Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / School of Physical Education, Sport, and Exercise Science

Although soccer is one of the more researched intermittent team sports, there is a surprisingly modest amount of information available on the effects of fatigue on skill performance. The main reasons for this are due to the problems of overcoming the barriers of controlling the many variables in the field and a lack of reliable and valid skill tests. The Loughborough Intermittent Shuttle running Test (LIST) is a recently developed exercise protocol which closely simulates the demands of multiple-sprint sports such as soccer in a controlled environment. Furthermore, the Loughborough Soccer Passing Test (LSPT) and Loughborough Soccer Shooting Test (LSST) were developed (and modified further as part of this thesis, Chapters 5 and 6) and found to be reliable and valid indicators of soccer skill. Therefore, one of the main aims of this thesis was to investigate the influence of 90 min of the LIST on soccer skill performance. Early researchers (e. g. Karlsson, 1969 and Saltin, 1973) reported the -benefits of maintaining a high muscle glycogen content on soccer performance and more recent investigators looked at the effect of providing carbohydrate (CHO) during exercise on work rate and soccer skill. However, many of these experiments were completed in the field setting and used poor tests of skill. Therefore, the primary aim of these series of experiments was to determine the influence of ingesting a carbohydrate-electrolyte (CHO-E) solution during the LIST on soccer skill performance. There was an 8% deterioration in LSPT performance following 90 min of intermittent high-intensity running, even with fluid ingestion (p<0.05). Furthermore, the ingestion of a CHO-E solution during exercise showed tendencies for better maintenance of skill performance towards the end of exercise. Moreover, CHO-E supplementation better maintained sprint performance and a higher relative exercise intensity during exercise (p<0.05). This is crucial in soccer perfon-nance, as players who are unable to sprint to get to the ball will be unable to perform the necessary skill. From the results of Chapters 5 and 6 it was found that the modified passing (LSPT) and goal-shooting (LSST) tests were valid and reliable tests of soccer skill. Moreover, they were found to be more repeatable when higher calibre players performed the tests. As in previous studies there was a speed-accuracy trade-off' in LSST performance i. e. subjects increased the time taken to complete each shot sequence and reduced the shot speed to maintain shooting accuracy post-LIST. There was a trend for CHO-E ingestion to maintain a better shot speed and time taken for each sequence. The ingestion of CHOE also reduced the perception of effort (p<0.05) and led to more positive feelings of affective valence during the last 30 min of the LIST. Therefore, based on these findings, it was concluded that the ingestion of CHO-E solutions over water alone should be encouraged to soccer players because of the tendency to better maintain soccer skill and the associated physiological, biochemical and psychological benefits during such exercise.

No description available.

This autoethnographic study investigates the emotional and social dimensions of a coaching relationship from the athlete�s perspective. Autoethnography is an approach that draws on highly personalised biographical accounts in which authors tell stories about their lived experiences (Ellis & Bochner, 2000; Richardson, 2000) in order to place the "self within a social context" (Reed-Danahay, 1997, p. 9). Consequently, through the analysis of my memories and ethnographic notes, I analyse my experiences as an Olympic marathon runner and, in particular, the challenges I faced with my coach. In the process of investigating the emotional and social dimensions of the coaching process (which I have divided into three phases), I focus specifically on the creation of (1) my 'athletic identity', (2) the power relationship that developed between my coach and myself and, (3) my early retirement from running. In order to make sense of my experiences, I draw upon theories of identity (e.g. Bradley, 1996), Foucauldian concepts on 'power' (e.g. Foucault, 1980), and the literature addressing 'premature retirement' (e.g. Sparkes 1996; 2000). Finally, a conclusion summarises the main points made in addition to outlining their implications for further coaching research and practice.

Thesis (MAppSc in Physiotherapy) -- University of South Australia, 1993

It has been shown that a high level of aerobic fitness is important for athletes participating in intermittent (team) sports. The majority of studies investigating the effects of traditional and sport-specific aerobic interval exercise on physiological measures and performance have involved field-based team sports. In some instances the effectiveness of sport-specific aerobic training has been questioned. To date, no study has investigated the influence of a sport-specific training approach in the sport of basketball. Purpose: The aim of the present study was to evaluate the effectiveness of a basketball specific endurance circuit on improving measures of aerobic fitness. Methods: Ten male high school basketball players, age 16.4 ± 1.2 years, ranked by fitness level and randomly assigned to a training group (N = 6) or control group (N = 4) participated in the study. The sport-specific aerobic endurance training replaced the fitness component of regular training and was performed during the competitive season. The sport-specific training consisted of interval training using a basketball specific endurance circuit, four times 4 min at 90-95% HRpeak with a 3 min recovery at 60-70% HRpeak, twice per week for 6 weeks. During this time the control group performed regular basketball training. Results: For both the training and control groups the actual mean training intensity for total training duration were 77.4 ± 2.9% HRpeak and 74.1 ± 6.7% HRpeak, respectively. The actual mean training intensity during the work intervals in the training group was 84.1 ± 2.3% HRpeak. There were no clear differences between effects of the two training approaches for measures of maximal oxygen uptake (3.3%; 90% confidence limits, ± 19.3%), running economy (-3.3%; 90% confidence limits, ± 14.2%), repeated sprint ability (0.6%; 90% confidence limits, ± 5.7%) and anaerobic power maintenance during the repeated sprints (-13.7%; 90% confidence limits, ± 49.0%). However, a clear non-trivial effect on sub-maximal heart rate was observed (-7.3%; 90% confidence limits, ± 2.0%) suggesting a beneficial training effect after training. Some evidence for attenuation of speed (-1.8 to -2.8%; 90% confidence limits, ± 3.4 to 5.7%) and power (-1.7%; 90% confidence limits, ± 17.1%) was apparent. Conclusion: Although clear changes in sub-maximal HR responses were observed in the training group, the data in the present study suggests that a basketball specific endurance circuit has little effect on other laboratory and field-based measures of aerobic fitness. In fact, the basketball specific endurance circuit may lead to reduced improvements in jumping and sprinting performances. Further research is required to clarify the effect of aerobic training approaches on basketball-specific fitness and performance.

Masters Research - Master of Philosophy / Introduction Forty-six elite adolescent male rugby league players (12-17 years) participated in a nine-week study to determine the effects of three exercise training programs on 0-30 metres sprint running time and bounds performance (10 bounds). Subjects were randomly assigned to a rugby league fitness group (F) n=12, a sprint group (S) n= 14 and a sprint-bounds group (SB) n= 20. Forty-two subjects completed the study. Methods Separate sessions for fitness, speed, and bounds were conducted once a week for nine weeks. To determine the effect of training a two-way analysis of variance was performed, followed by post-hoc paired t-tests to allow pairwise comparisons when significant interactions were found. Significance was set at p<0.05. Statistical analysis was performed using SPSS for Mac (version 13.1). Effect sizes were calculated to evaluate the meaningfulness of observed changes. Results Moderate improvements (p<0.05; 5%) were observed in both the F and SB groups over 10 m. Speed changes over 30 m differed more among the groups. The F group recorded moderate (p<0.01; 4%) improvements, small improvements (p<0.01; 3%) in the SB group and trivial difference (p<0.05) in the S group. The F and S groups improved by approximately 7% (p<0.01) in bounds performance over 10 bounds whereas the SB group improved by approximately 10% (p<0.01) in bounds performance over 10 bounds. Group S had faster sprint times (p<0.05) prior to training compared to groups F and SB. Discussion All three programs led to improvements in sprint speed and bounds distance, but the extent of the improvements varied with the specificity of the training program and pre-training performance level. Groups F and SB had 4-5% improvements in sprint speed over 30 m whereas group S showed relatively trivial changes. In all groups, the improvements were greater over 10 m and least over 30 m. Bounds distance improved more than sprint speed, and the greatest improvement was achieved in the SB group compared to the F and S groups. Conclusion Rugby league training (game specific drills and extended efforts) coupled with the various components of physical activity can improve speed and power as effectively as specific speed and power training in adolescent boys. Training for acceleration can selectively improve 0-10 m speed more than 0-30 m speed. Sprint and bounds training have been shown to be safe and effective methods to increase speed and power in this group of adolescents.

Thesis (Ph. D.)--Purdue University, 2006. / Includes bibliographical references (leaves 89-113). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Purdue University, 2006. / Includes bibliographical references (leaves 89-113).

Thesis (M.S.)--University of Delaware, 2008. / Principal faculty advisor: Irene S. Davis, Dept. of Physical Therapy. Includes bibliographical references.