The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches

Mind to move: Differences in running biomechanics between sensing and intuition shod runners

Delving into the complexities of embodied cognition unveils the intertwined influence of mind, body, and environment. The connection of physical activity with cognition sparks a hypothesis linking motion and personality traits. Hence, this study explored whether personality traits could be linked to biomechanical variables characterizing running forms. To do so, 80 runners completed three randomized 50-m running-trials at 3.3, 4.2, and 5m/s during which their running biomechanics [ground contact time (tc), flight time (tf), duty factor (DF), step frequency (SF), leg stiffness (kleg), maximal vertical ground reaction force (Fmax), and maximal leg compression of the spring during stance (ΔL)] was evaluated. In addition, participants' personality traits were assessed through the Myers-Briggs Type Indicator (MBTI) test. The MBTI classifies personality traits into one of two possible categories along four axes: extraversion-introversion; sensing-intuition; thinking-feeling; and judging-perceiving. This exploratory study offers compelling evidence that personality traits, specifically sensing and intuition, are associated with distinct running biomechanics. Individuals classified as sensing demonstrated a more grounded running style characterized by prolonged tc, shorter tf, higher DF, and greater ΔL compared to intuition individuals (p≤0.02). Conversely, intuition runners exhibited a more dynamic and elastic running style with a shorter tc and higher kleg than their sensing counterparts (p≤0.02). Post-hoc tests revealed a significant difference in tc between intuition and sensing runners at all speeds (p≤0.02). According to the definition of each category provided by the MBTI, sensing individuals tend to focus on concrete facts and physical realities while intuition individuals emphasize abstract concepts and patterns of information. These results suggest that runners with sensing and intuition personality traits differ in their ability to use their lower limb structures as springs. Intuition runners appeared to rely more in the stretch-shortening cycle to energetically optimize their running style while sensing runners seemed to optimize running economy by promoting more forward progression than vertical oscillations. This study underscores the intriguing interplay between personality traits of individuals and their preferred movement patterns.

Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong

BACKGROUND

Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching.

METHOD

An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data.

RESULTS

First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers' general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong.

CONCLUSION

Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts.

Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country

Introduction

Understanding brain functioning and intellectual giftedness can be challenging and give rise to various misconceptions. Nonetheless, there seems to be a widespread fascination and appetite for these subjects among the lay public and diverse professionals. The present study is the first to investigate general knowledge about the brain, neuromyths and knowledge about giftedness in a highly multilingual and educated country.

Methods

Starting from and extending two seminal studies on neuromyths, several novel statements on intellectual giftedness have been included in order to explore knowledge and misconceptions concerning giftedness. Our sample (N = 200) was composed of Luxembourgish education professionals, including students in educational science and cognitive psychology, thus allowing to analyze responses in general and according to training and professional profiles. Specifically, Group 1 consisted of teachers and futures teachers (n = 152). Group 2 consisted of other education professionals and psychology students (n = 48).

Results

Despite the size and the unbalanced distribution of the sample, our findings indicate a good level of general knowledge about the brain and learning (71.3% of correct responses in average) which does, however, not preclude the presence of the typically observed original neuromyths. Thus, we replicate the classical finding that misconceptions on Learning Styles (70% of error rate) and the Multiple Intelligence Theory (71.5% of error rate) are the most represented, both in (future and in-service) teachers and other education professionals. Moreover, the present sample also revealed a high presence of misconceptions on intellectual giftedness.

Discussion

Limitations and future directions are discussed.

Health education in conservatoires: what should it consist of? Findings from workshops with experts (Part II)

Although health education programmes have been implemented in higher music education (HME) and their evaluations published in peer-reviewed journals, guidelines as to what ought to be included in these programmes are still missing. This study aimed to document expert discussions on the content of an ideal health education curriculum for HME students in the UK, integrating critical thinking. Four interdisciplinary workshops were conducted, where 67 experts in relevant fields took part, and were asked to discuss four lists of topics and concepts created based on literature reviews (cognitive biases, logical fallacies, critical appraisal tools and health topics). Only the list on health topics is relevant here. Notes taken by the participants and ourselves were thematically analysed. Four themes were identified, two of which are reported in this paper: (i) The health education curriculum and (ii) A settings-based approach to health. Part I of this project (published elsewhere) is focussed on the critical thinking content of health education for conservatoire students. The present paper focusses on the ideal health education curriculum and its implications for the wider context of health promotion.

Psychological Safety in High-Performance Sport: Contextually Applicable?

In recent years, high-performance sport has seen a rising interest in Psychological Safety, a construct with a strong empirical basis in certain business contexts. As research and practice interest grows in PS, there are early indications of practitioners and, to a lesser extent research, treating the construct as being universally transferable. We offer three central concerns with this situation. Firstly, it seems that a variety of different interpretations in use may limit the practical application of the construct. Secondly, a concern that not all dimensions of PS are transferable or applicable in the HPSs context, especially for athletes. Finally, emerging evidence from outside of sport suggests potential downsides to the perceptions of PS in a performance/selection sets. We suggest that, as with all theories and constructs, there is a pressing need for nuance and context-specific evidence in how researchers and practitioners approach transferability plus, perhaps, a little more understanding of the real-world high-performance context.

'Just Let Them Play': Complex Dynamics in Youth Sport, Why It Isn't So Simple

This ethnographic case study examines the long-term impact of youth sport coaching within tennis, using observations, field notes, and interviews as data sources. We highlight the complexities that youth sport coaches face in their role in developing young players within, in this example, tennis, but suggest that these issues are transferable across the youth sport context. There are some key messages for youth sport coaches and sporting organisations arising from this study, particularly around the role of a youth sport coach. We advocate an expertise approach to developing youth sport coaches due to the many roles, within their sport and from a biopsychosocial perspective, that they have to navigate. Additionally, we suggest that simplistic narratives in youth sport coaching are misplaced.

The Persistence of Neuromyths in the Educational Settings: A Systematic Review

Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development (OECD) warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service or prospective teachers, this work presents a systematic scientific review. To select the articles, we used the words: “teachers,” “preservice teachers,” “neuromyths” combined with the Boolean data type “and.” The search was filtered according to the following criteria: (a) identifiable author, (b) written in English, Spanish, French, Italian, or Portuguese, (c) word neuromyth in title, abstract, or keywords, (d) research with a participant's survey, (e) sample focused on educators, (f) peer-review publication index in JCR, SJR, or ESCI. The documents were found through Web of Science, Scopus, PubMed, Dialnet, ProQuest, EBSCO-host, and Google Scholar. After the search, 24 articles were identified as being of sufficiently high quality for this systematic review. This result highlights that neuromyths are still the subject of attention almost two decades after their definition. The findings present neuromyths as the consequence of a lack of scientific knowledge, a communicative gap between scientists and teachers, and the low-quality information sources consulted by teachers. In addition, the data on protectors and predictors of neuromyths is inconsistent. There is also no standard scientific methodology nor a guideline to determine a new neuromyth. The results show the need to improve the scientific content in higher education and the importance of in-service teacher training. This research justifies the requirement for university professors to be active researchers and to establish a close link with educators from other fields and levels. Neuroeducation will be the bridge that unites scientific knowledge and practical application in education, with a rigorous, standard method for the entire scientific-educational community.

Sports Coaches' Knowledge and Beliefs About the Provision, Reception, and Evaluation of Verbal Feedback

Coach observation studies conducted since the 1970s have sought to determine the quantity and quality of verbal feedback provided by coaches to their athletes. Relatively few studies, however, have sought to determine the knowledge and beliefs of coaches that underpin this provision of feedback. The purpose of the current study was to identify the beliefs and knowledge that elite team sport coaches hold about providing, receiving and evaluating feedback in their training and competition environments. Semi-structured interviews conducted with 8 coaches were inductively analyzed, revealing three broad themes: thinking and learning about feedback, providing feedback, and evaluating feedback. Findings revealed a detailed array of knowledge about feedback across a wide range of sub-topics. Coaches saw feedback as a tool to improve performance, build athlete confidence, help athletes to monitor progress, and as a tool to improve their own performance. Novel insights about evaluating an athlete's reception of feedback, and tailoring feedback for individual athletes, were provided by coaches. The findings also highlight areas in which future coach education offerings can better support coaches to provide effective feedback.

Training or Synergizing? Complex Systems Principles Change the Understanding of Sport Processes

There is a need to update scientific assumptions in sport to promote the critical thinking of scientists, coaches, and practitioners and improve their methodological decisions. On the basis of complex systems science and theories of biological evolution, a systematization and update of theoretical and methodological principles to transform the understanding of sports training is provided. The classical focus on learning/acquiring skills and fitness is replaced by the aim of increasing the diversity/unpredictability potential of teams/athletes through the development of synergies. This development is underpinned by the properties of hierarchical organization and circular causality of constraints, that is, the nestedness of constraints acting at different levels and timescales. These properties, that integrate bottom-up and top-down all dimensions and levels of performance (from social to genetic), apply to all types of sport, ages, or levels of expertise and can be transferred to other fields (e.g., education, health, management). The team as the main training unit of intervention, the dynamic concept of task representativeness, and the co-adaptive and synergic role of the agents are some few practical consequences of moving from training to synergizing.

A Golden Age for Motor Skill Learning? Learning of an Unfamiliar Motor Task in 10-Year-Olds, Young Adults, and Adults, When Starting From Similar Baselines

It is often argued within sports circles that the age span of around 6–12 years is a golden age for motor skill learning, and this period is often described as sensitive, or even critical, for learning such skills. Consequently, skill development programmes target this age span for teaching technical and coordinative skills. In the scientific literature, however, the term golden age is scarcely seen, and few studies have even attempted to test this hypothesis. When comparing motor learning between children and adults, studies have typically found little difference or differences favoring adults. Studies that have reported precocious learning within the golden age seem not to have controlled all relevant variables. Typically, the different age groups have not started from similar baselines and have tested tasks that have not been scaled according to physical differences between individuals belonging to the various groups. The present study tested 10-year-olds, 18-year-olds, and 40-year-olds on dart throwing with their non-dominant hands. They each completed 200 throws over 2 days, with 1 day in between. All participants performed at similar levels at the pre-test, and the task was scaled according to each participant’s individual size. No difference was found between the groups after practice in terms of change in absolute error, or with respect to the slopes of their learning curves. The 10-year-olds’ learning curves were more variable compared with the other groups. Thus, the present study found no evidence that the 10-year-olds belonged to a golden age for motor learning, and we would argue that previous findings of differences might well be artefacts due to lack of control of relevant variables.