Coaches' perspective towards skill acquisition in swimming: What practice approaches are typically applied in training?

Swimming coaches' professional development and training practices: an international survey

This study investigated swim coaches' perceptions of professional development issues and current training practices according to their coaching experience, education level, and gender. An online survey (January-April 2022) was completed by 123 swim coaches (96 male/27 female) of competitive swimmers based in 41 countries. The survey consisted of 36 questions divided into six sections: (1) background information, (2) developing swim coaching through learning, (3) self-evaluation, (4) interpersonal-intrapersonal interactions, (5) life skills, and (6) analyzing swimming performance. Pearson chi-square assessed the relationship between the frequency of responses and professional background and gender. The survey results indicated that swim coaches' educational level is potentially one of the most influential parameters affecting the coaches' perceptions about their own professional development. The data presented may be used for the future design of coach education programmes as they advance current knowledge on understanding psycho-social issues related to professional development and training perceptions involved in the competitive swimming environment.

From The Ground Up: Expert Perceptions of Lower Limb Activity Monitoring in Tennis

Understanding on-court movement in tennis allows for enhanced preparation strategies to improve player readiness and performance. Here, we explore expert physical preparation coaches' perceptions of elite training strategies for preparation and performance in tennis, with special reference to lower limb activity. Thirteen world renowned tennis strength and conditioning coaches were interviewed in a semi-structured method that explored four key topic areas of physical preparation for tennis: i) the physical demands; ii) load monitoring practice; iii) the direction of ground reaction forces application during match-play; and iv) the application of strength and conditioning for tennis. Three higher-order themes emerged from these discussions: i) off-court training for tennis should be specific to the demands of the sport, ii) the mechanical understanding of tennis lags our physiological approach, and iii) our understanding of the lower limb's contribution to tennis performance is limited. These findings provide valuable insights into the importance of improving our knowledge relevant to the mechanical demands of tennis movement, whilst highlighting important practical considerations from leading tennis conditioning experts.

The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

Learning aquatic skills is an important component of developing physical literacy in children. Aquatic skills such as floating, swimming and safe entry/exit promote engagement in different water environments and may help preserve lives in an emergency. This scoping review was conducted to evaluate the influence of task constraints (i.e., equipment) and environmental constraints (i.e., physical and social) on how children learn foundational aquatic skills. In developed countries, children are typically taught in swimming pools under direct supervision. It is also not uncommon to see children and infants learning to swim with assistive equipment (e.g., buoyancy aids). However, perhaps surprisingly, the evidence on how and where children learn aquatic skills does not uniformly promote such practices. For example, the use of flotation devices has not been proven to aid skill learning. Some researchers have advocated that children should learn aquatic skills whilst wearing outdoor clothing. One benefit of children wearing clothing is an increased capacity to practice in colder water (such as the ocean, rivers, or lakes). Overall, whilst practitioners often use equipment for various reasons it seems that not all equipment is equally useful in promoting the acquisition of aquatic skills. In less developed countries, with limited access to swimming pools and fewer resources for private instruction, a range of different open water aquatic environments and practices, such as swimming in temporarily flooded areas, have been reported. Such strategies are in urgent demand of further research given that drowning rates in less developed countries around the world exceed those in developed nations. It can be argued that learning in pools does not afford the opportunities to develop the whole range of adaptive skills that may be required in different open water environments such as navigating currents and waves, floating whilst clothed, or making life-saving decisions. Consequently, a shift toward teaching in open water environments has occurred in several countries. This review provides an evidence-base upon which practitioners can design more effective aquatic education programs for children.