Utilizing cognitive psychology as a foundation, this paper offers a deeper consideration of contemporary theoretical influences on coaching pedagogy. Countering recent dichotomies suggested between pedagogic approaches, we reintroduce key findings from the cognitive tradition and their implications for practice which coaches may find useful. Using cognitive load, novice and expert differences, desirable difficulty, and fidelity, we suggest that the lines drawn between different “pedagogies” may not be as sharp as suggested. Instead, we suggest that coaches avoid defining themselves as being aligned to a specific pedagogical or paradigmatic stance. We conclude by advocating for research informed practice, absent of strict theoretical boundaries and instead, considering contemporary pedagogy as drawing on the needs of the context, the experience of the coach and the best available evidence.

Motivation for physical activity and sedentary behaviors (e.g., desires, urges, wants, cravings) varies from moment to moment. According to the WANT model, these motivation states may be affectively-charged (e.g., felt as tension), particularly after periods of maximal exercise or extended rest. The purpose of this study was to examine postulates of the WANT model utilizing a mixed-methods approach. We hypothesized that: (1) qualitative evidence would emerge from interviews to support this model, and (2) motivation states would quantitatively change over the course of an interview period. Seventeen undergraduate students (mean age = 18.6y, 13 women) engaged in focus groups where 12 structured questions were presented. Participants completed the “right now” version of the CRAVE scale before and after interviews. Qualitative data were analyzed with content analysis. A total of 410 unique lower-order themes were classified and grouped into 43 higher order themes (HOTs). From HOTs, six super higher order themes (SHOTs) were designated: (1) wants and aversions, (2) change and stability, (3) autonomy and automaticity, (4) objectives and impulses, (5) restraining and propelling forces, and (6) stress and boredom. Participants stated that they experienced desires to move and rest, including during the interview, but these states changed rapidly and varied both randomly as well as systematically across periods of minutes to months. Some also described a total absence of desire or even aversion to move and rest. Of note, strong urges and cravings for movement, typically from conditions of deprivation (e.g., sudden withdrawal from exercise training) were associated with physical and mental manifestations, such as fidgeting and feeling restless. Urges were often consummated with behavior (e.g., exercise sessions, naps), which commonly resulted in satiation and subsequent drop in desire. Importantly, stress was frequently described as both an inhibitor and instigator of motivation states. CRAVE-Move increased pre-to-post interviews (p < .01). CRAVE-Rest demonstrated a trend to decline (p = .057). Overall, qualitative and quantitative data largely corroborated postulates of the WANT model, demonstrating that people experience wants and cravings to move and rest, and that these states appear to fluctuate significantly, especially in the context of stress, boredom, satiety, and deprivation.

Introduction: It is well documented that marked weakness of the quadriceps is present after knee joint injury. This joint trauma induces a presynaptic reflex inhibition of musculature surrounding the joint, termed arthrogenic muscle inhibition (AMI). The extent to which anterior cruciate ligament (ACL) injury affects thigh musculature motor unit activity, which may affect restoration of thigh muscle strength after injury, is undetermined.Methods: A randomized protocol of knee flexion and extension isometric contractions (10%–50% maximal voluntary isometric contraction) were performed for each leg on 54 subjects with electromyography array electrodes placed on the vastus medialis, vastus lateralis, semitendinosus, and biceps femoris. Longitudinal assessments for motor unit recruitment and average firing rate were acquired at 6-month intervals for 1 year post ACL injury.Results: The ACL-injured population demonstrated smaller quadriceps and hamstrings motor unit size (assessed via motor unit action potential peak-to-peak amplitude) and altered firing rate activity in both injured and uninjured limbs compared to healthy controls. Motor unit activity remained altered compared to healthy controls at 12 months post ACL reconstruction (ACLR).Discussion: Motor unit activity was altered after ACLR up to 12 months post-surgery. Further research is warranted to optimize rehabilitation interventions that adequately address altered motor unit activity and improve safety and success with return to sport after ACLR. In the interim, evidence based clinical reasoning with a focus on development of muscular strength and power capacity should be the impetus behind rehabilitation programming to address motor control deficits.

Soft skills are integral for early career success for higher education graduates (1). An example of an industry where these skills are vital is Exercise and Sport Science (ESS) (2), where over 2,000 students each year from 30+ Universities graduate (3). Developing these soft skills supports graduates to extend beyond technical skills and be productive and competent in a dynamic workplace (4). However, technical skills such as the development of knowledge have received a stronger emphasis in the ESS curriculum compared to transferable skills such as communication and developing positive relationships (2). The aim of this opinion paper is to propose 360°VR as an authentic learning tool for developing vital soft skills in ESS education, which are typically underdeveloped. 360°VR will be critically assessed through a SWOT analysis (strengths, weaknesses, opportunities, threats), with several examples presented and discussed. ESS is a multidisciplinary field that has developed significantly in recent decades (5). The definition of ESS varies globally, with the British Association of Sport and Exercise Sciences (BASES) defining ESS as “the application of scientific principles to sport and exercise, achieved through one of the following three branches of science (biomechanics, physiology, psychology), or through interdisciplinary approaches” (6). However, in Australia, the accrediting body, Exercise and Sports Science (ESSA) defines a Sport Scientist as a professional who “provides expert advice and support to athletes and coaches to help them understand and enhance sports performance; adopting evidence-based, quality-assured practice to evaluate and develop effective strategies or interventions in training and/or competition” (7). ESSA (7) also describes ESS tertiary education as following a holistic approach including foundational knowledge in biomechanics, physiology and psychology, but also anthropometry, training methodology, motor learning and learning. Given the multidisciplinary nature ESS, there are a variety of career paths for tertiary graduate students, with the most common including exercise physiologist, strength and conditioning coach, sport scientist, high performance manager, sport physiologist, and academic (8). There are a number of skills to practice effectively in ESS-related careers. Bruce et al. (2) analysed the perceived importance of key skills for ESS roles, as viewed by those working in the sport science industry from an academic and applied perspective. The most important technical skills included contemporary and sport-specific research and best practice knowledge; practicing in an inclusive/non-discriminatory manner; being able to analyse the demands of the sport/athlete capabilities; and ability to analyse data's validity and reliability. Although these technical skills are important for practitioners, “soft skills” (e.g., transferable, interpersonal skills) may be important in supporting these technical skills, by enabling effective knowledge translation through strong communication and relationships (9). The perceived importance of soft skills have grown over the last decade, and include interpersonal, intellectual and practical skills, allowing individuals to behave positively and adapt to professional challenges (10). Examples of important transferable skills for ESS graduates include written/oral communication, identifying and using appropriate communication techniques, creating positive professional relationships with stakeholders, and ability to adapt to contextual/role demands through adaptive thinking (2). These transferable (i.e., “soft”) skills were consistently rated to be more important by those in applied settings than academic (2). Soft skills are necessary in the most common ESS career paths, which are all service-related (8). In strength and conditioning, simulated practice environments such as work-integrated learning were the best pedagogical approaches to develop skills (11). Developing these soft skills supports graduates to extend beyond technical skills and be productive and competent in a dynamic workplace (4). While it may be more difficult to develop soft skills in the classroom than technical skills, work-integrated learning (i.e., placement) is an important opportunity for ESS students to develop key soft skills (12). By developing communication and interpersonal skills in placements, this facilitates a smoother transition to the workplace (12, 13). There are only a finite amount of hours students can engage in placement activities in non-paid capacity, to avoid exploitation of students seeking to gain experience and not take away from the curriculum time required to develop technical skills/knowledge (12). Therefore, implementing more innovative and authentic learning activities in the classroom may be an approach to develop these skills. The pedagogical stance adopted for this paper is authentic learning, which can increase the employability of students by developing skills necessary for the workplace (14). Authentic learning approaches refer to role-playing and problem-based exercises that focus on real-world, complex problems and their solutions in multidisciplinary learning environments (15). Given the multidisciplinary nature of the ESS field of study (3, 5), authentic learning appears to be appropriate for developing key skills. An example of an innovative authentic learning approach is mixed reality technologies, such as 360° Virtual Reality (360°VR) as recommended by Stanley (16). This technology offers the possibility to allow students to learn complex problems in an appealing and stimulating manner, while being more engaged and motivated in their study (16, 17) Novel curricula activities and technologies such as 360°VR could be developed to provide opportunities to develop key workplace soft skills within an authentic learning environment. 360°VR...

This paper focus on the participants in the Danish version of the reality TV-show Alone, named Alone in the wilderness (AIW), and seeks to explore What motives and values are important to the participants in the TV-show (AIW) and how can the show be understood as a cultural phenomenon? The study is qualitative with a design based on a triangulation of different methods: single interviews, transcripts of programs and autoethnographic notes. The analysis is inspired by a hermeneutic approach applying a 6-phased thematic analysis. The participants motives and values from their participation in the TV-show reflect ideas that may be related to the solo experience. On one hand the participants are motivated by the challenges of being alone in the wilderness and they value the possibility of personal development. On the other hand, they value nature and simple life in the outdoors, an experience that seems to grow more important to the participants as time goes. AIW is a competition and some of the participants are highly competitive aiming at winning the show, which however becomes less important during their stay in the wilderness. AIW as a cultural phenomenon reflects ideas and values related to an understanding of adventure and the Nordic tradition of friluftsliv (simple life in the outdoors) and can be related to theories on late modernity focusing on reflectivity and self-identity. The study presents new empirically based knowledge on the motives, values and experiences of people participating in AIW and it presents new theoretically based knowledge on how these motives, values and experiences can be understood as part of outdoor education and recreation and as a cultural phenomenon in late modern society.

An Erratum on Look to the stars—Is there anything that public health and rehabilitation can learn from elite sports? By Millet GP and Chamari K. (2023) Front. Sports Act. Living. 4:1072154. doi: 10.3389/fspor.2022.1072154 An omission to the funding section of the original article was made in error. The following sentence has been added: “Open access funding was provided by the University of Lausanne”. The original version of this article has been updated. Keywords: elite sport, exercise, health, physical activity, prevention, sport and exercise medicine, therapeutic strategies Citation: Frontiers Production Office (2023) Erratum: Look to the stars—Is there anything that public health and rehabilitation can learn from elite sports?. Front. Sports Act. Living 5:1170304. doi: 10.3389/fspor.2023.1170304 Received: 20 February 2023; Accepted: 20 February 2023; Published: 17 March 2023. Approved by: Frontiers in Sports and Active Living Editorial Office, Frontiers Media SA, Switzerland © 2023 Frontiers Production Office. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. *Correspondence: Frontiers Production Office [email protected] Specialty Section: This article was submitted to Exercise Physiology, a section of the journal Frontiers in Sports and Active Living

An Erratum on Future opportunities for the athlete biological passport By Krumm B, Botrè F, Saugy JJ and Faiss R. (2022) Front. Sports Act. Living 4:986875. doi: 10.3389/fspor.2022.986875 An omission to the funding section of the original article was made in error. The following sentence has been added: “Open access funding was provided by the University of Lausanne.” The original version of this article has been updated. Keywords: anti-doping, athlete biological passport, blood, urine, serum, biomarkers Citation: Frontiers Production Office (2023) Erratum: Future opportunities for the athlete biological passport. Front. Sports Act. Living 5:1173479. doi: 10.3389/fspor.2023.1173479 Received: 24 February 2023; Accepted: 24 February 2023; Published: 17 March 2023. Approved by: Frontiers in Sports and Active Living Editorial Office, Frontiers Media SA, Switzerland © 2023 Frontiers Production Office. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. *Correspondence: Frontiers Production Office [email protected] Specialty Section: This article was submitted to Anti-doping Sciences & Integrity in Sport, a section of the journal Frontiers in Sports and Active Living

Winning times at benchmark international rowing competitions (Olympic Games and World Championships) are known to vary greatly between venues, based on environmental conditions and the strength of the field. Further variability in boat speed for any given effort is found in the training environment, with less controlled conditions (i.e., water flow, non-buoyed courses), fewer world class competitors, and the implementation of non-race specific effort distances and intensities. This combination of external factors makes it difficult for coaches and practitioners to contextualise the performance underpinning boat speed or race results on any given day. Currently, a variety of approaches are referenced in the literature and used in practice to quantify this underpinning performance time or boat speed, however, no clear consensus exists. The use of relative performance (i.e., time compared to other competitors), accounting for influence of the weather (i.e., wind and water temperature), and the novel application of instrumented boats (with power instrumentation) have been suggested as potential methods to improve our understanding of on-water rowing speeds. Accordingly, this perspective article will discuss some of these approaches from recent literature, whilst also sharing experience from current practice in the elite environment, to further stimulate discussion and help guide future research.

Background: Children, on average, do not engage in sufficient physical activity to reap the physical, mental, and social health benefits. Understanding the value that children place on movement across social contexts, and the relative ranking of this valuation, may help us to understand and intervene on activity levels.Method: This exploratory study examined the valuation of reading/writing, math, and movement across three social contexts (school, home, with friends) among children 6–13 years of age (N = 7,845; 51.3% male). Subjective task values across contexts were assessed with the valuing literacies subscale of the PLAYself. One-way Kruskal-Wallis ANOVAs were performed to test for differences between contexts and between literacies, respectively.Results: Sex differences and age-related variation were explored. Valuations of reading/writing (d = 1.16) and math (d = 1.33) decreased across context (school > family > friend), while the valuation of movement was relatively stable (d = 0.26). Valuations differed substantially with friends (p < 0.001, d = 1.03). Sex dependent effect sizes were minimal (d = 0.05–0.11).Conclusions: Movement is highly valued by children across social contexts; thus, programming across contexts should be prioritized to align with their valuation.

The World Athletics Federation founded the Athletics Integrity Unit in April 2017 in an effort to create the “right frameworks for each and every athlete to succeed.” More recently, the Anti-doping Switzerland Foundation was rebranded as Swiss Sport Integrity to provide a “fresh and modern image for a fair, clean, and credible sport.” This exemplifies a profound need to step back and give clean sport initiatives and anti-doping efforts a wider perspective. Although the narrative of competition integrity has returned to the heart of sports in recent years, the issue is in fact not new. Indeed, cheaters were already pursued and sanctioned during ancient games, and some were even punished by notorious penalties. Thus, excavations in Olympia allowed, for example, the discovery of 16 pedestals of statues, known as the Zanes, located at the entrance of the stadium. These statues were erected with the money from the fines imposed by the judges on athletes violating the rules of the competitions, and their location was explicitly intended to deter any cheating attempt since any athlete, before entering the stadium, had to pass in front of the line of Zanes. In the wake of the Festina scandal, the world of sporting events initially devoted itself to the fight against doping. WADA was established as a result, and the UNESCO-sponsored International Convention against Doping in Sport went into effect. Therefore, research capacity in the field has considerably strengthened in both biology and the social sciences. However, the pursuit of a dishonest-free sporting world cannot be restricted to doping. According to the UN, in 2021, there were 1,700 billion illegal bets on sporting events (1). Even within international sports federations, corruption cases have led to investigations and arrests. For example, as part of FIFAgate, nine FIFA officials were charged in 2015 at the request of the FBI (2). The national level is not exempt from criticism either. In 2022, Hockey Canada was at the center of a major scandal with the discovery of a federation fund to compensate victims of sexual abuse by national team players. This led to the creation of a Sport Integrity Commissioner (3). We also cannot ignore the allegations of sexual violence leveled against the president of the French Football Federation (4) or those that led to the resignation of the president of the French Handball Federation (5). These repeated scandals have led to certain legislative or institutional changes. In some cases, the national anti-doping agency's scope of action has been broadened, as is the case with Sport Integrity Australia (6). In other cases, such as in Canada, parallel structures have emerged (2). Within international federations, following in the footsteps of athletics, integrity units are being developed that take a holistic approach to these problems. The question then arises: where is the frontier between integrity in sport and anti-doping, if it exists? One may argue that anti-doping is obviously part of integrity, so anti-doping sciences necessarily fall under the “integrity” umbrella. While the latter makes sense, dealing with issues of inclusivity in athletes' participation in sporting events or trying to develop a new detection method for a forbidden substance ultimately requires very different expertise from various scientific angles. After launching the Anti-doping section in Frontiers in Sports and Active Living in 2020, we underlined that education, deterrence, detection, enforcement, and the rule of law represent five firm pillars to delineate a broad field of exploration of doping and anti-doping initiatives with reference to the ever-evolving regulatory context of anti-doping (7). The focus was set on this “niche” section, while contributions to the journal and exchanges with the editors among the board made us realize that the notion of integrity in sports allowed us to redefine anti-doping research with input from numerous other disciplines. This section has thus now evolved to be renamed “Anti-doping Sciences & Integrity in Sport” to broaden its scope and offer more researchers the chance to share their views and scientific research. This evolution also follows the level of professionalization occurring in all sports, including not only athletes as professionals but also all their entourage, teams, or sponsors. Interestingly, the beam of light set on an individual cheater as a black sheep needs to be expanded to encompass all actors associated with any illegally enhanced athletic performance production. The World Anti-Doping Code, the main regulatory and harmonized document for anti-doping endorsed worldwide, has been revised in 2021 to better protect whistleblowers. These may indeed refer to “socially accepted” informants and reflect the need to sanction individuals trying to compromise the whistleblowers' integrity. Furthermore, the Code now also defines substances of abuse, recognizing that taking such substances [i.e., cocaine, methylenedioxymethamphetamine (MDMA), heroin, or tetrahydrocannabinol (THC)] may be indicative of a wider substance misuse or addiction problem with no related performance enhancement aim. The athlete is the center of attention, with the emphasis shifting away from the sole production of performance (and alleged illegal enhancement by doping) and back to their behavior, which is requested to be exemplary for the sake of the spirit of sport. This reflects the importance of athletic events as a social vector of (positive, but not exclusively so) emotions with underlying (and strong) moral principles. Historically, there have been numerous professional athletes at the heart of financial shenanigans. Welsh track cyclist Jimmy Michael was undoubtedly the first athlete punished for a doping-related issue. He was considered one of the most successful and spectacular cyclists on the track in the late 1890s and...