Scaling junior sport competition: A body-scaling approach?

The design of the junior sport competition environment plays a critical role in attracting and retaining children as life-long participants. Critically, however, the guidelines governing the design of junior sport are rarely scrutinized. With this in mind, our aim is to offer sports authorities a method to systematically assess the suitability of guidelines. The most popular junior ball sport competitions in Australia were assessed in relation to the scaling of task constraints and compared to children's corresponding physical maturation and/or performance measures. This assessment enabled the calculation of pi ratios, which were then used to categorise constraints as either (1) undersized, (2) appropriately sized or (3) oversized. Results revealed that most sports' ask children to play in oversized conditions, particularly in the under 9 to under 12 age groups and in boys' competitions. The task constraints that had the highest percentage of pi ratios appropriately sized were match duration and goal size. Comparatively, ball size and field length had the highest percentage of pi ratios classified as oversized. We contend that the systematic approach applied in this article should be used by sports authorities to understand the extent of scaling constraints in junior sport.

Examining the representativeness of a virtual reality environment for simulation of tennis performance.

There has been a growing interest in using virtual reality (VR) for training perceptual-cognitive skill in sport. For VR training to effectively simulate real-world tennis performance, it must recreate the contextual information and movement behaviours present in the real-world environment. It is therefore critical to assess the representativeness of VR prior to implementing skill training interventions. We constructed a VR tennis environment designed for training perceptual-cognitive skill, with the aim of assessing its representativeness and validating its use. Participants movement behaviours were compared when playing tennis in VR and real-world environments. When performing groundstrokes, participants frequently used the same stance in VR as they did in the real-world condition. Participants experienced a high sense of presence in VR, evident through the factors of spatial presence, engagement and ecological validity being high, with minimal negative effects found. We conclude that Tennis VR is sufficiently representative of real-world tennis. Our discussion focuses on the opportunity for training perceptual-cognitive skill and the potential for skill transfer.

Children's coordination of the "sweet spot" when striking a forehand is shaped by the equipment used.

Children's movement coordination is significantly influenced by the equipment used when performing multi-articular actions. Previously we reported that scaled equipment (smaller racket and a softer ball), but not full-sized equipment, promoted a functional coupling between upper arm and forearm angles in children performing a forehand. However, it remains unclear whether the shoulder-racket distance-which is controlled by this coupling-is a performance variable. This study therefore advanced previous research by examining whether the shoulder-racket distance is associated with performance. We also improved our understanding of how the shoulder-racket distance is controlled by including the hand-racket segment in our biomechanical model. Twenty-one children performed 40 forehands in a hitting for accuracy task. Participants were randomly divided into two groups-a scaled equipment group and a full-sized equipment group. Results revealed that the shoulder-racket distance was a performance variable, as evidenced by: (a) its variance reduced closer to ball impact, (b) its distance at ball impact, but not at the start of the forward swing, differentiated good from poor performance, and (c) its distance was similar for both groups, implying that there was a "sweet spot" for striking a ball, regardless of racket size. We also showed that it is the shoulder-racket vector in state-space (i.e., distance and angle) that differentiates good from poor performance. Finally, the manner in which the shoulder-racket distance was controlled differed between the groups, with scaled equipment promoting a more distal control than full-sized equipment. Implications for skill acquisition are discussed.

An eye for talent: The recruiters' role in the Australian Football talent pathway.

Talent identification and recruitment (TIR) in elite sport is a complex process with performance and career longevity implications for athletes, sports organisations, and scouts (hereafter referred to as recruiters). Although there is an established body of published research on TIR the critical roles that recruiters perform has only recently gained attention from researchers. In this study, we report on the practices that 12 full time Australian Football recruiters use to inform their TIR decisions. Inductive qualitative semi-structured interviews were conducted using open-ended questions. Thematic analysis resulted in the identification of four primary themes (the recruiter, processes and practices, assessment and selection). The results and discussion provide insights and an occupational 'road map' into the important role recruiters perform in sporting organisations.

Sports Coaches' Knowledge and Beliefs About the Provision, Reception, and Evaluation of Verbal Feedback.

Coach observation studies conducted since the 1970s have sought to determine the quantity and quality of verbal feedback provided by coaches to their athletes. Relatively few studies, however, have sought to determine the knowledge and beliefs of coaches that underpin this provision of feedback. The purpose of the current study was to identify the beliefs and knowledge that elite team sport coaches hold about providing, receiving and evaluating feedback in their training and competition environments. Semi-structured interviews conducted with 8 coaches were inductively analyzed, revealing three broad themes: thinking and learning about feedback, providing feedback, and evaluating feedback. Findings revealed a detailed array of knowledge about feedback across a wide range of sub-topics. Coaches saw feedback as a tool to improve performance, build athlete confidence, help athletes to monitor progress, and as a tool to improve their own performance. Novel insights about evaluating an athlete's reception of feedback, and tailoring feedback for individual athletes, were provided by coaches. The findings also highlight areas in which future coach education offerings can better support coaches to provide effective feedback.

Coaches' perspective towards skill acquisition in swimming: What practice approaches are typically applied in training?

This study aimed to explore the experiential knowledge and preferred training approaches of elite swimming coaches in regards to general skill development and then looking specifically at the freestyle stroke. A qualitative thematic analysis approach was employed to identify, analyse and report themes within the content of the collected data. Twenty elite swimming coaches participated in semi-structured interviews. Several themes revealed that the most common training practices employed to improve skill learning included the use of task decomposition (part-task) techniques. The findings also indicated that swimming coaches believe practice should be specific/representative to the intended performance outcomes. It is believed that such viewpoints may have been influenced by coaches' interaction with skill acquisition consultants and may have also shaped some coaches use of variants of constraints manipulation in their practice design. While swimming coaches seem to mix both traditional and contemporary skill acquisition theories in their training prescriptions, the traditional approach is dominant as evidenced by coaches seeking to reinforce "perfect" swimming technique and mechanical consistency. Considering coaches' experiential knowledge and training prescriptions may benefit future research protocols and better facilitate the transfer of empirical findings to coaching practice.

Defining cricket batting expertise from the perspective of elite coaches.

Traditionally in sporting tasks, expertise has been thought of as the attainment of near flawless technical abilities. While contemporary views have become more holistic in nature, in certain sporting domains it is still not clear what exactly encapsulates expertise. This study sought to further understand the crucial and defining characteristics of cricket batting; a complex and difficult perceptual-motor skill with minimal error tolerance and severe time constraints. Eight elite cricket batting coaches, who themselves were former international or state level batsmen, were interviewed to identify characteristics of cricket batting expertise. From this, a conceptual model was developed in relation to an expert within their performance environment. This model highlights several key factors experts possess beyond just technical proficiency, such as self-awareness of their technical and tactical strengths in relation to the situation of the game; self-regulatory behaviours to problem solve performance challenges in-game; and psychological strategies such as between-ball routines to manage cognitions and emotions. The conceptual model of batting expertise described in this paper is designed to introduce an order to how these various skills, possessed by an expert batter, interact within the performance environment to interpret expert performance.

Implementation of a modified sport programme to increase participation: Key stakeholder perspectives.

Modified sports, whereby equipment and rules are manipulated to facilitate skill performance, have been shown to promote skill learning and potentially increase participation. However, it is currently unexplored how key stakeholders - coaches and key figures working in National associations - who are critical stakeholders in implementing and delivering sport programmes, perceive modified sport. This study explored how tennis coaches and key figures working within tennis National associations perceived the impact of implementing a modified tennis campaign on participation and skill development in children and adults. Key figures and coaches around the world completed an online questionnaire. Both groups considered that modified tennis was positively associated with increasing and sustaining participation, skill learning, talent development and people's attitude towards tennis. Furthermore, participants thought that a rule change (i.e., use of a low-compression ball in children competitions) and the campaign's core messages (i.e., "serve, rally, score" and "easy, fun, and healthy") have been critical for the success of the campaign. These results support previous research on the positive impact of modified tennis on skill development and provide a further impetus on implementing modified sports to increase participation. Other sports can adopt similar strategies to improve their modified programmes.

Scaling sports equipment for children promotes functional movement variability.

Scaling sports equipment to match the physical development of children allows motor skills to be performed with greater success and with more desirable movement patterns. It is unknown, however, how scaled equipment affects movement variability - a key factor associated with coordination. Our aim was to identify whether scaled sports equipment facilitates coordination and functional movement variability in children when performing a hitting for accuracy task in tennis. Twenty-five children were asked to execute a forehand stroke with the aim of hitting the ball to a target located 10 metres away. Participants performed the task in two conditions - a scaled equipment condition and a full-sized equipment condition. Scaled equipment led to superior hitting accuracy and greater temporal stability of the swing compared to full-sized equipment. Scaled equipment also afforded the emergence of a functional coupling between upper arm and forearm movement variability which helped regulate the distance between the shoulder and the racket. Comparatively there was a lack of coupling when full-sized equipment was used. Hence, scaled equipment promoted functional movement variability, whereas full-sized equipment resulted in the freezing of mechanical degrees of freedom. This suggests that children's skill acquisition could be hindered and potentially regress when using inappropriately sized equipment.

Assessment of elite junior tennis serve and return practice: A cross-sectional observation.

Practice tasks that more closely represent the demands of competition are thought to augment skill learning and transfer. This study observed the serve and return performances of junior grand slam tennis and used this benchmark to evaluate the representativeness of serve and return practice among elite junior tennis players. The serve and return behaviour of 26 junior tennis players competing in junior Australian Open grand slam matches were observed and compared with the serve and return practice behaviours of 12 elite junior tennis players over an 8-week period. The variables measured included the number of serves/returns landing in, serve/return type, serve direction and the variability of practised skills. Serve and return practice contributed to <13% of total practice time, with each skill predominately practised in isolation. Compared to the matchplay benchmark, players typically had less success (i.e., fewer serves/returns landing in the court), were less variable in shot selection and hit fewer serves to the extremities of the service box. As task representativeness increased fewer differences between practice and matchplay were observed. Tennis serve and return practice could be improved by better simulating specific competition affordances, providing greater opportunities to practice serve/return tactics and/or increasing the variability of practised skills.

Enhancing skill transfer in tennis using representative learning design.

Representative Learning Design advocates that practice should simulate the demands of competition. The effectiveness of increased task representativeness to improve serving skill of junior tennis players was assessed after a six-week intervention. Thirty-three participants (15.4 ± 1.9 years of age) were assigned to one of the three groups; "serve only" (participants served to no opponent), "serve return" (participants served to an opponent and hit no extra shots) or "serve +3rd" (participants served to an opponent and hit one extra shot). Using the validated representative practice assessment tool (RPAT) tasks were considered to be low, moderate and high in task representativeness, respectively. Participants hit 56 serves, twice weekly for 6-weeks. Pre and post serving performances were assessed via a skill test and in-situ matchplay using SportsCode and HawkEye ball tracking, respectively. Serve speed, landing locations, serve angle and positional advantage was obtained for 1st and 2nd serves. The relationship between increasing representativeness and increased skill acquisition was not linear, rather different behaviours emerged. For example, when hitting 2nd serves in matchplay, the low and moderate representative groups prioritised speed over placement while the high representative group prioritised placement over speed. Coaches therefore need to carefully individualise representativeness to an athletes' specific needs.

Creating Appropriate Training Environments to Improve Technical, Decision-Making, and Physical Skills in Field Hockey.

PURPOSE: The purpose of this study was to determine the influence of eight different small-sided games (SSG) on physical, technical, and decision-making demands of training environments in U14 field hockey. METHODS: A total of 13 participants played eight different training games consisting of two 7.5-minute halves, where number of players (three per side or six per side) and/or field characteristics (normal game, cage hockey game, possession game, and two-goals game) was manipulated. Match performance was determined by using notational analysis, and physical demands were determined by using GPS analyses. RESULTS: Findings revealed that lowering the number of players increased the number of technical actions performed per player and the physical demands of the SSG. Findings of the field characteristics manipulation revealed that the possession game forced players to control the ball more as a team, which resulted in more passes (+4.82 passes) and fewer dribbles (-1.48 dribbles) and tackles (-0.69 tackles) compared to the normal game. The two-goals game led to players scoring more goals (+0.61 goals) compared to the normal game, while the cage hockey game increased passing (+1.46 passes) and physical demands (+7.32 meters per minute) compared to the normal game. CONCLUSION: It can be concluded from these findings that coaches and trainers are able to promote a change in playing behavior, and in turn the development of skills, by manipulating specific constraints of the training environment.

Designing Junior Sport to Maximize Potential: The Knowns, Unknowns, and Paradoxes of Scaling Sport.

In this mini-review, we draw attention to an important yet relatively untapped topic in the developmental pathway - the design of junior sport so that it appropriately matches the functional capacities of children. Junior sport is a regular weekend activity for many children across the world, yet many will be required to prematurely play on a field or with equipment that is designed for adults. Herein lies an opportunity for sport administrators to nurture children's development in sport by appropriately manipulating the rules and dimensions of the game. The aim of this mini-review is to (1) draw attention to the value of scaling junior sport, (2) highlight paradoxes within the current scaling sport literature, and (3) emphasize a way forward for junior sport research. If we are genuine in our endeavor to tailor sports experiences for children, more sophisticated approaches to scaling those experiences are a must.

A rule induction framework for the determination of representative learning design in skilled performance.

Representative learning design provides a framework for the extent to which practice simulates key elements of a performance setting. Improving both the measurement and analysis of representative learning design would allow for the refinement of sports training environments that seek to replicate competition conditions and provide additional context to the evaluation of athlete performance. Using rule induction, this study aimed to develop working models for the determination of high frequency, representative events in Australian Rules football kicking. A sample of 9005 kicks from the 2015 Australian Football League season were categorised and analysed according to the following constraints: type of pressure, kick distance, possession source, time in possession, velocity and kick target. The Apriori algorithm was used to develop two models. The first consisted of 10 rules containing the most commonly occurring constraint sets occurring during the kick in AF, with support values ranging from 0.15 to 0.22. None of the rules contained more than three constraints and confidence values ranged from 0.63 to 0.84. The second model considered ineffective and effective kick outcomes and displayed 70% classification accuracy. This research provides a measurement approach to determine the degree of representativeness of sports practice and is directly applicable to various team sports.

Emergence of Skilled Behaviors in Professional, Amateur and Junior Cricket Batsmen During a Representative Training Scenario.

The aim of this study was to explore the emergence of skilled behaviors, in the form of actions, cognitions and emotions, between professional state level cricket batters and their lesser skilled counterparts. Twenty-two male cricket batsmen (n = 6 state level; n = 8 amateur grade club level, n = 8 junior state representative level) participated in a game scenario training session against right arm pace bowlers (n = 6 amateur senior club). The batsmen were tasked with scoring as many runs as possible during a simulated limited-overs game. The actions, cognitions, and emotions of each batsmen were recorded in situ with findings showing differences between state level players and those lesser skilled. State level batsmen played more scoring shots and scored more runs, underpinned by superior bat-ball contact and technical efficiency. Furthermore, the state player's cognitive evaluations of their own performance differed from junior batters, with more reported strategies based on an external outcome focus, such as where to score runs, rather than a focus on internal processes, such as making technical changes. State level batsmen also reported lower levels of nervousness compared with junior level batsmen. These results highlight the importance of viewing the emergence of skilled behavior as multi-faceted, rather than simply the acquisition of superior execution and technical proficiency.

Returning Serve in Tennis: A Qualitative Examination of the Interaction of Anticipatory Information Sources Used by Professional Tennis Players.

Research has largely focused on the individual contribution of either kinematic or contextual information sources to the anticipatory skill of an expert athlete during a time-stressed situation. Very little research has considered how these two sources of information interact with each other to influence anticipation. The current study used a qualitative interview methodology to investigate this interaction. Eight former or current top 250 professional male tennis players participated in a 30-60 min interview about the interaction of kinematic and contextual information sources and their influence on anticipation. Using an open-coding analysis approach, codes were identified by each researcher from the transcribed interviews and then brought together to identify common themes. The primary themes were consciousness, tactical awareness, contextual information sources, kinematic information sources, mentality/confidence, returner technique or strategy, and build pressure on the server. Secondary themes coded from the participants were returning characteristics and practice. Consequently, a temporal model was developed which demonstrated the sequence and interaction of both kinematic and contextual information sources known to influence expert tennis player's anticipation.

An Integrated, Multifactorial Approach to Periodization for Optimal Performance in Individual and Team Sports.

Sports periodization has traditionally focused on the exercise aspect of athletic preparation, while neglecting the integration of other elements that can impact an athlete's readiness for peak competition performances. Integrated periodization allows the coordinated inclusion of multiple training components best suited for a given training phase into an athlete's program. The aim of this article is to review the available evidence underpinning integrated periodization, focusing on exercise training, recovery, nutrition, psychological skills, and skill acquisition as key factors by which athletic preparation can be periodized. The periodization of heat and altitude adaptation, body composition, and physical therapy is also considered. Despite recent criticism, various methods of exercise training periodization can contribute to performance enhancement in a variety of elite individual and team sports, such as soccer. In the latter, both physical and strategic periodization are useful tools for managing the heavy travel schedule, fatigue, and injuries that occur throughout a competitive season. Recovery interventions should be periodized (ie, withheld or emphasized) to influence acute and chronic training adaptation and performance. Nutrient intake and timing in relation to exercise and as part of the periodization of an athlete's training and competition calendar can also promote physiological adaptations and performance capacity. Psychological skills are a central component of athletic performance, and their periodization should cater to each athlete's individual needs and the needs of the team. Skill acquisition can also be integrated into an athlete's periodized training program to make a significant contribution to competition performance.

Futsal task constraints promote transfer of passing skill to soccer task constraints.

This study investigated how learning a passing skill with futsal or soccer task constraints influenced transfer to a new task. Futsal (n = 24, 13.6 ± 1.2 years old, 7.0 ± 1.6 years of experience) and soccer (n = 24, 13.6 ± 1.2 years old, 6.8 ± 1.2 years of experience) players performed two 5v5 + goalkeeper modified games - a futsal-like task (small playing area with the futsal ball) and soccer-like task (large playing area with the soccer ball). Participants' passing accuracy and their orientation of attention were assessed during the two tasks. The futsal group improved their passing accuracy (ES = 0.75 ± 0.61) from the futsal-like to the soccer-like task, and they were more accurate than soccer players (ES = 2.98 ± 2.96). Conversely, the soccer group's passing accuracy remained stable across the two tasks (ES = 0.10 ± 0.52) and it was similar to the futsal group in the futsal-like task (ES = 0.58 ± 1.93). This indicates a higher magnitude of transfer (and adaptability) from performing passes in a small playing area with short time to act - futsal task constraints - to a larger playing area with longer time - soccer task constraints - than vice-versa. Furthermore, the futsal group showed a higher adaptation of attention orientation to the affordances that emerged with the soccer task constraints, which is suggested to be one of the main mechanisms promoting skill transfer. These results encourage soccer practitioners to introduce futsal task constraints to fast-track players' ability to functionally adapt perception-action coupling.

Taekwondo Fighting in Training Does Not Simulate the Affective and Cognitive Demands of Competition: Implications for Behavior and Transfer.

Enhancing practice design is critical to facilitate transfer of learning. Considerable research has focused on the role of perceptual information in practice simulation, yet has neglected how affect and cognition are shaped by practice environments and whether this influences the fidelity of behavior (Headrick et al., 2015). This study filled this gap by examining the fidelity of individual (cognition, affect, and actions) and interpersonal behavior of 10 highly skilled Australian Taekwondo athletes fighting in training compared to competition. Interpersonal behavior was assessed by tracking location coordinates to analyze distance-time coordination tendencies of the fighter-fighter system. Individual actions were assessed through notational analysis and approximate entropy calculations of coordinate data to quantify the (un)predictability of movement displacement. Affect and cognition were assessed with mixed-methods that included perceptual scales measuring anxiety, arousal, and mental effort, and post-fight video-facilitated confrontational interviews to explore how affect and cognitions might differ. Quantitative differences were assessed with mixed models and dependent t-tests. Results reveal that individual and interpersonal behavior differed between training and competition. In training, individuals attacked less (d = 0.81, p < 0.05), initiated attacks from further away (d = -0.20, p < 0.05) and displayed more predictable movement trajectories (d = 0.84, p < 0.05). In training, fighters had lower anxiety (d = -1.26, p < 0.05), arousal (d = -1.07, p < 0.05), and mental effort (d = -0.77, p < 0.05). These results were accompanied by changes in interpersonal behavior, with larger interpersonal distances generated by the fighter-fighter system in training (d = 0.80, p < 0.05). Qualitative data revealed the emergence of cognitions and affect specific to the training environment, such as reductions in pressure, arousal, and mental challenge. Findings highlight the specificity of performer-environment interactions. Fighting in training affords reduced affective and cognitive demands and a decrease in action fidelity compared to competition. In addition to sampling information, representative practice needs to consider modeling the cognitions and affect of competition to enhance transfer.