The aim of this novel research was to compare the amount of systematic training and the different training activities undertaken by elite-standard long-distance runners during their first seven years of systematic training. Participants were divided into three performance groups: world-class Kenyans (N = 19), European-standard Spanish athletes (N = 18), and Spanish national-standard athletes (N = 18). Performance and training data were obtained for two-year periods using retrospective recall (including training diaries) from the time the athletes began systematic training, until the seventh year after. These activities included high-intensity training sessions considered deliberate practice (DP) and easy runs. There was no evidence that starting systematic training at a younger age was advantageous, and easy runs (a non-DP activity) were the most used by participants as a proportion of overall running distance. As part of an overall higher accumulation of distance run (P < 0.001, d ≥ 1.35), the Kenyans completed more tempo runs and short-interval training than the other groups (P < 0.001, d ≥ 1.38), but did not complete more long intervals or races. There were few differences between the European-and national-standard athletes except for easy runs, which highlights the value of these easy runs but also the need for higher-intensity training to compete with world-class performers. When planning for training overload and progression, long-distance running coaches should consider increasing the volume of tempo runs and short intervals, in addition to easier runs that develop cardiovascular conditioning.
It is widely accepted that when psychological needs for autonomy, competence and relatedness are encouraged in physical education classes, they can play a potentially important role in enhancing motivation and positive consequences. Purpose. The purpose of this study was to analyse the relations between self-determination theory and the importance and usefulness pupils give to physical education. Basic procedures. The sample consisted of 440 Spanish students, aged between 14 and 16, who were measured for psychological mediators (autonomy, competence and relatedness), motivation types (intrinsic motivation, extrinsic motivation and amotivation) and physical education importance (PEI). Main findings. The results showed that PEI was positively related to autonomy, competence, relatedness and self-determined motivation. Amotivation was negatively associated with PEI. Conclusions. The satisfaction of the three basic psychological needs and self-determined motivation develop a more positive attitude of the students towards physical education. The results are discussed with regard to enhancing participation rates and, potentially, physical activity levels.
La toma de decisiones por parte de los deportistas se viene estudiando como un tipo de habilidad cognitiva. En este estudio se parte de una perspectiva motivacional y emocional de la toma de decisiones en el deporte, que ha recibido una menor atención en la literatura. Se aplica el Cuestionario de Estilos de Toma de Decisión en el Deporte-CETD (Ruiz y Graupera, 2005) que evalúa tres escalas: Competencia Decisional Percibida, Ansiedad y Agobio al Decidir y Compromiso en el Aprendizaje Decisional. Se toma una muestra de 121 jugadoras (76) y jugadores (45) de voleibol de diferente nivel de pericia deportiva: autonómico, nacional e internacional. Los resultados muestran que las escalas del cuestionario tienen una buena fiabilidad cuando se aplican a muestras mono-deportivas. Las jugadoras y jugadores de voleibol tienen un perfil decisional muy similar (no se encuentran diferencias significativas), con una moderada percepción de competencia, baja ansiedad y alto compromiso (perfil en V). Según aumenta el nivel deportivo se incrementa moderadamente el compromiso y la percepción de competencia, mientras que decrece considerablemente la ansiedad ante la toma de decisiones. Como consecuencia el perfil en V del nivel internacional es considerablemente más cerrado que el de los niveles deportivos inferiores.Palabras clave: ansiedad; competencia percibida; decisión; deporte colectivo; pericia deportiva. Decision making in sport has been studied as a kind of cognitive skill. This study has been developed from a motivacional and emotional point of view and this question has received little attention in the scientific literature. It was applied the Decision Making Style Questionnaire-CETD (Ruiz y Graupera, 2005) that assess three scales: Perceived Decisional Competence, Anxiety and Strain to Decide and Commitment for learning how to decide. One hundred and twenty one voleyball players participated (76 female and 45 male) of differente level of expertise: State, National and International. Results showed that the scales of this questionnaire had good reliability when it was applied to specific sport samples. Male and female volleyball players had a similar decisional profile (there were no significant differences), with a moderate selfperception of decisional competence, low level of anxiety and high commitment (V profile). As competence increased, moderately increased the level of commitment and selfperception of decisional competence, too, and decreased the level of anxiety. As a consequence, the decisional profile of the International Group was very different from the rest of the two groups of lower competence. R e s u m e n
Resumen: El presente estudio se enmarca dentro de la Teoría del Rendimiento Experto. Esta teoría propone que para llegar a ser experto en un dominio, un sujeto debe superar un periodo de adquisición extensivo consistente en miles de horas de práctica intencionalmente diseñada para mejorar. El presente estudio buscó analizar las percepciones subjetivas de un grupo de corredores kenianos de larga distancia sobre sus tareas de entrenamiento para lo cual cumplimentaron un cuestionario basado en una taxonomía de actividades de entrenamiento valoradas en cuatro dimensiones: Relevancia, Esfuerzo, Concentración y Diversión. En este estudio participaron 27 corredores de fondo kenianos divididos en tres grupos de niveles por su marca. El rango de edades de los participantes fue de 21 a 39 años (M= 25,39; DT= 3,82). Todos estos corredores eran especialistas de las pruebas de media maratón y maratón. Fueron divididos en tres grupos de nivel de rendimiento por su marca: Medio, Alto y Muy Alto. Los resultados mostraron como las dimensiones de Concentración, Esfuerzo y Disfrute diferenciaron a los corredores por su nivel, asímismo se manifestó el papel que las actividades grupales de entrenamiento tienen para estos corredores, lo que plantea la cuestiòn si los modelos de desarrollo de la excelencia desarrollados en en los paises desarrollados sirven para explicar este fenómeno en los países en vías de desarrollo.
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