Proposing a new conceptualisation for modern sport based on environmental and regulatory constraints: implications for research, coach education and professional practice

Abstract

Recent expansion of the sporting domain has meant sports have lacked distinct definitions. These definitions have pertained to specific activities and/or a general perception of an assumed experience, which arguably misunderstands these modern sports. Recent growth in this domain is encouraging, however, a clear understanding of modern sports remains a requirement for optimal research, coaching practice and, participation. Therefore, we critically consider the difference between these types of sport. In an attempt to address this, this paper revisits current definitions of these modern, non-competitive, sports. Specifically, we exemplify issues of conflation within research as justification for our desired clarity. Secondly, we propose a two-dimensional conceptual framework to meaningfully differentiate between these sporting domains and finally, propose several implications for future research, education and applied practice. We hope this article brings clarity within research and the potential positive flow to enhancing education to achieve appropriate outcomes for various participants.

Unloading the dice: selection and design of comparison and control groups in controlled trials to enhance translational impact within motor learning and control research

“…It is our opinion that a number of areas in particular would benefit from greater adherence or adoption of the concepts within this paper, including but not limited to coach decision making (e.g., naturalistic versus classical decisionmaking approaches via active-treatment control groups), motor learning (e.g., CLA versus cognitive approaches using active treatment control groups) and coaching instruction (e.g., critical comparisons of types of analogies via variable-delivery controls). With careful and systematic selection and composition of control groups as part of a robust study design process that also incorporates further recent and relevant advice (e.g., Collins & Carson, 2021;Ranganathan et al, 2021;Swann et al, 2015), sport science and sport psychology could be enhanced to better serve and inform practitioners, researchers, coaches and athletes alike, driving both more complete theory and effective practice.…”

“…As part of this discussion, we define these groups, set forth advantages and disadvantages of these approaches and provide examples pertinent to motor learning and control where appropriate. Following this, we then present important principles to consider when designing these types of groups that address common and persistent issues observed in the motor learning and control literature and relate specifically to comparison and control group design, rather than wider methodological concerns that are relevant to experimental groups (e.g., random allocation of participants to control for gender, skill level and experience) and have been discussed elsewhere in the sport science literature (e.g., Collins & Carson, 2021;Goginsky & Collins, 1996;Swann et al, 2015).…”

Learning the trade – recognising the needs of aspiring adventure sports professionals

“…This misconception is unhelpful (Collins & Brymer, 2020), given that the use of the terms 'thrill seekers' and 'extreme sports' (Brymer & Gray, 2010;Grouzet, Vallerand, Thill, & Provencher, 2004) in the media entrenches this misrepresentation, especially because many non-AS are riskier in terms of injury rates (Ball & Ball-King, 2021), especially considering the prevalence of incidents of concussion within football and rugby, for example. Within practice and academia, the distinction between the differing genres of adventure sports has been unclear and detrimental (Collins & Carson, 2021). The terms are used and applied very loosely with limited attempts to differentiate between them (Cohen, Baluch, & Duffy, 2018;Eastabrook & Collins, 2020).…”

“…The increased popularity of many aspects of adventure activities has led to a growth in the demand for qualified AP's to supervise and coach these adventure activities (Aadland, Noer, & Vikene, 2016;Eastabrook & Collins, 2019). With this demand for APs has also come a demand for domain specific and more focused research into effective practice and AP development (Collins & Carson, 2021). In the United Kingdom, a range of different developmental routes facilitate the training and education of new AP's.…”

“…The transition from 'routinised' to adaptable practice becomes challenging for both the student, trainer and educator. This is a particular challenge when the AP moves from engineered and managed environments with inherently less risk, to the hyper-dynamic environments (Simon et al, 2017) and greater risks associated with authentically adventurous environments (Barry, 2015;Collins & Carson, 2021). There is a clear need to understand how we might best develop AP's through this transition.…”