In our first blog of the new academic year we explored the importance of prevention over cure and the role of preparation in reducing the risk of injury in youth sport. We suggested that the new school year presents an abundance of opportunities for sports pupils to engage in sport at full throttle. However, we highlighted the need for a holistic perspective on preparation for the up and coming demands of multiple training sessions and fixtures off the back of an extended holiday period. We compared this approach to the investment in preparing for school exams through a thorough revision schedule and may be even the experience gained through mock exams (friendly matches). Those pupils with a passion and ability across multiple sport will also find their schedules dense with time allocated to various training sessions and competition across a range of sports. So, how do we go about scheduling for multiple sports with the pupils we support? How do we go about optimising the potential of capable mulitsporters? What’s our approach to discovering brilliance across a variety of sports?

The evidence is compelling that a multisport experience in youth sport is good and healthy for both personal and physical development and has been shown to be advantageous in supporting the minority of people that have made it to the very highest levels of sport. However, whilst the research literature is extensive on the risks and proposed guidelines around sports specialisation, there is a paucity of evidence to help support and guide the development of applied multisport programmes in youth sport.

As the saying goes, ‘balance is not something you find, it is something you create’. In light of this, we have gone on the front foot and looked to bring to life a principle led approach to supporting the balanced and timely development of multisport pupils. In short, we have created our approach to discovering brilliance in this demographic. This approach has been focused around 4 principles:

1. Generate a longer term perspective – by framing discussions with pupils, parents, coaches and teachers we are able to project 6-12 months ahead and consider how the current ‘multisport mix’ supports the pupils development moving forwards

2. Each case viewed through a wide lens – we must work collaboratively to contextualise pupil load across academic, pastoral and co-curricular domains

3. Pupil centred – any option that is developed must be for the best of the pupil across all domains

4. Generating multiple solutions – within the ‘multisport mix’ a number of options need to be presented to stakeholders for discussion with the pupil full involved

Our experiences to date suggest that these principles have helped focus all parties on what’s best for the pupil now and for the future. They have helped drive an approach in which the ‘multisport mix’ is possible and productive. With the integration of valid guidelines drawn from the sports specialisation literature, such as total hours of organised sport per week should be less than the pupil’s age in years, a holistic development approach around our capable multisport pupils is now in action. What’s your approach to discovering brilliance across a variety of sports?

As we start a new academic year, pupils return to school with fresh focus, goals and aspirations for the next phase of their education. This is especially true with school sport. Pupils may aspire to play in the ‘A’ side for their sport, represent their region or nation, or they may just want to have fun playing with their friends. In any of these contexts’ pupils are thrown back into a full school sports programme week one, with no hint of a ‘preseason’ to allow their developing bodies to become accustom to the demands of a school sports programme. Therein lies the problem, with no time to prepare who will ultimately succumb to an injury in the first 3-4 weeks of the school term?

I liken this situation to exams at the end of the year. Countless hours of preparation are put in to ensure pupils are prepared for the syllabus and can cope with the demands of the exam without falling at the first hurdle. We would not dream to send pupils into an exam hall without the prerequisite knowledge to make them robust enough to cope with the exam and achieve their highest potential. So why do we do this in school sport? Where ultimately the price of not being prepared can be injury?

There have been numerous of studies into how preparation leads to injury prevention, or injury risk reduction. The idea of being able to prevent an injury is attractive to sports people, coaches and support staff alike. The cost of injury is not only financial but also the long term physical, mental and emotional effects could potentially change the path of a pupil’s trajectory. We can never truly prevent an injury occurring, but we can influence and modify some of the risk factors (intrinsic and extrinsic), in order to mitigate the risk and reduce the likelihood of that factor playing a part in injury.

This is where preparation come into its own. Preparation can be both physical and mental in nature. Physically we now understand that ‘fitness’ (your physical loading over a period greater than 4 weeks), can be protective when you are subjected to high levels of fatigue (acute load). This idea has been researched and popularized in sports science from the work of Dr Tim Gabbett, a sports scientist from Australia. His original paper opened a door to professionals being able to monitor a person’s loading and make judgements if this person was at risk of developing an injury. We now know that this formula is highly specific to sport, team, person, age, gender, etc. Therefore, it makes its application on mass, data heavy, and logistically difficult to administer. However, we cannot dispute that ‘fitness’ is a factor in injury risk reduction.

We notice the potential influence of bouts of heavy acute loading vs limited fitness, within our School’s injury stats. We see a spike in acute injury (presenting to the physio clinic for triage) at the start of a term after a longer holiday (Summer, Christmas, Easter). Could this be due to a reduced period of chronic loading, leading to reduced fitness and then injuries occurring with the bodies inability to cope with the repeated bouts of high acute loading (high fatigue)? At this stage we do not know, unless we have a detailed individualized profile of each pupil, and then we still would not be able to account for chance (the bad tackle, the slip-on wet ground etc.). Then there is the deeper question of how fit is fit enough? We would need to build up a sports specific profile of physical demands (fitness being one of them) in order to answer this question. This is something we are also working on at Millfield. If we can understand the demands of an U16’s rugby match or U14’s netball, we can then begin to make recommendations about how ‘fit’ a pupil needs to be in order to cope with the demand of their sport.

As support staff all we can do is try to help our pupils become better accustom to the demands of their sport therefore, modifying one risk factor in their own personal injury risk profile, helping to mitigate one element of injury risk. As technology advances we may be able to begin to unpick the individual injury risk profile for each pupil, maximizing their time playing the sports they enjoy and mitigating the cost of injury as much as possible. What is your Approach to Preparing Young People for Sport?

In previous blogs we have discussed provision philosophies across the Millfield Institute of Sport and Wellbeing. These philosophies underpin the way we work and how we strive to support the development of the pupils through and beyond sport at Millfield. As such, this blog will explore the philosophy of physiotherapy at Millfield. Every physiotherapist has a way of practicing and developing their own approach to physiotherapy. The aim of having an overarching department philosophy is to align our practitioners to a common approach. The aim of this blog then, is to provide an insight into our beliefs and practices within physiotherapy.

At the heart of everything we do is our pupils. Everyone has their own goals and ambitions, from swimmers to singer-songwriters, ballet dancers to biologists. Each pupil will have their own preconceived ideas and expectations of physiotherapy. This could be from previous injuries, family or their peers. Here at Millfield, we try to empower our pupils to drive their own rehabilitation, promoting self-management instead of a reliance on passive therapies, whilst providing the highest quality of care for each individual. Meeting the needs of our pupils starts with access. We run a self-referring clinic, with three clinicians and provide a drop-in triage service every day. This allows us to minimise the delay in contact time with a healthcare professional. Opportunities then exist to engage in group gym rehabilitation sessions, one to one physiotherapy and hydrotherapy dependant on pupil needs, to support them through their journey. Our next challenge is to ensure each pupil is to be seen within two hours of an injury occurring, something which would set a standard for practice within the educational setting.

The rehabilitation process is not just about recovery but an opportunity for learning. The educational element of physiotherapy is important way to allow our pupils to be empowered through their rehabilitation. From helping the pupil to understand their injury and how their journey will unfold, to educating them on strategies to help reduce the risk of further injury. Education helps address the pupils perceived barriers and beliefs. We see first-hand how the benefits of pupil education can allow our pupils to take the lead and drive their own recovery because they have the knowledge, skills and confidence to do so.

Goal setting is an industry standard in health care, helping the pupil to feel empowered and shape their rehabilitation. The evidence for self-management interventions that include goal-setting as a core skill shows that people have reduced symptoms, reduced anxiety, and increased perceptions of control and fitness ( Furze 2015,). Goals should direct what we do in physiotherapypractice, forming the basis of the treatment sessions, not just the target for the outcome of treatment.

We have found that a better involvement of pupils in the goal setting process helps to keep the rehabilitation individualised and increases adherence to treatment programmes. Many frameworks for a goal setting exist with the most traditional being SMART goals. I recently read an article around PC: TRICK, that I found useful (Johnson 2010). This framework suggests that goals should be Targeted, Realistic, Individual, Challenging and Knowledge based but always first and foremost PC: Person Centred. The challenge as physiotherapists, is ensuring every pupil leads their goal setting process and that we provide sign posts to help guide them along their journey.

Our pupils vary from recreational players to national and international athletes and no matter their level or ambition we must take an individual approach to their care. Priority is always pupil health and wellbeing. Looking at the whole pupil, rather than just their injury, gives us a comprehensive view and deeper understanding of their needs and aspirations. The strategies above help us to provide a more pupil centre approach, keeping the pupils best interests and goals at the forefront of every decision. In short, our pupil centred approach to physiotherapy allows us to empower the pupil. We aim to provide support ‘with’ and ‘for’ the pupil, rather than passively ‘to’ the pupil, guiding them for a small, but important, part of their journey. This is our pupil centred approach to physiotherapy, what’s your approach?

Introduction:

Evidence is supportive of the relationship between subjective reporting measures, the moderation of training load and performance (Coyne et al., 2018; Saw et al., 2017; Smith et al., 2016). However, there is a paucity of literature portraying the stresses associated to youth athletes and more so, their sport science (SS) practitioners. The aim of this case study is to provide a retrospective analysis of readiness to perform (RTP) and its relative correlates in each population. It is hoped the findings of this analysis support a more targeted approach to optimising the holistic wellness of youth athletes and their SS practitioners. In doing, this may help support the performance enhancement of each demographic.

Methodology:

98 youth athletes across 6 sports and 8 practitioners across 2 SS disciplines (strength & conditioning, physiotherapy) completed daily wellness logs for a period of 31 weeks. Daily wellness logs were recorded via specialised online software (Metrifit, Health and Sport Technologies Ltd), consisting of subjective ratings (1-5) for mood state, sleep quality, energy, muscle readiness, nutrition quality, stress and health. In addition, sleep duration from the previous day was recorded via self-reported total hours. All subjects received instruction on how to utilise the software. Compliance was supported by optional prompts, reports and online support features.

Results:

Mean RTP for youth athletes was 74.1% ± 1.8 %. Mean RTP for SS practitioners was 78.4% ± 2.7%. RTP for the youth athletes was most likely lower compared to their SS practitioners (-1.63 ± 0.34). For youth athletes, there was a strong positive correlation between subjective energy (r=0.78), stress (r=0.77) and mood (r=0.70) and RTP. There were moderate to weak positive correlations for all other wellness markers (r=0.58-0.12) and RTP. For SS practitioners, there was a strong positive correlation between subjective stress (r=0.77), health (r=0.74) and RTP. There were moderate positive correlations for all other wellness markers (r=0.66-0.44) and RTP.

Practical Applications:

These results provide a novel insight into the RTP and correlated markers of subjective wellness in youth athletes and their SS practitioners in a leading UK talent development environment. In this context, it may be that the interventions applied to elevate RTP in youth athletes may not be as effective for SS practitioners. As such, demographic specific interventions may be required. For youth athletes, interventions to decrease perceived psychological load, such as positive coping strategies and supportive social networks (Howie et al., 2018; Zambianchi, 2018) may be advantageous. In SS practitioners, interventions to decrease perceived biopsychological load, such as safeguarding against work intensification and promoting sustainable careers (Hymel et al., 2011; Quick and Henderson, 2016) may be advantageous.

Tables:

References:

Coyne, Haff, Coutts, Newton, Nimphius, 2018

The Current State of Subjective Training Load Monitoring – a Practical Perspective and Call to Action https://opus.lib.uts.edu.au/bitstream/10453/129839/1/The%20Current%20State%20of%20Subjecti ve%20Training%20Load%20Monitoring- a%20Practical%20Perspective%20and%20Call%20to%20Action.pdf

Saw, Main, Robertson and Gastin, 2017

Athlete Self-Report Measure Use and Associated Psychological Alterations https://www.mdpi.com/2075-4663/5/3/54/htm

Smith, Coutts, Merlini, Deprez, Lenoir and Marcora, 2016

Mental fatigue impairs soccer-specific physical and technical performance https://www.ncbi.nlm.nih.gov/pubmed/26312616/

Howie, Daniels and Guagliano, 2018

Promoting Physical Activity Through Youth Sport Programs: It’s Social https://www.repository.cam.ac.uk/bitstream/handle/1810/274867/834%20-%20Howie%20et%20al. %202018%20-%20AJLM.pdf?sequence=1&isAllowed=y

Zambianchi, 2018

Time Perspective, Coping Styles, Perceived Efficacy in Affect Regulation, and Creative Problem Solving in Adolescence and Youth

https://journals.copmadrid.org/psed/art/psed2018a1

Hymel, Loeppke, Baase, Burton, 2011

Workplace Health Protection and Promotion: A New Pathway for a Healthier-and Safer-Workforce https://journals.lww.com/joem/Pages/articleviewer.aspx?year=2011&issue=06000&article=00017& type=Fulltext

Quick and Henderson, 2016

Occupational Stress: Preventing Suffering, Enhancing Wellbeing https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4881084/

Introduction:

Netballer’s transitioning to higher standards of competition are required to develop physical qualities in order to meet the demands of match play (Thomas et al., 2017). There is a similarity in the positional demands of mid-court players against shooters and keepers due to court restrictions (Thomas et al., 2017). However, there is currently limited research on the match demands of mid-court netballers across chronological year groups in school sport. The aim of this study was to investigate the mid-court match demands between U14, U16 and U18 netballers in independent school sport to better optimise their preparation and performance.

Methodology:

Data from 3 matches in the 2018-2019 academic year across the 3 age groups were collected via PlayerTek GPS units (Catapult). Mid court positions were chosen for data collection, including centre, wing attack/defence, goal attack/defence. Magnitude-based inferences were used to analyse the collected data, with the activity profiles for each year group analysed against each other. The activity profiling and subsequent analysis was centred on distance per minute (m/min) and acceleration and deceleration (m/s) count in different zones for each quarter, for each player.

Results:

Distance per minute (m.min-1) for each quarter between U16 vs U14 and U18 vs U16 was unclear. There was a likely lower m.min-1 for U18 compared to U14. For U16 compared to U14, acceleration count at 1-2 m.s-2min-1, >4 m.s-2min-1 and deceleration count at all zones (1->4 m.s-2min-1) were likely lower. For U18 compared to U14, acceleration and deceleration count at speed zones 1-4 m.s-2min-1 were possibly lower to very likely lower and were very likely higher at >4 m.s-2min-1. For U18 compared to U16, acceleration and deceleration count at 1-2 m.s-2min-1, 2-3 m.s-2min-1 and acceleration count at >4 m.s-2min-1 were unclear, and acceleration and deceleration count at 3-4 m.s-2min-1 and deceleration at >4 m.s-2min-1 were most likely higher to very likely higher.

Practical Applications:

These findings provide a novel insight into the match demands of netball between different age groups in independent school sport. Netball support staff should be aware of the unique match play demands within this demographic. At more advanced age groups, the development of maximum concentric and eccentric force production, alongside an enhanced acceleration and deceleration profile may be advantageous. In addition, the conditioning of the anaerobic energy system may supplement the repeated expression of these capacities (Bishop et al., 2011). At the more junior age groups, the early introduction of a curriculum to develop effective movement skills and capacities for the expression of force may be warranted.

Table:

References:

Bishop, D., Girard, O., & Mendez-Villanueva, A. (2011). Repeated-sprint ability—Part II. Sports medicine, 41(9), 741-756.

https://link.springer.com/article/10.2165/11590560-000000000-00000

Thomas, C., Ismail, K. T., Simpson, R., Comfort, P., Jones, P. A., & Dos’Santos, T. (2017).

Physical profiles of female academy netball players by position. Journal of Strength and Conditioning research, 1

https://www.researchgate.net/publication/316316663_Physical_Profiles_of_Female_Academy_Netball_Players_by_Position

Thomas, C., Comfort, P., Jones, P. A., & Dos’ Santos, T. (2017).

Strength and conditioning for netball: A needs analysis and training recommendations. Strength & Conditioning Journal, 39(4), 10-21.

https://www.researchgate.net/publication/315833470_Strength_and_Conditioning_for_Netball_A_Needs_Analysis_and_Training_Recommendations

Introduction:

The physical demands of competitive football have been well described in the literature at a professional senior and academy level (De Silva et al., 2018; Tierney et al., 2016). Despite the large participation numbers, the physical demands of football and its development across chronological age groups have not been explored in school sport. As such, little is known about how to best support the successful transition of youth footballers in school football as they transition through academic year groups. The aim of the study therefore was to analyse the competitive match play demands of football in a leading independent school across U14, U15, U16 and U18 age groups.

Methods:

Twenty-five male football players from a leading independent sports school, participating across U14, U15, U16 and U18, were randomly selected to wear GPS technology (Playertek, Catapult) during the 2018-2019 academic year. Across all four-year groups a total of five competitive matches were analysed. Sprint distance (m), maximum velocity (m/s) and average distance per minute (m/min) were used to identify match play demands. Data was analysed using magnitude-based inferences with the match play demands for each year group analysed against each other.

Results:

For average distance per minute, U14 was most likely greater compared with U16, 2nd X1 and 1st XI (106.63 ± 7.62 m/min VS 70.93 ± 9.88, 69.88 ± 6.67 m/min, 61.56 ± 14.31 m/min respectively) and likely greater than U15 (99.44 ± 6.24 m/min). Sprint distance was likely higher in U14 than U16 (617.89 ± 202.45 m VS 372.31 ± 148.46 m) and unclear VS U15, 2nd XI and 1st XI (606.79 ± 346.27 m, 668.57 ± 149.47 m, 874.16 ± 403.43 m respectively. Max velocity was likely greater in 1st XI than U14 (8.13 ± 0.40 m/s VS 7.56 ± 0.59 m/s).

Practical Application:

These results suggest football and physical preparation coaches in independent schools should be aware of the specific and variable physical activity demands associated to competitive football match play. At a more junior level, the development of the aerobic energy system may be warranted given the extensive match play demands (Baker, 2011). It may be that the more structured and intensive demands of match play in more advanced chronological year groups may require the physical development of high-speed movement and anaerobic energy system development relative to playing position demands (Girard et al., 2011). As such, future analysis in this area may require more detail position specific interventions.

Tables

Table 1. Descriptive data and magnitude-based inference for difference in movement demands for school aged male football players between consecutive age groups

References:

De Silva, et al. 2018

Player Tracking Data Analytics as a Tool for Physical Performance Management in Football: A Case Study from Chelsea Football Club Academy

Click to access De%20Silva_sports-06-00130%20%282%29.pdf

Tierney, Young, Clarke and Duncan, 2016

Match play demands of 11 versus 11 professional football using Global Positioning System tracking: Variations across common playing formations

Click to access 11_Vs_11_Position_and_Formation.pdf

Read, et al. 2017

Movement and physical demands of school and university rugby union match-play in England

https://www.researchgate.net/publication/314648525_Movement_and_physical_demands_of_school_and_university_rugby_union_match-play_in_England

Baker, 2011

Recent trends in high intensity aerobic training for field sports

Click to access high_intensity_aerobic_training.pdf

Girard, Mendez-Villanueva, Bishop, 2011

Repeated Sprint Ability

https://link.springer.com/article/10.2165/11590550-000000000-00000

In our previous blog, we shared our purpose led nutrition strategy that extends beyond sport to inform behaviour change around fuelling and nutrition. We aim to achieve this by adopting an approach that supports autonomy learning. We also embed this philosophy in our athletic development programme. One of the many tools that facilitates this process is a coaching behaviour template which we use to guide pupil learning. As such, this article seeks to provide more details about the use of this process in the context of physical development.

The connect, facilitate, consolidate process was inspired by an academic INSET day at the school and demonstrates a shared philosophy between teaching and coaching at Millfield. The process supports athletic development coaches in building productive relationships with pupils, challenging their understanding in the domain of athletic development and seeks to improve knowledge retention. Following this structure may allow us to contribute to a learning environment which encourages critical thinking through the training process. The following narrative provides an insight into how we look to implement this process in our development domain.

Connect

Firstly, we aim to greet the pupil and understand their current state readiness. This represents a chance to address any immediate needs or concerns, for example some lower-than-usual preparedness for the session content. We then introduce the session and its goals within the larger context of their training with the use of the “so that” principle. For example, “The goal of this session is muscle capacity development so that you can build up to a higher training load in the future.” We aim to draw them a picture of their training journey through their experiences with us. As the pupil gains more experience, we challenge how much they can identify to the context of their training. Lastly, we challenge their ability to recall previous key session take homes to focus their attention in the current session. The process of ‘connecting’ can also introduce new concepts or exercises, to fully give the context to each of the working parts of their training session.

Facilitate

Using open and divergent questioning, we seek to check the pupil’s current depth of understanding of their training, for example a exploring the physiology behind the training session or exercise selection. This can be achieved through either asking questions individually, allowing pupils to confer with training partners, or even bouncing responses to others in the room to hear multiple takes on a subject before giving your thoughts. Allowing pupils time to discuss their thoughts with their peers can create a more interactive learning environment, while questioning specific pupils within a group setting also gives an opportunity for the more reserved pupils to express their thoughts.

Consolidate

Typically, sessions conclude with challenging the pupils to re-phrase their session experiences to demonstrate understanding. We challenge pupils to condense the learned information into a sentence, then a few key words, and finally one key word which will remind them of the rest of their learning. A worked example:

“Can you summarise the main themes of what you’ve learned today into a sentence?”

“Can you cut that down into 3 words?”

“Can you make it into one word, so when you tell yourself this word next session you’ll remember everything?”

In practice, the ‘connect, facilitate, consolidate’ process can provide a structured approach to support self-driven learning to further pupils’ training knowledge within the athletic development domain. We are conscious this is just one approach and other coaching styles may be more appropriate in a given situation, as such we see this process as a part of a practitioner’s toolbox of skills to guide pupils through their learning journey. What processes do you use connect, facilitate and consolidate learning within your coaching?

Introduction:

Concussion incidence within youth rugby union can be as high as 14.7 concussions per 1000/hrs of exposure (Kirkwood, et al. 2015). Studies have evaluated targeted strength training protocols in adult sport to reduce concussion risk. There has been a lack of replication within youth sport. Studies that have investigated the relationships between neck strength and concussion risk have indicated that weaker neck musculature may increase the risk of sustaining a concussion within an adolescent population (Collins, et al. 2014). As such, an understanding of the potential risk factors for concussion that may present themselves in this population may support more targeted interventions. The purpose of this study was to investigate the relationship between head and neck circumference, isometric neck strength and concussion occurrence in independent school rugby players and propose strategies to reduce injury risk based on these relationships.

Methods:

58 males from years 9-13 completed head and neck circumference and isometric neck strength assessments during the 2018-19 academic year. Measurement protocols consistent with reported protocols in the literature (Versteegh, et al., 2015), assessed isometric cervical flexion, extension, left/right lateral flexion, left/right rotation and combined left/right rotation with lateral flexion strength, head and neck circumference. Isometric neck strength data were collected using a Mirco-fet 2 Dynometer. Subjects completed a familiarisation session on the assessment protocol. Subjects were assigned to concussion or non-concussion groups based on the occurrence of concussion in the 12-month period preceding data collection.

Results:

Head circumference was very likely greater in the non-concussion vs concussion groups. Isometric left and right rotation strength were likely greater in the non-concussion vs concussion groups. Isometric strength, circumference and circumference ratios were unclear between the concussion and non-concussion groups for all other tests. There were strong positive correlations between isometric extension (r=0.70), lateral flexion (r=0.83), lateral flexion and rotation (r=0.89) and isometric rotation strength in the non-concussion group. There was a moderate positive relationship between head circumference and isometric lateral flexion (r=0.56), lateral flexion and rotation (r=0.60), and rotation (r=0.53) in the concussion group. See appendix 1 for all normative, correlation and MBI data sets.

Practical application:

These findings provide a novel insight into the head and neck circumference and isometric neck strength of concussed vs non-concussed rugby players in a leading independent sports school. As such, neck-training interventions targeting the development of isometric rotation strength may have the potential to reduce concussion occurrence. The development of isometric rotation strength may be supported by the development of isometric strength through a variety of planes of motion. Fisher, et al (2016) demonstrated a targeted neck strengthening programme in adolescents can be effective in the development of strength in adolescent population, this coupled with evidence that increased neck strength may create greater resilience to impulsive loads (Eckner, et al. 2014), provides the basis for specific targeting of neck strength within the adolescent population. Given the fact that an enhanced girth profile of the neck may not warrant specific development, a lowered risk of concussion in youth rugby players may be achieved via neurally driven adaptations to neck strength training.

Appendix 1. Normative, correlation and MBI data sets

References:

Collins, C.L., Fletcher, E.N., Fields, S.K., Kluchurosky, L., Rohrkemper, M.K., Comstock, R.D. and Cantu, R.C., 2014. Neck strength: a protective factor reducing risk for concussion in high school sports. The journal of primary prevention, 35(5), pp.309-319.

Eckner, J.T., Oh, Y.K., Joshi, M.S., Richardson, J.K. and Ashton-Miller, J.A., 2014. Effect of neck muscle strength and anticipatory cervical muscle activation on the kinematic response of the head to impulsive loads. The American journal of sports medicine, 42(3), pp.566-576.

Fisher, James P., Mark Asanovich, Ralph Cornwell, and James Steele. “A neck strengthening protocol in adolescent males and females for athletic injury prevention.” Journal of trainology 5, no. 1 (2016): 13-17.

Kirkwood, G., Parekh, N., Ofori-Asenso, R. and Pollock, A.M., 2015. Concussion in youth rugby union and rugby league: a systematic review. Br J Sports Med, 49(8), pp.506-510.

Versteegh, T., Beaudet, D., Greenbaum, M., Hellyer, L., Tritton, A. and Walton, D., 2015. Evaluating the reliability of a novel neck-strength assessment protocol for healthy adults using self-generated resistance with a hand-held dynamometer. Physiotherapy Canada, 67(1), pp.58-64

Introduction:

Coach-athlete relationships (CAR) within sporting performance has gained popularity within academic publications and strength and conditioning (S&C) events. Senior elite athlete research (Szedlak et al., 2015, 2018) suggests higher order psychosocial behaviour dimensions contributes significantly to the S&C CAR, athlete cognitions and behaviours. Surprisingly, a paucity of research surrounding perceived effectiveness of S&C coaching behaviours in youth athletes remains. Given the potential significance of early CAR experiences in respect to long term athlete performance and behaviours, this study aims to offer a novel insight into the perceived importance of the S&C CAR dimensions within a youth talent development setting.

Methods:

33 student athletes, across 7 sports aged 14-18 participated in this study. Inclusion criteria was exposure to a minimum of one weekly athletic development session delivered by an S&C coach over a minimum period of 2 years (range 2-5 years). Participants completed an online questionnaire for each pre-identified higher order coaching dimension (relationship, coaches’ actions and coaches’ values). Within each form, subjects independently ranked each of the dimension’s first order themes and their corresponding raw data themes in order of importance considering their S&C coaching experiences. Athletes were also encouraged elaborate on what they felt was important in each dimension.

Results:

First order theme results were extracted and collated from the questionnaire outputs. Relationship dimension results showed; (1) trust and respect, (2) encouragement and support, (3) approachability, to be the highest ranked themes. With, (8) flexible, (9) balanced, and (10) role model being the three lowest ranked. Coach action results ranked; (1) feedback, (2) Communication skills, (3) Instruction, and (4) planning and organisation. Finally, the top ranked themes in the coach’s values dimension being; (1) motivation and inspiration, (2) belief, (3) high performance expectations, and (4) confidence. Athlete comments also provided frank, insightful and reflective thought processes around S&C coach interactions.

Practical Applications:

These findings provide novel insight into youth athlete preferences of S&C coaching. Consistent with elite populations, analysis suggest that youth athletes’ value psychosocial qualities centred around a coach’s ability to engage and connect on a personal level. The lower ranked qualities such as role modelling, planning and organisation reinforce the notion that an S&C coach’s defining qualities extend beyond technical, tactical and performance outcomes. Results suggest that, to optimise coaching, a multi-faceted approach and the ability to occupy various roles that exceed traditional perceptions of S&C coaches may be required to enhance the CAR and better optimise athletic potential.

Tables and Figures:

Figure 1. Athlete preferences of coach’s relationship dimension first and raw data themes. First and raw data themes presented in order of athlete preference in relation to strength and conditioning coaches.

Figure 2. Athlete preferences of coach’s actions dimension first and raw data themes. First and raw data themes presented in order of athlete preference in relation to strength and conditioning coaches.

Figure 3. Athlete preferences of coach’s values dimension first and raw data themes. First and raw data themes presented in order of athlete preference in relation to strength and conditioning coaches.

References:

Szedlak, Smith, Day, Greenlees, 2015

Effective Behaviour of Strength and Conditioning Coaches as Perceived By Athletes

https://www.researchgate.net/publication/329537894_Effective_Behaviours_of_Strength_and_Conditioning_Coaches_as_Perceived_by_Athletes

Szedlak, Smith, Day, Callary, 2018

Using Vignettes to Analyse Potential Influences of Effective Strength and Conditioning Coaching on Athlete Development

https://www.researchgate.net/publication/322687934_Using_Vignettes_to_Analyse_Potential_Influences_of_Effective_Strength_and_Conditioning_Coaching_on_Athlete_Development

Introduction:

Due to the high incidence of change of direction (COD) in tennis, the ability to express the physical capacities that underpin COD performance through combination of acceleration, deceleration and turning mechanics is critical within competitive match play. Additionally, the literature suggest biological changes within youth can impact the expression of physical capacities. As such, the department aimed to compare academic year groups performance of 5m acceleration and 505 COD deficit (CODD) within tennis athletes.

Methods:

Data was analysed retrospectively from a testing battery undertaken termly over three academic years from 2017-2019. 142 data sets were collected across 5 academic year groups. Linear Acceleration performance was assessed via 5m time, measured via Brower timing gates. Scores were expressed as an average of 3 attempts within each participant. CODD was assessed through a 505 assessment where CODD represented the difference between average 505 and 10m time, where the mean 10m time was taken from the linear speed assessment (Nimbus et al., 2016). Data was analysed via magnitude-based inferences, where consecutive year group performances were compared.

Results:

In 5m performance (Figure 1), year 13 was most likely lower than years 9, 10, 11 and 12 (-1.75 ± 0.26, -2.51 ± 0.40, -2.88 ± 0.44 and -3.80 ± 0.13 respectively). Year 10 showed very likely lower 5m times than year 9 (-0.68 ± 0.31). Years 11 and 12 displayed a very likely increase and unclear difference when compared to year 10 (0.73 ± 0.28 and 0.07 ± 0.44 respectively). In CODD performance (Figure 2), Years 10, 11 and 12 were all very likely lower than year 9 (-1.45 ± 0.91, -0.49 ± 0.28 and -0.50 ± 0.25 respectively). Year 13 were most likely lower than years 11 and 12 (-0.66 ± 0.05 and -0.67 ± 0.19 respectively). Year 11 and 12 CODD time showed a possible increase compared to year 10 (0.21 ± 0.26 and 0.20 ±0.29 respectively).

Practical Applications:

These results highlight the importance of early integration of acceleration and COD skill development within youth tennis. The authors highlight a possible ‘hazard phase’ between years 10-12, where 5m and COD performance appears to be compromised. It is speculated this phase may coincide with normative onset of peak weight velocity, which may inhibit expression of physical capacities associated with 5m and 505 COD performance. This may highlight the need for analysis of maturational data collection within this time frame to further investigate the effects of maturation on acceleration and COD performance in youth tennis players.

Tables and Figures:

Figure 1. Consecutive year group differences in 5m sprint performance. Data represented as standardised change in mean (± 90% CI) with MBI’s.

Figure 2. Consecutive year group differences in 505 CODD. Data represented as standardised change in mean (± 90% CI) with MBI’s.

References:

Nimbus, Callaghan, Spiteri, Lockie, 2016

Change of Direction Deficit: A More Isolated Measure of Change of Direction Performance Than Total 505 Time

https://www.researchgate.net/publication/309484620_Change_of_Direction_Deficit_A_More_Isolated_Measure_of_Change_of_Direction_Performance_Than_Total_505_Time

Cooke, Quin, Sibte, 2011

Testing Speed and Agility in Elite Tennis Players

https://journals.lww.com/nsca-scj/Fulltext/2011/08000/Testing_Speed_and_Agility_in_Elite_Tennis_Players.13.aspx

Kovacs, Roetert, Ellenbecker, 2008

Efficient Deceleration: The Forgotten Factor in Tennis-Specific Training

https://journals.lww.com/nsca-scj/FullText/2008/12000/Efficient_Deceleration__The_Forgotten_Factor_in.9.aspx