Chest Computed Tomography for Lymphoma Staging: A Wasted Opportunity for Cardiovascular Risk Stratification?

AIM: Patients with a lymphoma diagnosis undergo non-gated chest computed tomography (CT) scans as part of cancer diagnosis or staging. Although coronary artery calcification (CAC) is traditionally evaluated on dedicated cardiac CT, CAC can also be detected on standard chest CT. This exploratory study aimed to determine the prognostic value of CAC detected on non-gated chest CT and to report its use on clinical practice. METHOD: Consecutive patients with a lymphoma diagnosis who performed non-contrasted non-gated chest CT for cancer diagnosis or staging were included and retrospectively evaluated. Coronary artery calcification was evaluated by quantitative (Agatston score) and qualitative (visual) assessment. RESULTS: Fifty-seven patients were included in this study (mean age 61±15 years; 58% male). Coronary artery calcification was identified in 22 patients (39%), most of them with multi-vessel involvement. Coronary artery calcification was qualitatively classified as mild, moderate and severe in 11%, 19% and 9% patients, respectively. This study suggested that moderate or severe CAC was an independent predictor of all-cause mortality (odds ratio 3, 95% confidence interval 2-11; p=0.04) after adjusting for cardiovascular risk factors and lymphoma staging. Regarding quantitative evaluation, a higher CAC score was also associated with higher mortality. While significant CAC was identified in 22 patients, it was only reported in four patients. CONCLUSIONS: The preliminary findings of this hypothesis-generating study support the investigation of CAC identified by chest CT for diagnosis/staging of cancer as a risk modifier in the global risk assessment of patients with lymphoma. The unrecognition and underreporting of this finding may represent a wasted opportunity to detect subclinical coronary atherosclerosis in these patients and may help in guiding preventive cardiology care.

A Novice Teacher as Facilitator of Learning During a Hybrid Sport Education/Step-Game Approach Volleyball Season.

This study aimed to examine how a novice Physical Education teacher unfolded her pedagogical practice as a facilitator of learning during a hybrid Sport Education/Step-Game-Approach volleyball season; and to investigate students' perceptions about their lived learning experiences and active involvement in building their own learning process. For this purpose, an insider action-research design was implemented throughout one school term (20 lessons of 45 minutes each in total). Twenty-five students (aged between16 and17 years old), enrolled in the 12th grade at a Portuguese high school took part in this investigation. The novice teacher, who held two years of professional experience, assumed the dual role of teacher-researcher, facilitating an in-depth understanding of the complexity featuring of the teaching-learning process. Qualitative data were collected using multiple data sources (i.e., teacher's lesson plans and field diary, and student's focus-group interviews), and analyzed using a hybrid approach of inductive and deductive thematic analysis. The results revealed that the use of this hybrid season helped the teacher to act as facilitator of learning, namely by: (i) using two student-centered models with unique internal structures and functionalities, (ii) increasing the level of responsibility taken by students for their own learning experiences, (iii) adapting the lesson plans to students' individual needs, and (iv) combining a more supportive intervention with the use of more indirect teaching strategies. Together, these strategies seemed to prompt students' autonomy and sense of active control of the class activities, the development of students' abilities and volleyball-based knowledge, leading them to be more interested and engaged in Physical Education. In conclusion, the alliance between the student-centered environment (Sport Education) and the specificity of the content subject-knowledge (Step-Game Approach for non-invasion games) seems to have allow the novice teacher to adjust her pedagogical intervention as facilitator of learning to students' individual learning needs.

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.

Increasing tactical complexity to enhance the synchronisation of collective behaviours: An action-research study throughout a competitive volleyball season.

An Action-Research (AR) design was implemented throughout a competitive season in which Constraint-led and Step-Game approaches were combined. This intervention study investigated the impact of increased performance complexity on emergence of counterattacking synchronisation tendencies in team players (laterally and longitudinally on court) at different set moments. Fifteen youth volleyball team players were studied across three action-research cycles, with performance in one competitive match analysed per cycle. Team synchronisation tendencies were assessed using the cluster phase method, with a 3 (matches) x 2 (set moments) x 2 (court direction) repeated-measures ANOVA statistical procedure to calculate differences in cluster amplitude mean values. Results revealed a reduction in team synchrony levels when tactical complexity of counterattacking play increased (second AR-cycle). Nevertheless, similar levels of team synchrony emerged between the first and third AR-cycles. Results also revealed the final moments of a set as a significant environmental constraint that shaped synchronisation tendencies. Evidence suggested that the (re)achievement of functional synchrony was realised through integration of Constraint-led and Step-Game approaches during practices designed to enhance tactical awareness in players. Finally, an insider action-research design provided relevant contextualised insights on the development of a team's synchronisation tendencies.

What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review.

The purpose of the present study was to conduct a review of the research on the Sport Education (SE) studies that have examined the development of students' personal and social skills. Research articles selected were found through Web of Science, SCOPUS, Academic Search Complete, ERIC, SPORTDiscus with Full Text, Education Source, PsycINFO and PsycARTICLES databases. The keywords "Sport Education" and "physical education" were used in different combinations. The articles were included for analysis if the following criteria were met: (i) were published in peer-reviewed international journals indexed in JCR (Journal Citation Reports) or SJR (Scientific Journal Rankings); (ii) were available in full-text; (iii) examined personal and social variables included or measured as main outcomes within the SE model. The quality of the selected studies was scored using a quality assessment list. Fifty-one studies were included. Results showed that, considering the development of social and personal competencies, the majority of SE research took place in Spain and USA in a co-educational PE context (high school). Enjoyment/satisfaction, enthusiasm and engagement were the predominant outcome measures, using a non-experimental design and multiple qualitative tools in more than half of the studies. Few studies established the fidelity of the model implementation. There is a need for future research to consider other samples, contexts, cultures and types of sports seeking to reinforce the positive impact of SE on the personal and social competencies. Longer units with a good planning, mixed and quantitative methodological designs and the report of the model fidelity would be also particularly important for future investigations.

Influences of population size and density on birthplace effects.

Contextual influences on talent development (e.g., birthplace effects) have become a topic of interest for sport scientists. Birthplace effects occur when being born in a certain city size leads to participation or performance advantages, typically for those born in smaller or mid-sized cities. The purpose of this study was to investigate birthplace effects in Portuguese volleyball players by analysing city size, as well as population density - an important but infrequently used variable. Participants included 4062 volleyball players (Mage = 33), 53.2% of whom were men. Using Portuguese national census data from 1981, we compared participants (within each sex) across five population categories. In addition, we used ANOVAs to study expertise and population density. Results indicated that men and women athletes born in districts of 200,000-399,999 were 2.4 times more likely to attain elite volleyball status, while all other districts decreased the odds of expert development. For men, being born in high-density areas resulted in less chance of achieving expertise, whereas there were no differences for women. The results suggest that athletes' infrastructure and social structure play an important role in talent development, and that these structures are influenced by total population and population density, respectively.

Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement.

The teaching and learning of games and sport-based activities has historically been the dominant form of the physical education curricula. With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. However, although there is considerable evidence that the model as a curriculum approach can benefit the development of social goals and healthy sport behaviors, not a single study as to date examined students' game-play development beyond participation in single and isolated teaching units. Therefore, the purpose of this study was to examine students' development of Game Performance and Game Involvement during participation in three consecutive Sport Education seasons of invasion games. The participants were an experienced physical education teacher and one seventh-grade class totaling 26 students (10 girls and 16 boys). Using the Game Performance Assessment Instrument (Oslin et al., 1998), pre-test to post-tests measures of students' Game Performance and Game Involvement were collected during their participation in basketball (20 lessons), handball (16 lessons), and football (18 lessons) units. Inter-group differences and pre-test to post-test improvements within each season were analyzed through 2 (time) x group (sport) repeated measures ANOVA tests. There were found significant pre-test to post-test improvements in Game Performance and Game Involvement in the second (handball) and third (football) seasons, but not in the first season (basketball). Students' Game Performance and Involvement scores of handball and football were significantly higher than their scores while playing basketball. The opportunity for an extended engagement in game-play activities and prolonged membership of students in the same teams throughout three consecutive seasons of Sport Education were key to the outcomes found. The specific configurations of the game forms played by students either inhibited or enabled their game-play development.

Morphologic patterns and treatment of transplant glomerulopathy: A retrospective analysis.

Transplant glomerulopathy is mainly due to chronic antibody-mediated rejection and actually represents a major cause of long-term allograft failure. The lack of effective treatment remains a serious problem in transplantation. A retrospective and uni-center study was performed in 48 kidney allograft recipients with transplant glomerulopathy between January 2010 and December 2015. Median time for diagnosis was 7.1 (3.6-11.8) years post-transplant. Light microscopy showed severity of transplant glomerulopathy in the majority of patients (cg1=10.4%; cg2=20.8%; cg3=68.8%). Moderate microvascular inflammation was present in 56.3% (g+ptc≥2), and almost half of recipients (51.1%) were C4d positive in immunofluorescence. Female gender (P=.001), age (P=.043), renal dysfunction (P=.002), acute rejection episodes (P=.026), and anti-HLA class II antibodies (P=.004) were associated with kidney allograft failure. Treatment of transplant glomerulopathy was performed in 67.6% of patients. The histologic and laboratory features that led to a therapeutic intervention were score ptc (P=.021), C4d (P=.03), and the presence of anti-HLA antibodies (P=.029), whereas score ah (P=.005) was associated with conservative measure. The overall cumulative kidney allograft survival at 10 years was 75%. Treatment of transplant glomerulopathy was ineffective to improve long-term kidney allograft survival.

Is Empirical Research on Periodization Trustworthy? A Comprehensive Review of Conceptual and Methodological Issues.

Periodization is a core concept in training. Recently, systematic reviews and meta-analyses have attempted to provide a comprehensive overview of the topic, but theoretical criticisms have arisen with regard to how such research has been conducted. The purpose of the study was to review comprehensively the conceptual and methodological issues surrounding empirical research on periodization in training with human subjects. A search was conducted late in February 2016 on Academic Search Complete, CINAHL Plus, MedicLatina, MEDLINE, PsycINFO, PubMed, Scielo, Scopus, SPORTDiscus and Web of Science. Forty-two randomized or randomized controlled trials were retrieved. Problems emerged in three domains: (a) Conceptually, periodization and variation were applied differently in research, while no empirical research tested predictions concerning direction, timing or magnitude of the adaptations; (b) Study design: More than 95% of papers investigated the 'physical' factor (mainly strength). Research on long-term effects was absent (no study lasted more than nine months). Controlling for confounding factors such as nutrition, supplementation and medication was largely ignored; (c) Data analysis was biased as dispersion in responsiveness was ignored when discussing the findings. Overall, research on periodization fails to analyze the conceptual premises proposed by these approaches.

Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics.

This study conducted a comparative analysis of students' knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students' gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task.

A comparative study of students' track and field technical performance in sport education and in a direct instruction approach.

This study examined students' technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students' technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key pointsThe impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level.The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged.

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches' Learning Engagement.

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches' engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key pointsBoth instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches.The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning.Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning.

Review of the status of learning in research on sport education: future research and practice.

Research concerning Sport Education's educational impact has shown unequivocal results according to students' personal and social development. Nevertheless, research is still sparse with respect to the model's impact on student learning outcomes. The goal of the present review is to therefore scrutinize what is currently known regarding students' learning during their participation in Sport Education. This research spans a variety of studies, cross various countries, school grades, the sports studied, as well as the methods applied and dimensions of student learning analyzed. While research on the impact of Sport Education on students' learning, as well as teachers' and students' perceptions about student learning has shown students' improvements during the participation in Sport Education seasons, there is still considerable variance in these results. For example, some studies report superior learning opportunities to boys and higher skill-level students while other studies have identified superior learning opportunities for girls and lower skill-level students. These inconsistent results can be explained by factors not considered in the Sport Education research, such as the effect of time on students' learning and the control of the teaching-learning process within Sport Education units. In this review directions for future research and practice are also described. Future research should define, implement, and evaluate protocols for student-coaches' preparation in order to understand the influence of this issue on students' learning as well as consider the implementation of hybrid approaches. Moreover, future studies should consider the interaction of gender and skill level and a retention test in the analysis of students' learning improvements in order to obtain a more realist and complete portrait of the impact of Sport Education. Finally, in order to reach an entirely understanding of the teaching-learning process, it is necessary to use research designs that attend to the complexity of this process. Key PointsDespite research regarding has showed students' improvements during the participation in Sport Education seasons, it remains somewhat equivocal.The studies included in this review show students' improvements on skill, knowledge and tactical development, as we as game play, during the participation in Sport Education units.Some studies report superior learning opportunities to boys and higher skill-level students while other studies exposed superior learning opportunities to girls and lower skill-level students.The effect of time on students' learning and the control of the teaching-learning process within Sport Education units can explain these equivocal results.Future research is encouraged to consider the implementation of protocols for student-coaches' preparation, hybrid models, a retention test, the interaction of gender and skill level, and use research designs that attend to the complexity of the teaching-learning process.

Physical and temporal characteristics of under 19, under 21 and senior male beach volleyball players.

This study aimed to assess the effects of age groups and players' role (blocker vs. defender specialist) in beach volleyball in relation to physical and temporal variables, considering quality of opposition. 1101 rallies from Under 19 (U19), 933 rallies from Under 21 (U21), and 1480 rallies from senior (senior) (Men's Swatch World Championships, 2010-2011) were observed using video match analysis. Cluster analysis was used to set teams' competitive levels and establish quality of opposition as "balanced", "moderate balanced" and "unbalanced" games. The analyzed variables were: temporal (duration of set, total rest time, total work time, duration of rallies, rest time between rallies) and physical (number of jumps and number of hits done by defenders and blockers) characteristics. A one-way ANOVA, independent samples t-test and multinomial logistic regression were performed to analyze the variables studied. The analysis of temporal and physical characteristics showed differences considering age group, player's role and quality of opposition. The duration of set, total rest time, and number of jumps done by defenders significantly increased from the U19 to senior category. Multinomial logistic regression showed that in: a) balanced games, rest time between rallies was higher in seniors than in U19 or U21; number of jumps done by defenders was higher in seniors than in U19) and U21; b) moderate balanced games, number of jumps done by defenders was higher in seniors than in U21 and number of jumps done by blockers was smaller in U19 than U21 or seniors; c) unbalanced games, no significant findings were shown. This study suggests differences in players' performances according to age group and players' role in different qualities of opposition. The article provides reference values that can be useful to guide training and create scenarios that resemble a competition, taking into account physical and temporal characteristics. Key PointsPlayer roles, quality of opposition, and competitive level of the teams influence physical and temporal characteristics, and they may be taken into consideration during the training by strength and conditioning coaches and coaches.More experienced players adopt strategies to better manage their effort and rest time between rallies.The game strategy affects the physical actions done by players (e.g. tendency to serve more to one player of the team affects the number of jumps performed by this player).

Unveiling Players' Perceptions of Mother- and Father-Initiated Motivational Climates and Fear of Failure in Youth Male Team Sports.

The aim of this study was to examine the relationship between perceived mother- and father-initiated motivational climates and players' fear of failure in youth male team sports. A sample of 336 youth male players from five team sports (basketball, football, handball, volleyball, and water polo) completed the Parent-Initiated Motivational Climate Questionnaire-2 and the Performance Failure Appraisal Inventory. The results showed that perceived mother- and father-initiated motivational climates were related to fear of failure predispositions. While a mastery orientation (perceived learning-enjoyment climate) had a low association with fear of failure, an ego orientation (perceived worry-conducive and success-without-effort climates) was highly related to fear of failure. Father-initiated climates had stronger associations with fear of failure than mother-initiated ones, revealing that mothers and fathers may have different influences when considering the developmental origins of fear of failure. The relationships between mother- and father-initiated motivational climates and fear of failure varied according to the type of sport, with basketball, football, and volleyball presenting stronger associations. The dimensions "Fear of important others losing interest" and "Fear of upsetting important others" presented the highest explained variance in all sports when predicted by the father-initiated motivational climate. The findings can inform important evidence-based guidelines and recommendations for parents, coaches, and organizations, enabling them to create supportive environments that aid athletes in developing the necessary psychological skills for long-term success and well-being.

Perforated duodenal ulcer after Roux-en-Y gastric bypass: an unusual complication.

Summary: Bariatric surgery is increasingly being accepted as a viable treatment for managing the growing obesity epidemic. Roux-en-Y gastric bypass (RYGB) is one of the most commonly performed procedures. Perforated duodenal ulcer following RYGB is a rare condition with a low incidence. We report a case of a patient with a perforated duodenal ulcer post RYGB, and the surgical approach. A 66-year-old man with hypertension and a history of laparoscopic RYGB for class III obesity was admitted to the emergency department with severe epigastric pain radiating to the right side of his abdomen and right shoulder, associated with nausea and vomiting. Computed tomography (CT) showed intraperitoneal free fluid, a thickened wall of the duodenum and free air, duodenal perforation was suspected. The patient underwent exploratory laparoscopy that revealed a perforated duodenal ulcer that was closed with an absorbable barbed suture and omental patch. Perforated ulcers in excluded segments after RYGB are a rare entity with a challenging diagnosis, and clinicians should be aware of and have a low threshold for diagnostic laparoscopy. Learning points: Roux-en-Y gastric bypass (RYGB) is one of the most commonly performed procedures in bariatric surgery. Perforated ulcers in excluded segments after RYGB are a rare entity with a challenging diagnosis. The pathophysiology of this perforation is not clear, but several mechanisms have been proposed. Helicobacter pylori has been implicated. Clinicians should be aware and have a low threshold for diagnostic laparoscopy for a patient who has acute abdominal pain after RYGB, despite negative diagnostic measures.

Validity and reliability of My Jump 2® app to measure the vertical jump on elite women beach volleyball players.

Purpose: The aim of this study was to assess the reliability and validity of the My Jump 2® app in measuring jump height, flight time, and peak power among elite women beach volleyball players on sand surfaces. Methods: Eleven elite female beach volleyball players (aged 23.6 ± 6.2 years; weight 66.3 ± 5.8 kg; height 174.4 ± 5.8 cm; with 8.4 ± 4.8 years of professional experience) participated in this study. Each player performed six countermovement jumps in a wooden box filled with sand on a force platform while simultaneously recording a video for subsequent analysis using the My Jump 2® app. Results: We found excellent agreement for flight time, jump height and peak power between observers (ICC = 0.92, 0.91 and 0.97, respectively). No significant differences between force platform and My Jump 2® app were detected in the values obtained for the three variables (P > 0.05). For the force platform and the My Jump 2® app, we found a good agreement measuring jump height and flight time (ICC = 0.85 and 0.85, respectively). However, we only found a moderate agreement for peak power (ICC = 0.64). The difference in jump height showed a limit of agreement between -4.10 and 4.74 cm in Bland-Altman, indicating a high level of agreement between the two measurement tools. Conclusion: Based on our findings, the My Jump 2® app reveals a valid tool for measuring jump height and flight time of CMJ on sand surfaces. However, more caution is needed when measuring peak power.

Variables affecting athletes' retention of coaches' feedback.

Athletes' retention of information conveyed in coaches' feedback during training was examined, considering the nature of the information transmitted by each coach (extensions, total number of ideas transmitted, and total number of repeated ideas), athletes' characteristics, (ages, genders, school levels, and practice levels), and athletes' perceptions (relevance and acceptance of coaches' information, task motivational levels, and athletes' attention levels). Participants were 193 athletes (79 boys, 114 girls; 9 to 13 years of age) and 6 coaches. Feedback was both audio and video recorded and all athletes were interviewed. All coaches' feedback and athletes' recollections were subjected to content analysis. Information was completely retained in 31.60% of feedback episodes. Athletes' mean per-episode information retention was 63.0%. Three variables appeared to b e predictiveathletes' retention: athletes' practice levels (p = -.25), attention to coaches' provision of feedback (P = .17), and the number of different ideas transmitted by each coach (P = -.90).

Portuguese research on physical education and sport didactics-a critical discussion.

This article presents a discussion of research in Physical Education and Sport Didactics in Portugal. It starts by situating it from an historical perspective, placing the 1980s as the beginning era, mainly based on the studies provided by the two first Physical Education higher education institutes of the country. The initial research, first based on master and doctoral dissertations, progressed to ongoing projects that have been disseminated in international and national journals and books. This development is also reported from the theoretical, conceptual, and methodological perspectives, showing how it has informed the quality of Physical Education and teacher education as the two main research strands to be described, however, acknowledging that a strand on sports coaching and coach education exists. On teaching Physical Education, the article discusses the elements relative to the teacher and to the student, focusing from the immediate and short-term to the distant and long-term events that lead into young adulthood's active lifestyles. In this analysis, research on curriculum and assessment are also reported. On physical education teacher education, the article shows the prevalence of the post-primary Physical Education to argue for the need for more research on primary-level education, and discusses the diverse foci from initial teacher education to in-service education practises. In line with current trends in research, we suggest a set of four features for the future research agenda: (1) addressing short to long-term outcomes of Physical Education; (2) adopting multifactorial and multi-layered perspectives of analysis; (3) embracing inter- and multidisciplinary designs; and (4) taking comparative perspectives within and between European countries, and between Europe and other continents. We conclude that these features need to focus on four levels of integration and cooperation: (a) integration between the research initiatives and the needs of the professional field; (b) integration between research on teaching and learning, teacher education and the curriculum; (c) cooperation between the different national higher education and professional institutions; and (d) integration in the international research agenda by leading and participating in project partnerships which are needed to fully and effectively implement such agenda.

How Can Learner-Oriented Scaffolding Strategies Be Implemented in Coach Education? A Case Study.

Purpose: Although emerging research has explored the development of coach education curricula, coach learning and how a deep learning approach can be made accessible to aspiring coaches, the study of coach educators' scaffolding of micro-pedagogies in action remains a missing link in the field. Therefore, the purpose of this study was to explore scaffolding strategies adopted by an experienced coach educator to encourage aspiring coaches to adopt an active approach to learning. Method: A case-study was conducted for a full semester of twelve practical lessons in the unit "Sports Methodology I-Volleyball" of a renowned sport sciences coach education program. Multiple data collection sources included participant observation, video and audio recordings, individual interviews with the coach educator and focus group interviews with the aspiring coaches. A thematic analysis was performed, and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: The strategies adopted by the coach educator progressively unfolded throughout three main stages: (i) laying the foundations of a learner-oriented approach; (ii) enhancing personally meaningful learning experiences; and (iii) mediating peer-coaching activities. An intricate interplay was unraveled between the nature and reduction of the support given and the increased responsibility transferred to the aspiring coaches for their active participation in learning experiences. Conclusions: The learner-oriented scaffolding processes employed by the coach educator sought to promote enhanced understanding of game-play problem-solving and the aspiring coaches' development of a deeper sense of what is required to become a coach through engagement in coaching technical activities and peer-coaching interventions.