Search Results (204)

Attempts towards achieving gender equality are widely considered to be ‘wicked’ problems and continue to be a global priority in line with other United Nations Sustainable Development Goals. In sport, longstanding gender inequities are reproduced and perpetuated through problematic heteropatriarchal, ableist, and colonial sporting structures and cultures. These negatively impact women and girls and gender expansive people, as well as their access to quality sporting experiences across different pathways. As key actors within sporting ecosystems, sport coaches have a critical role to play in terms of supporting the development of inclusive, ethical, and equitable sporting environments and, more broadly, in the mainstreaming of quality sporting experiences for all. Therefore, the development of a gender and diversity-sensitive, -responsive, and -transformative coaching workforce should be a critical concern. This position paper builds on previous empirical work which has identified gaps in coaching knowledge alongside a range of problematic understandings and assumptions which currently shape coaches’ ‘gender-responsive’ coaching practices. It does so by identifying challenges and ways forward for enhanced coach learning and development strategies targeting the development of a more gender and diversity-responsive coaching workforce. Full article

Food waste significantly impacts the restaurant industry’s financial viability and environmental sustainability. This study explores training practices used to minimize food waste and identifies obstacles encountered in implementing these practices. Semi-structured interviews with 10 chefs from diverse restaurants in a mid-South U.S. state were conducted. Two themes emerged from the qualitative analysis. The results revealed that the predominant training methods were verbal instruction, mentoring, and hands-on coaching, emphasizing real-time feedback and individualized guidance. Training for front-of-house staff primarily included reducing unnecessary table items, whereas back-of-house employees focused on portion control and repurposing ingredients. Mentoring emerged as critical, especially for new employees with limited culinary experience, ensuring that they develop critical thinking skills and resourcefulness in minimizing waste. Chefs identified significant barriers, including staff cooperation, knowledge gaps, employee turnover, and resource limitations. Overcoming these challenges necessitates stronger managerial commitment, standardized guidelines, and incentive-based reinforcement. This study concludes that cultivating an organizational culture that embeds sustainability into training practices is essential. Practical strategies such as mentoring and continuous reinforcement can mitigate food waste, enhance operational efficiency, and promote a sustainable food system. Future research should quantify training impacts on waste reduction and examine consumer-side factors influencing restaurant food waste. Full article

Participatory action research (PAR) has been increasingly used in sport for development research due to its potential to challenge hegemonic forms of knowledge production within sport contexts. Drawing on the youth and feminist action literature, we explore the methodological and ethical challenges of conducting participatory research as young academic researchers collaborating with young coaches as community collaborators. This article calls for greater transparency in how researchers conduct YPAR, whether it is youth-centred or youth-led, and underscores the utility of a feminist lens and trauma- and violence-informed framework in grounding critical reflexivity throughout the research process. These contributions aim to advance ethically grounded, trauma-informed action research projects with young people in sport and physical activity settings. Full article

Background: Fundamental movement skills (FMS)—including muscular strength, endurance, and mobility—are linked to better health-related quality of life and higher physical activity in children. Rural children often score lower on FMS tests than urban peers due to resource limitations rather than ability. Thus, increasing access to FMS activities in under-resourced rural areas is essential. The primary objective was to test the feasibility of Hoosier Strength in a rural middle school sample, and the secondary objective was to observe the preliminary changes in FMS-related outcomes pre- to post-intervention and at follow-up. The exploratory objective was to explore how participants responded to different coaches on the Hoosier Strength coaching team (i.e., gender, coaching style during activities). Methods: This study used a Hybrid Type 3 design to evaluate feasibility and FMS outcomes, integrating qualitative and quantitative data. The four-week intervention included a test group (n = 24; 14 females, 10 males; mean age: females 12.4 ± 0.5 years, males 12.7 ± 0.4 years) and a control group (n = 12; 8 females, 4 males; mean age: females 12.9 ± 0.3 years, males 12.7 ± 0.3 years). Data analysis included descriptive statistics for feasibility indicators (Acceptability of Intervention Measures [AIM], Intervention Appropriateness Measure [IAM], and Feasibility of Intervention Measure [FIM]), linear regression for mobility and muscular endurance changes, t-tests for psychological need satisfaction and frustration, and regression analysis for squat knowledge and post-intervention confidence. Results: (1) There was high feasibility across the 4-week Hoosier Strength intervention and at follow-up; (2) there were no statistically significant changes in squat performance; (3) participants’ confidence in their ability to squat at the end of the intervention was significantly predicted by their squat knowledge at baseline; and (4) participants prioritized leadership and team management over tactical analysis, highlighting a preference for coaches who foster teamwork. Conclusions: The findings offer a transparent approach for evaluating the feasibility and preliminary outcomes of the Hoosier Strength intervention in an under-resourced rural middle school, thereby encouraging further investigation into strength training interventions in rural schools. Full article

This paper outlines a new system for processing of eye-tracking data in basketball live games with two pre-trained Artificial Intelligence (AI) models. blueThe system is designed to process and extract features from data of basketball coaches and referees, recorded with the Pupil Labs Neon Eye Tracker, a device that is specifically optimized for video analysis. The research aims to present a tool useful for understanding their visual attention patterns during the game, what they are attending to, for how long, and their physiological responses, blueas is evidenced through pupil size changes. AI models are used to monitor events and actions within the game and correlate these with eye-tracking data to provide understanding into referees’ and coaches’ cognitive processes and decision-making. This research contributes to the knowledge of sport psychology and performance analysis by introducing the potential of Artificial Intelligence (AI)-based eye-tracking analysis in sport with wearable technology and light neural networks that are capable of running in real time. Full article

Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions. Full article

Basketball games are characterized by the large number of lineups that can be used by the coach during a game, e.g., with 12 players there are 792 possible lineups. This has led to the development of several statistics for the combinations of players on the court since team performance depends on synergy among players. It is of primary importance for a basketball team to understand the team performance and aid the coaching staff in making the proper decisions. In this work, we apply data mining and knowledge extraction techniques to basketball analytics. In particular, we propose an algorithm for answering questions (including filtering and maximization) about the team performance when any K-Player lineup is on the court ($1\le K\le 5$). The algorithm uses a semilattice representation and a depth-first search traversal that incrementally computes the statistics by exploiting set theory properties. As a case study, we provide experiments by using lineups mainly from the EuroLeague Basketball but also from the National Basketball Association (NBA). Regarding the results, the proposed method is more than 30× faster than the baseline for the EuroLeague and 200× faster for the NBA. Indicatively, we can compute the key traditional cumulative and average statistics for all K-Player combinations of players of the EuroLeague of a single season in less than 1 s. Finally, we introduce indicative statistics using the computations mentioned. Full article

The strength and conditioning literature examining neuromuscular physiology, bioenergetics, neuroendocrine factors, nutrition and metabolic factors, and the use of ergogenic aids, as well as physical and physiological responses and adaptations, have clearly identified the benefits of participating in regular resistance training programs for athletic populations, especially as it relates to improving muscular strength. Beyond evidence-based research, models for resistance training program implementation are of considerable value for optimizing athletic performance. In fact, several have been provided that address general to specific characteristics of athleticism (i.e., strength endurance, muscular strength, and muscular power) through resistance training over the decades. For instance, a published model known as the strength–endurance continuum that enhances dynamic correspondence (i.e., training specificity) in athletic populations by developing structural, metabolic, and neural capacities across a high-load, low-repetition and low-load, high-repetition range. Further models have been developed to enhance performance approaches (i.e., optimum performance training model) and outcomes (i.e., performance pyramid), even within specific populations, such as youth (i.e., youth physical development model). The ten, five, three, or 10-5-3 (TFT) model for strength and conditioning professionals synthesizes currently available information and provides a framework for the effective implementation of resistance training approaches to suit the needs of athletes at each stage of development. The model includes three key components to consider when designing strength and conditioning programs, denoted by the acronym TFT (ten, five, three). Over recent years, the model has gained much support from teams, coaches, and athletes, mainly due to the ability to streamline common knowledge within the field into an efficient and effective resistance training system. Furthermore, this model is distinctly unique from others as it prioritizes the development of strength–endurance, muscular strength, and muscular power concurrently. This paper explains the model itself and begins to provide recommendations for those interested in implementing TFT-based approaches, including a summary of points as a brief take-home guide to implementing TFT interventions. It is the author’s hope that this paper encourages other performance professionals to share their models to appreciate human ingenuity and advance our understanding of individualized approaches and systems towards the physical development of the modern-day athlete. Full article

Although the effect of coach turnover is often discussed within the football community, there is a very limited body of knowledge on this topic. This study aimed to explore which coaching turnovers are associated with changes in injury incidence in an elite professional football club. A longitudinal study observed injury occurrence across the eight-season period, with the team experiencing 16 coaching changes, averaging 2 per season. All injuries were continuously monitored regularly recorded and saved in the club’s database. They were analyzed over three-time frames: for each season, 2 weeks after the coach was sacked, and also for 4 weeks after the coaching change. A paired sample t-test was used separately for the overall injuries and specifically for muscle injuries in the observed time frames. Overall injuries had an increase of 27.7% and 35.4% in the two and four weeks after coaching turnovers, respectively, while for muscle injuries, these rates were lower and amounted to 5.5% and 8.1%. There were no statistically significant changes, but a medium effect size was reported when comparing overall injuries in 4 weeks and the season in general. Muscle injuries appear to be less negatively affected by coaching changes. Club coaching and medical staff should be especially careful in controlling the training load and recovery techniques in the transition periods while also maintaining the club’s preventive methodology. Full article

Relationships are central to the work of school leaders; however, little is currently known about how leadership preparation programs provide learning experiences for students which develop their relational abilities and orient them to adopt a relational stance in their work. The purpose of this paper is to fill this knowledge void by describing leadership preparation experiences provided through the IMPACT program. Specifically, we describe the IMPACT program and present the unique program features which exemplify how leadership preparation programs can create meaningful learning opportunities to achieve the following: (a) equipping students with the knowledge and skills needed to foster transformative relationships within their school communities; (b) nurturing students’ holistic development and well-being. Program features include university–school–community partnerships, student recruitment and selection, cohort model, leadership seminars, the curriculum and pedagogy, internship experiences, student mentoring and coaching, and post-graduation support. We use the literature on caring, compassionate school leadership, leader preparation, and mentorship to frame our discussion. Finally, we offer recommendations which enable leadership preparation programs to capitalize on the power of relationships in leaders’ development and, more broadly, school improvement processes. Full article

This study addresses a critical knowledge gap by providing an in-depth analysis of the characteristics of goal-scoring opportunities in the UEFA Youth League, offering valuable insights into the attacking performance of elite youth teams. The primary objective of this study was to analyze the attacking characteristics of elite youth teams competing in the UEFA Youth League. Observational analysis was conducted on 18 knock-out matches from the 2023/24 season, examining tactical and situational variables. Open play (56.7%) significantly outperformed set play (43.3%) in generating final attempts. Organized attacks proved to be more effective than counter-attacks in creating scoring opportunities. While winning teams were more likely to employ counter-attacking strategies, final attempts were more frequent when the team initiated the attack without immediate pressure and when a penetrative action was involved. Notably, an initial penetrative action also increased the likelihood of observing counter-attacks. These findings have important implications for coaching practices and youth development programs, emphasizing the need to develop players with strong technical skills, tactical awareness, and the ability to execute patient build-up play under pressure. This study contributes to a deeper understanding of attacking play in elite youth football and provides valuable insights for coaches and youth development programs. Full article

The health and social care needs of children and adults with disabilities are often neglected in many low- and middle-income countries. International opinion favours the creation of community-based supports rather than the institutional and clinic-based care that has dominated to date. However, models of care that are reliant on community leadership have been slow to develop within and across less affluent countries. Moreover, the managerial models inherent in institutional-based care are likely to be inadequate in such settings. This descriptive study aimed to explore the leadership qualities required in initiating and sustaining community-based supports. Face-to-face interviews were conducted with a purposeful sample of 16 leaders of projects in Africa, Asia, and South America. They included people with sensorial, physical, and intellectual disabilities as well as non-disabled leaders of local and national projects plus others whose leadership was at a regional or international level. Two main questions were addressed: what are the qualities required to function as a community leader and how can these qualities be nurtured in low resourced settings? The insights gained would inform the preparation and training of community leaders. Thematic content analysis identified three core themes: first, personal qualities such as empathy with an understanding of the personal circumstances of persons in need of support; second, communicating clearly the vision and values informing their work; and thirdly, building and mobilising community support from families and neighbours. The nurturing of leadership comes through mentoring and coaching, the empowerment of others, networking opportunities, and the development of inter-personal and communication skills. These themes were commonly expressed across the 16 leaders from all the participating nations and at all levels of responsibility, which suggests a universality of approach in relation to people with disabilities. The findings are in marked contrast to current practices in health and social care that have valued professional expertise over lived experience, knowledge, and technical skills over compassion and empathy, and the provision of person-centred “treatments” over developing community and personal self-reliance. Nonetheless, the challenges involved in establishing and sustaining new styles of leadership are many and will not be quickly resolved. Full article

Background/Objectives: Adverse childhood experiences (ACEs) are traumatic childhood events that can disrupt neurologic, endocrine, and immune regulation and increase the risk for poor health outcomes. This Trauma-Informed ACE Screening and Intervention Evaluation (TASIE) Quality Improvement (QI) Project, ECHO, evaluated (1) pediatric provider knowledge of ACEs, toxic stress, and trauma-informed care principles, (2) implementation of ACE screening and clinical response in practice, and (3) patient and provider perspectives around benefits and challenges of ACE screening. Methods: From November 2021 to May 2024, three cohorts, totaling 46 pediatric practices across the U.S., participated in the TASIE Project, which included 2 h ACE training, eight monthly 75 min ECHO sessions, and monthly QI coaching. A mixed-methods approach was used to evaluate monthly data, while patient and provider surveys and provider focus groups were used to evaluate the program. Results: All 46 participating practices implemented ACE screening by the project’s conclusion. Of the patients eligible for ACE screening, over half were screened for ACEs during the program. Providers increased comfort with discussing ACEs and screening questions. During the first month, the practices were reported to have provided education to 56% of patients, and by the end of the project, this rate increased to 79% of patients. Overall, 97% of caregivers and 92% of adolescents screened agreed or somewhat agreed that it is important for providers to know about ACEs and toxic stress so they can offer better care. By the end of the project, for each cohort, providers reported that they were able to screen effectively and efficiently in routine practice and were more familiar with local resources. Full article

The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on. Full article

Background/Objectives: This study aimed to assess the knowledge of dental injuries in both soccer coaches and players, as well as the impact of educational intervention on coaches and the prevalence of traumatic dental injuries and mouthguard usage among soccer players. Methods: The study involved 94 male soccer players (median age 18, IQR: 12–19) and 39 coaches. Data were collected through questionnaires covering age, gender, years of experience, injury history, mouthguard use, and knowledge of tooth rescue kits and tooth repositioning. Results: Of the players, 34 (36.2%) experienced orofacial injuries during soccer, while only 7 (7.4%) used mouthguards. Reasons for not using mouthguards included discomfort (26.1%), belief they are unnecessary (26.1%), and difficulty purchasing them (8.0%). Among coaches, 24 (61.5%) reported handling dental injuries during training, including crown fractures (41.7%), tooth avulsions (33.3%), and tooth luxations (25.0%). Only four (10.3%) coaches personally used mouthguards. Conclusions: The study identified a significant lack of knowledge about dental injuries and limited use of mouthguards among Croatian soccer players. Coaches, while influential in athlete development, should also focus on injury prevention, including dental trauma. Full article