On 2 separate days, nine volunteers aged 23.8 (2.0) years performed 15-min bouts of treadmill running in a temperature-controlled chamber at 29 degrees C at a power output that elicited either 70% (moderate) or 93% (intense) of maximum oxygen consumption. Exercise was followed by a 45-min recovery period. End-exercise esophageal temperature (Tes) was elevated by 0.97 degrees C and 2.17 degrees C above baseline for the moderate and intense exercise trials, respectively. Post-exercise Tes achieved a sustained elevated value of 0.38 degrees C and 0.79 degrees C within 15 min of exercise cessation. Systolic blood pressure (SBP) for both exercise trials became hypotensive for the full recovery period, with the magnitude of the reduction being greater for the intense exercise (P < 0.05). Diastolic blood pressure (DBP) was unaffected by exercise intensity and values were lower than baseline between 15 min and 30 min post-exercise (P < 0.05). Mean arterial pressure (MAP) was reduced from baseline for both exercise trials, with intense exercise showing a greater decrement (P < 0.05). It was shown that the increase in the post-exercise hypotensive response, induced by exercise of increasing intensity, was paralleled by an increase in the magnitude of the post-exercise elevation in Tes (i.e., a difference of 0.41 degrees C between conditions).

In the new frontier of Masters-level sport, coaching approaches with adult athletes may prove to be quite different than with younger cohorts, and therefore demanding of novel and innovative considerations. This paper draws from emerging perspectives in research on Masters athletes (MAs) and interpretations of broader psycho-social and -pedagogical literature to advance an early roadmap guiding practical strategies for coaches and sport programmers to consider when working with MAs. We explore four content areas that may be particularly relevant for coaches working with adult sportspersons, and for future researchers seeking to confirm where coaching practices with MAs may be highly nuanced. They include: (a) tailoring the sport environment to fulfill adults’ involvement opportunities and heighten athlete commitment; (b) helping adult athletes maximize their limited time for doing sport; (c) guiding athletes to use strategies for negotiating age-related decline; and (d) fostering self-determined and engaged learners in the Masters sport context.

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