country. The use of these recommendations may improve the readiness of athletes, coaches, physicians and all sports stakeholders for future lockdown-like contexts.

An Integrative Perspective on Interpersonal Coordination in Interactive Team Sports.

Interpersonal coordination is a key factor in team performance. In interactive team sports, the limited predictability of a constantly changing context makes coordination challenging. Approaches that highlight the support provided by environmental information and theories of shared mental models provide potential explanations of how interpersonal coordination can nonetheless be established. In this article, we first outline the main assumptions of these approaches and consider criticisms that have been raised with regard to each. The aim of this article is to define a theoretical perspective that integrates the coordination mechanisms of the two approaches. In doing so, we borrow from a theoretical outline of group action. According to this outline, group action based on a priori shared mental models is an example of how interpersonal coordination is established from the top down. Interpersonal coordination in reaction to the perception of affordances represents the bottom-up component of group action. Both components are inextricably involved in the coordination of interactive sports teams. We further elaborate on the theoretical outline to integrate a third, constructivist approach. Integrating this third approach helps to explain interpersonal coordination in game situations for which no shared mental models are established and game situations that remain ambiguous in terms of perceived affordances. The article describes how hierarchical, sequential, and complex dimensions of action organization are important aspects of this constructivist perspective and how mental models may be involved. A basketball example is used to illustrate how top-down, bottom-up and constructivist processes may be simultaneously involved in enabling interpersonal coordination. Finally, we present the implications for research and practice.

Do the coach and athlete have the same "picture" of the situation? Distributed Situation Awareness in an elite sport context.

Athletes and their coach interpret the training situations differently and this can have important implications for the development of an elite athlete's performance. It is argued that, from a schema-theoretic perspective, the difference in these interpretations needs to be better understood. A post-performance, self-confrontation, interview was conducted with a number of athletes and their coaches. The interviews revealed differences between the athlete and their coach in the information they are aware of. In comparison with athletes, coaches more frequently compared the phenotype with genotype schemata rather than just describing the phenotype schemata. Results suggest SA information elements showed some common ground but also revealed some important differences between the athlete and coach. The awareness was directed externally towards the environment and internally, towards the individual, depending on his/her role. The investigation showed that the schemata used to 'frame' the information elements were different, but compatible, between athlete and coach.