Beyond the border of the athlete-centered approach: a model to understand runners' performance.

Our purpose is to move beyond the borders of the athlete-centered approach by examining the runners' environment interplay as a key factor for performance. Based on the ecological systems theory, the micro-level (intrapersonal, interpersonal, and training characteristics), meso-level (a direct association with athletes is not observed, but the environment plays an influence on the relationships built at the micro-level), and macro-level (contextual features that influence athletic systems) were theorized and contextualized as important factors for the expression of different outcomes, including performance and participation. We also conceptualized the microtime, mesotime, and macrotime as a constraint. Through this model, we aimed to provide applications and conclusions about how this conceptual model provides advances in the scientific research field. By understanding how environmental factors influence their performance, runners can make informed decisions about where and how to train and compete. Furthermore, by recognizing the role of culture and social context in shaping runners' experiences and outcomes, we can work toward creating a more equitable and supportive running culture for all.

InTrack project - Theoretical framework, design, and methods: A study protocol.

Sports performance is the result of a complex interaction between individual and environmental factors. The purpose of this paper is to explain the methods used in the InTrack Project, a cross-sectional and cross-cultural project developed to investigate the variance in the performance of runners from different countries and to understand whether the differences in the performance can be explained by micro-level (athletes characteristics and proximal environment), meso-level (the distal environment that plays a relevant role on the relationships established at micro-level), and the macro-level (environmental features that shape countries characteristics). The sample will be comprised of runners, of both sexes, from four countries. Data collection will be performed in two steps: i) Individual information and ii) Country-level information. At the individual level, data will be obtained from an online survey. At the country level, characteristics data will be obtained from the secondary data available (demographic, social, and economic variables). Statistical procedures expected to be used include multilevel analysis, latent class analysis, addictive and multiplicative interaction in regression models. This wealth of information is of relevance to fill gaps regarding the existence of variables to connect different levels of information, and to provide scientific support about environmental characteristics important to predict runners' performance within and between countries.

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 development of skill and knowledge during a sport education season of track and field athletics.

PURPOSE: The purpose of this study was to examine the relative effectiveness of 2 forms of physical education instruction on students' skill and technical performance, as well as content knowledge in 3 track and field events. METHOD: Students from 6 classes in 3 Portuguese schools completed 900-min units conducted under the auspices of sport education or a more traditional teacher-directed format. Classes were randomly assigned to these conditions within each school. RESULTS: Although both groups improved significantly from pretest to posttest, the sport education classes outperformed the traditional classes in both technique and skill execution. Only the sport education group made significant improvements in content knowledge. When the students in the traditional group were tested at the point in time where they would usually complete a unit of physical education (450 min), there were no significant improvements in any of the study's variables. CONCLUSION: The explanation given for the superior performance outcomes of the sport education classes lies in the nature of formal competition and team affiliation, which are cornerstones of this pedagogical model. That is, students take their learning experiences more seriously than in traditional and often inauthentic classes. In terms of content knowledge, the fact that sport education has a level of content-embedded accountability that holds students accountable for their officiating duties is postulated as a significant contributor to their increased understanding of rules and protocols of athletic events.