William R. Falcão

An examination of concussion education programmes: a scoping review methodology

Objectives The primary purpose was to review the literature on concussion education programmes. The secondary purpose was to inform knowledge translation strategies for concussion researchers and practitioners. Design Research on concussion education programmes is relatively new. As a result, the current study implemented a scoping review methodology, which is a type of literary search used to provide a preliminary assessment of the size and scope of a body of literature, as well as identify strengths, weaknesses and gaps in the research. Methods A five-stage process for conducting a scoping review was followed for this study: (a) identifying the research questions, (b) identifying relevant studies, (c) identifying the study selection criteria, (d) charting the data and (e) reporting the results. Results Concussion education programmes have been developed and implemented with populations ranging in age from 9 to 49 years and have used interactive oral presentations, educational videos and computer-based learning programmes. Although the content of these programmes varied, the topics generally addressed salient aspects of concussion injury and recovery. Quantitative instruments have been the preferred methods for assessment. Conclusions Education programmes aimed at improving participants’ long-term concussion knowledge, behaviours and attitudes of concussions are needed. Researchers must consider using a knowledge translation framework to enhance concussion education programmes. The application of such a framework can lead to novel and interesting ways of disseminating information about concussive injury and recovery.

Coaches’ Perceptions of a Coach Training Program Designed to Promote Youth Developmental Outcomes

The purpose of this study was to investigate coaches’ perceptions on the impact of a coach training program designed to promote youth developmental outcomes. Participants were coaches of youth sport teams. Multiple methods were used to collect data. Coaches reported many benefits for themselves, their athletes, and their teams. They reported an increase in knowledge and a better understanding of their players. Participants perceived that the activities promoted cohesion and communication, while also contributing to the development of athlete competence, confidence, connection, and character/caring. The results provide guidance for creating and delivering coach training programs designed to promote youth developmental outcomes.

Promoting Long Term Athlete Development in Cross Country Skiing Through Competency-Based Coach Education: A Qualitative Study

Coach education programs in Canada and abroad have recently been framed around Long Term Athlete Development (LTAD), a seven-stage model that is based on the physical, mental, emotional, and cognitive development of children and adolescents. To date, limited empirical research on LTAD exists. The primary objective of this study was to identify whether individuals who completed a coach education course acquired an understanding of LTAD and whether they integrated this knowledge into their coaching practice. The secondary purpose was to identify information that could be used to improve the coach education program as well as the effectiveness of youth sport coaching in cross-country skiing. Results indicated the course was an effective technique for delivering the core principles of LTAD to coaches with little or no prior knowledge of the concept. As well, coaches successfully integrated the principles of LTAD into their coaching practices. These results are discussed in regard to improving the effectiveness of youth sport coaching.

The Influence of Whole-Body Vibration on Creatine Kinase Activity and Jumping Performance in Young Basketball Players

Purpose To quantify creatine kinase (CK) activity changes across time following an acute bout of whole-body vibration (WBV) and determine the association between changes in CK activity and jumping performance. Method Twenty-six elite young basketball players were assigned to 3 groups: 36-Hz and 46-Hz vibration groups (G36 and G46, respectively) and a control group. The study quantified CK activity and jumping performance following an acute bout of WBV at 2 vibration frequencies. Both WBV groups performed a protocol that consisted of 10 sets of 60 s of WBV while standing on a vibration plate in a quarter-squat position. CK activity, countermovement jumps (CMJ), and squat jumps (SJ) were measured immediately before and 24 hr and 48 hr after WBV. In addition, CMJ and SJ were also measured 5 min after WBV. Results CK activity was statistically significantly increased 24 hr following WBV in G36 and G46. At 48 hr after WBV, CK activity was similar to baseline levels in G36 but remained statistically significantly above baseline levels in G46. The CMJ and SJ heights were statistically significantly decreased at 5 min following the protocol for both WBV groups. Overall, the changes in CK activity did not present a strong relationship with the changes in jump heights for any of the comparisons. Conclusions These findings suggest that WBV protocols with such characteristics may not cause excessive muscle damage and may partly explain why many WBV training studies have failed to elicit increases in strength performance.

Career Development and Learning Pathways of Paralympic Coaches With a Disability

The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.