Sport Science Students Research Articles

Biomechanics teachers can be animals

The aim of this study was to determine whether a constructivist approach, in particular a visit to a zoo, could be effective in consolidating mechanical concepts and applying those concepts to coaching and teaching. Ten students in their final year of their Bachelor of Physical Education at the University of Edinburgh participated in a visit to Edinburgh Zoo. During the visit students completed a worksheet of questions and engaged interactively in discussing how various animals are adapted mechanically to survive in their environments. Immediately after the visit they completed a questionnaire with four sections. The first section assessed whether they could apply the mechanical concepts discussed during the visit to human sports performance. The second canvassed their opinions on whether the visit was effective in reinforcing mechanical concepts, in developing ‘lateral thinking’ about mechanical concepts, and in improving their ability to apply mechanical concepts to coaching and teaching. The third canvassed their opinions on whether the visit would be effective for senior high school Physical Education and Sports Science students for developing mechanical concepts and applying them to coaching. The fourth section canvassed their opinions on when the visit should be conducted for Physical Education and Sports Science students in universities and in senior high schools. The results indicated that the visit was effective in reinforcing mechanical concepts and in applying them laterally to improve understanding of human sports performance. Participants believed that the visit would also be effective for senior high school students. All participants believed that the visit would be most beneficial after at least one course in biomechanics that covers the basic biomechanical principles.

Oral Examination Assessment Practices: Effectiveness and Change with a First Year Undergraduate Cohort

This paper evaluates the implementation and effectiveness of an oral examination piloted on four sports degree programmes in level one with a good sample size (n = 157). The assessment attributes of reliability, acceptability and educational impact were analyzed using quantitative methods supplemented with focus groups. In terms of reliability, there was clear evidence of a significant moderate correlation (r = 0.53, P < .05) of oral examination marks with students' mean overall end of year performance, excluding the oral and other written examinations (r = 0.53, P <; .05). There was overall acceptance of the value of oral examinations amongst three of the four degree cohorts studied, but a more mixed reaction from sports science students. The educational impact of this form of assessment suggests that it motivates many students, particularly females, to prepare harder than for traditional exams. Evidence also indicates that most students recognize the close vocational links of this type of assessment. Detailed issues were identified within focus groups that informed improvements to the oral protocol. These, along with the implementation costs, are discussed and a number of practical recommendations made. The study was funded by the Higher Education Academy's Hospitality, Leisure, Sport and Tourism Network.

Diagnostic assessment of preparedness of level one sports science students for biomechanics modules

The primary objective of this study was to investigate the use of a diagnostic test to assess the prepardness of level one students for a sports biomechanics module. During their first week at university, a cohort of 108 students completed a diagnostic test at the end of their first lecture in sports biomechanics, with no prior notice. Upon completion of the 12-week module, the students sat the same diagnostic test, again with no prior notice. The results from the initial test were used to identify areas that required emphasis and additional resources during delivery of the module. The comparison of test results from the two sittings was used as a measure of the level of success of the module in increasing the level of student understanding. It is concluded that the design of a diagnostic test specific to a module can be used both to inform subsequent teaching and to assess success of teaching methods.

THE SHORT-TERM EFFECT OF WHOLE-BODY VIBRATION TRAINING ON VERTICAL JUMP,SPRINT, AND AGILITY PERFORMANCE

Previous studies have suggested that short-term whole-body vibration (WBV) training produces neuromuscular improvement similar to that of power and strength training. However, it is yet to be determined whether short-term WBV exposure produces neurogenic enhancement for power, speed, and agility. The purpose of this study was to investigate the effect short-term WBV training had on vertical jump, sprint, and agility performance in nonelite athletes. Twenty-four sport science students (16 men and 8 women) were randomly assigned to 2 groups: WBV training or control. Each group included 8 men and 4 women. Countermovement jump (CMJ) height, squat jump (SJ) height, sprint speed over 5, 10, and 20 m, and agility (505, up and back) were performed by each participant before and after 9 days of either no training (control) or WBV training. Perceived discomfort of every participant was recorded after daily WBV exposure and nonexposure. There were no significant differences between WBV and control groups for CMJ, SJ, sprints, and agility. Perceived discomfort differed between the first and subsequent days of WBV training (p < 0.05); however, there was no difference between the WBV and control groups. It is concluded that short-term WBV training did not enhance performance in nonelite athletes.

The Short-Term Effect of Whole-Body Vibration Training on Vertical Jump, Sprint, and Agility Performance

Previous studies have suggested that short-term whole-body vibration (WBV) training produces neuromuscular improvement similar to that of power and strength training. However, it is yet to be determined whether short-term WBV exposure produces neurogenic enhancement for power, speed, and agility. The purpose of this study was to investigate the effect short-term WBV training had on vertical jump, sprint, and agility performance in nonelite athletes. Twenty-four sport science students (16 men and 8 women) were randomly assigned to 2 groups: WBV training or control. Each group included 8 men and 4 women. Countermovement jump (CMJ) height, squat jump (SJ) height, sprint speed over 5, 10, and 20 m, and agility (505, up and back) were performed by each participant before and after 9 days of either no training (control) or WBV training. Perceived discomfort of every participant was recorded after daily WBV exposure and nonexposure. There were no significant differences between WBV and control groups for CMJ, SJ, sprints, and agility. Perceived discomfort differed between the first and subsequent days of WBV training (p < 0.05); however, there was no difference between the WBV and control groups. It is concluded that short-term WBV training did not enhance performance in nonelite athletes.

Multiple Choice Questions in Stats for Sport Science Students — a student perspective

Multiple Choice Questions in Stats for Sport Science Students — a student perspective

Relationships between an ego orientation scale and a hypercompetitive scale: their correlates with dogmatism and authoritarianism factors

Abstract The aim of this paper was to study the relationship between an achievement ego scale and a hypercompetitive scale to assess a more general competitive disposition. Results from exploratory and confirmatory factor analysis of 232 and 186 sport science students’ responses revealed that these two scales measure different behavioral tendencies. It seems that an ego scale measures a goal performance, in terms of social comparison, while a hypercompetitive attitude scale explains the ideological consequences of this comparison in terms of authoritarian and dogmatic thinking. A second study (n=178) tested this difference showing that the ego scale correlated only with a behavioral measure of intolerance, taken from the dogmatism scale, while a hypercompetitive attitude scale correlated with this behavioral dimension and with an ideological factor of dogmatism and authoritarianism.

Assessment of aerobic endurance: a comparison between CD‐ROM and laboratory‐based instruction

Traditional approaches to teaching exercise physiology are costly in terms of staff time and consumable expenses. Ethical considerations, large student numbers and availability of technical expertise magnify the delivery problems. In an attempt to overcome these problems, a CD‐ROM version of a basic course in exercise physiology was designed and delivered to a group of undergraduate sport and exercise science students. It simulated five tests of aerobic endurance which are traditionally taught using laboratory methods. A controlled experiment was conducted to compare the two delivery methods, as part of an independent, formative evaluation. Although there were equal knowledge gains and the CD‐ROM design and content were well rated by students who used it, this approach has engendered less student interaction, commitment to wider reading and in‐depth understanding. Tutorials and other approaches designed to promote more active learning are now being introduced to accompany the use of the CD‐ROM.

Efficacy of External and Internal Visual Imagery Perspectives for the Enhancement of Performance on Tasks in Which Form Is Important

Three experiments examined the relative efficacy of different imagery perspectives on the performance of tasks in which form was important. In Experiment 1,25 experienced karateists learned a new kata using either external or internal visual imagery or stretching. Results indicated that external visual imagery was significantly more effective than internal visual imagery, which was significantly more effective than stretching. In Experiment 2, 40 sport science students learned a simple gymnastics floor routine under one of four conditions: external or internal visual imagery with or without kinesthetic imagery. Results revealed a significant main effect for visual imagery perspective (external visual imagery was best) but no effect for kinesthetic imagery. Experiment 3 employed the same paradigm as Experiment 2 but with high-ability rock climbers performing difficult boulder problems. Results showed significant main effects for both visual imagery perspective (external visual imagery was best) and kinesthetic imagery. The findings are discussed in terms of the cognitive processes that might underlie imagery effects.

The effect of induced mood states on performance profile areas of perceived need

The performance profile technique is now widely used by a range of sports scientists, usually as the first step in implementing a training programme. The aim of this study was to examine the effect of altered mood states on areas of perceived need for an individual identified by the performance profile. Sixty-seven university sports science students (30 females, 37 males) participated in the study. They completed their performance profile and a shortened version of the Bi-polar Profile of Mood States before and after four separate mood manipulation treatments (happy, sad, neutral, control. The participants were allocated at random to one of four groups and completed the treatments in a counterbalanced order. Mood manipulation checks identified that both the happy and sad manipulations were successful. Profile areas of perceived need, identified through discrepancies in an individual's perceptions of ideal and current state, were not affected by the sad and neutral manipulations or by the control condition. However, areas of perceived need were significantly lower after the happy mood manipulation than before the treatment. Our results show that asking individuals to complete their profiles when in a happy mood state is likely to affect judgements and result in an underestimation of perceived need for improvement.

Course perceptions and approaches to studying of psychology students in two degree programmes: does project work have an influence?

This paper provides a comparison between students studying psychology within the context of two multidisciplinary degrees. One of these is a BA in Applied Social Studies while the second is a BSc in Sports Science. The comparative focus of the article will derive from the differential use of project work within the two degrees, which is more substantial in the former degree above. The research has a cross-sectional design and investigates samples of second and third year students. Students completed the Approaches to Studying Inventory and the Course Perceptions Questionnaire. It was hypothesized that there would be greater discontinuities in both course perceptions and approaches to studying between second and third year applied social studies students as compared with sports science students and that there would be differences between third year samples from the two degrees. Hypothesized differences were found in relation to course perceptions but less so for approaches to studying.

Dictionary of the sport and exercise sciences

Sport and exercise scientists now have one convenient reference for definitions of 3,000 terms. The Dictionary of the Sport and Exercise Sciences provides clear, comprehensive, reliable, and up-to-date definitions of terms common in the sport science literature. The Dictionary of the Sport and Exercise Sciences includes definitions from nine disciplines: adapted physical activity; biomechanics; exercise physiology (including body composition and cardiac rehabilitation); motor control; motor development; motor learning; sport pedagogy; sport psychology; sport sociology. Compiled by leaders in the field of sport and exercise science, the definitions in the Dictionary of the Sport and Exercise Sciences were derived from contemporary research journals and textbooks. Each definition was further reviewed by experts for correct usage, completeness, and conciseness. For terms with meanings that vary among disciplines, the Dictionary of the Sport and Exercise Sciences lists definitions for each discipline, helping users to identify areas of common ground and differences among the sport and exercise sciences. Definitions are cross-referenced by synonyms and antonyms and refer users to related definitions to further facilitate understanding of proper usage. The Dictionary of the Sport and Exercise Sciences promotes the comprehension and correct use of terminology among researchers, writers, educators, and undergraduate and graduate students, making it an invaluable resource for individuals and an indispensable reference for libraries. Researchers, writers, and educators will be able to confirm that they are using terms coherently and consistently with current literature in both their writing and their teaching. Sport science students can use the dictionary to understand terms that are unique to the sport and exercise sciences.

The Sandford report — ten years on

The number of people riding mountain bikes (MTBs) with electrical assistance (eMTB) is growing rapidly, creating a substantial switch from conventional mountain biking to electrically assisted mountain biking. Electrical support has the potential to alter riding behaviour on mountain bikes, associated with a change in destination choice and physiological demand. Hence, this study conducted test rides with 10 sport science students riding on conventional and electrically assisted mountain bikes with the purpose to examine how electrical assistance affects the spatio-temporal riding parameters mean speed, total distance, total climb and surface type. In addition, we recorded the physiological parameter heart rate and calculated the energy expenditure when riding conventional MTBs and eMTBs. We found higher speed associated with longer distance and elevated climb on eMTBs, combined with a higher percentage in the use of singletrails. At the same time, participants riding mountain bikes with electrical assistance showed lower heart rates and lower energy expenditure. Moreover, our results indicate that e-assisted participants are able to reach higher altitudes despite a lower endurance performance. Accordingly, the increasing use of eMTBs is leading to an augmentation of the movement capacity of people in natural mountain areas and thus, promoting physical activity and nature experiences on the one hand. However, a higher number of people in sensitive natural systems is also related to increasing risks for flora and fauna, particularly when riding gets “faster - higher – farther”. Informing people about the risks to increase awareness and promote appropriate behaviour in combination with the setting of a proper trail management, is of crucial importance to successfully merge recreation and nature protection in mountain systems.This study reveals clear differences in riding behaviour, trail choice and physiological response when riding conventional mountainbikes and mountainbikes with electrical assistance in mountain systems. With electrical assistance allowing less restricted access to physically demanding terrain, an increasing number of mountain bikers may reach sensitive ecosystems in high altitudes. To minimise ecological consequences such as vegetation damage and disturbance of wildlife, it is vital to adequately adjust management solutions. Our results highlight the need for clear regulations and informing of people, translating into a considerate and sustainable behaviour and trail choice and hence the prevention of conflicts with nature conservation and human stakeholders like recreationists or farmers.

The effects of smoking on the health and sleep of sportswomen.

This survey studied the health and sleeping patterns of 92 physical education and sports science students highly involved in sport. A strong correlation was found between smoking and various complaints of ill health as well as between smoking and sleep duration and quality of sleep. The results suggest that there is a strong relationship between the constituents of tobacco smoke and poor sleeping habits.