Athlete development depends on many factors that need to be balanced by the coach. The amount of data collected grows with the development of sensor technology. To make data-informed decisions for training prescription of their athletes, coaches could be supported by feedback through a coach dashboard. The aim of this paper is to describe the design of a coach dashboard based on scientific knowledge, user requirements, and (sensor) data to support decision making of coaches for athlete development in cyclic sports. The design process involved collaboration with coaches, embedded scientists, researchers, and IT professionals. A classic design thinking process was used to structure the research activities in five phases: empathise, define, ideate, prototype, and test phases. To understand the user requirements of coaches, a survey (n = 38), interviews (n = 8) and focus-group sessions (n = 4) were held. Design principles were adopted into mock-ups, prototypes, and the final coach dashboard. Designing a coach dashboard using the co-operative research design helped to gain deep insights into the specific user requirements of coaches in their daily training practice. Integrating these requirements, scientific knowledge, and functionalities in the final coach dashboard allows the coach to make data-informed decisions on training prescription and optimise athlete development.
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Among runners, there is a high drop-out rate due to injuries and loss of motivation. These runners often lack personalized guidance and support. While there is much potential for sports apps to act as (e-)coaches to help these runners to avoid injuries, set goals, and maintain good intentions, most available running apps primarily focus on persuasive design features like monitoring, they offer few or no features that support personalized guidance (e.g., personalized training schemes). Therefore, we give a detailed description of the working mechanism of Inspirun e-Coach app and on how this app uses a personalized coaching approach with automatic adaptation of training schemes based on biofeedback and GPS-data. We also share insights into how end-users experience this working mechanism. The primary conclusion of this study is that the working mechanism (if provided with accurate data) automatically adapts training sessions to the runners’ physical workload and stimulates runners’ goal perception, motivation, and experienced personalization. With this mechanism, we attempted to make optimal use of the potential of wearable technology to support the large group of novice or less experienced runners and that by providing insight in our working mechanisms, it can be applied in other technologies, wearables, and types of sports.
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Athlete development depends on many factors that need to be balanced by the coach. The amount of data collected grows with the development of sensor technology. To make data-informed decisions for training prescription of their athletes, coaches could be supported by feedback through a coach dashboard. The aim of this paper is to describe the design of a coach dashboard based on scientific knowledge, user requirements, and (sensor) data to support decision making of coaches for athlete development in cyclic sports. The design process involved collaboration with coaches, embedded scientists, researchers, and IT professionals. A classic design thinking process was used to structure the research activities in five phases: empathise, define, ideate, prototype, and test phases. To understand the user requirements of coaches, a survey (n = 38), interviews (n = 8) and focus-group sessions (n = 4) were held. Design principles were adopted into mock-ups, prototypes, and the final coach dashboard. Designing a coach dashboard using the co-operative research design helped to gain deep insights into the specific user requirements of coaches in their daily training practice. Integrating these requirements, scientific knowledge, and functionalities in the final coach dashboard allows the coach to make data-informed decisions on training prescription and optimise athlete development.
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Inleiding Van praktijkondersteuners wordt verwacht dat zij samen met chronische zieke patiënten doelen en actieplannen formuleren. Dit vraagt een verandering van hun rol: van medisch expert naar coach. Wij onderzochten de ervaringen van praktijkondersteuners en patiënten met COACH, een nieuwe aanpak voor gezamenlijke besluitvorming, en hun mening over de implementatiemogelijkheden van deze aanpak. Methode Vijftien praktijkondersteuners in Noord-Limburg kregen een training in de nieuwe aanpak; 23 patiënten deden mee aan het onderzoek. De kwantitatieve en kwalitatieve procesevaluatie omvatte individuele interviews (n = 15), een focusgroep (n = 9) en vragenlijstonderzoek bij de praktijkondersteuners, interviews met patiënten (n = 10) en dertien audio-opnamen van een consult. Resultaten De praktijkondersteuners vonden COACH waardevol om tot persoonsgerichte doelen te komen, maar moeilijk te integreren in de bestaande werkroutines. Ze ervoeren een rolconflict ten aanzien van het medisch protocol en voelden zich daarin weinig ondersteund door de huisartsen. De helft van de geïnterviewde patiënten merkte geen verschil in de werkwijze van de praktijkondersteuner; de anderen meldden dat de praktijkondersteuner meer vragen had gesteld en dat zij meer inzicht in hun situatie hadden gekregen. Conclusie Om praktijkondersteuners daadwerkelijk te kunnen inschakelen bij gezamenlijke besluitvorming, zullen praktijkondersteuners en huisartsen samen moeten nadenken over een gezamenlijke rolopvatting.
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PURPOSE: The aim of the present study was to investigate and compare coaches' and players' perceptions of training dose for a full competitive season. METHODS: Session Rating of Perceived Exertion (session-RPE), duration and training load (session-RPE * duration) of 33 professional soccer players (height 178,2 ± 6,6 cm; weight 70,5 ± 6,4 kg; percentage of fat 12,2 ± 1,6) from an U19 and U17 squad were compared with the planned periodization of their professional coaches. Before training, coaches filled in the session Rating of Intended Exertion (session-RIE) and duration (minutes) for each player. Players rated session-RPE and training duration after each training session. RESULTS: Players perceived their intensity and training load (2446 sessions in total) significantly harder than what was intended by their coaches (P < 0.0001). The correlations between coaches' and players' intensity (r = .24), duration (r = .49) and load (r = .41) were weak (P < 0.0001). Furthermore, for coach-intended easy and intermediate training days, players reported higher intensity and training load (P < 0.0001). For hard days as intended by the coach, players reported lower intensity, duration and training load (P < 0.0001). Finally, first year players from the U17 squad perceived training sessions harder than second year players (P < 0.0001). CONCLUSION: The results indicate that young elite soccer players perceive training harder than what was intended by the coach. These differences could lead to maladaptation to training. Monitoring of the planned and perceived training load of coaches and players may optimize performance and prevent players from overtraining.
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Deze handleiding hoort bij het onderdeel “Train-de-coach” van het professionaliseringsprogramma ’t PASST Samen. In ’t PASST Samen werken leerkrachten en jeugdhulpverleners (professionals) aan het versterken van hun handelen en hun interprofessionele samenwerkingsvaardigheden. Het doel daarvan is dat de betrokkenheid bij het leren van kinderen met een autismespectrumstoornis (ASS) vergroot wordt. Leerkrachten en jeugdhulpverleners ontwikkelen nieuwe kennis en vaardigheden die ze direct kunnen toepassen in hun werk. Hierdoor wordt hun handelingskracht om een integrale aanpak vorm te geven versterkt. Dit levert uiteindelijk tijdwinst op, omdat er preventief gewerkt wordt aan problemen die samenhangen met een verlaagde betrokkenheid (bijv. interactieproblemen). Hierdoor worden de kansen voor kinderen met ASS vergroot.’t PASST Samen is bedoeld voor leerkrachten en jeugdhulpverleners die met leerlingen met ASS werken én hun integrale aanpak voor deze leerling(en) willen versterken. De professionalisering is geschikt voor zowel ervaren als minder ervaren professionals. Van belang is dat de professional open staat voor: coaching en reflectie; het werken aan eigen leerdoelen en -vragen; uitwisselen van kennis en ervaringen met collega’s binnen en buiten de eigen organisatie en het delen van kennis en ervaringen met ouders. Naast de leerkracht/jeugdhulpverlener wordt ook een coach (bijvoorbeeld de gedragsdeskundige, beeldcoach, video-interactiebegeleider, intern begeleider) van de organisatie betrokken om de leerkracht/jeugdhulpverlener te ondersteunen. Van belang is dat de coach het als een uitdaging ziet de professionals van de organisatie te coachen. Daarnaast is de coach bereid om te participeren in de train-de-coach-sessies waarbij kennis en ervaringen worden opgefrist, gedeeld en toepasbaar gemaakt voor de eigen praktijk.Om veranderingen in het onderwijs en de jeugdhulpverlening te realiseren is het belangrijk om de organisatie mee te nemen in het leerproces: de collega’s en de leidinggevende. Zo kan het effect van de professionalisering vergroot worden. Voor meer informatie over ’t PASST Samen raadpleeg de Algemene Handleiding.
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During intensified phases of competition, attunement of exertion and recovery is crucial to maintain performance. Although a mismatch between coach and player perceptions of training load is demonstrated, it is unknown if these discrepancies also exist for match exertion and recovery. Purpose: To determine match exertion and subsequent recovery and to investigate the extent to which the coach is able to estimate players’ match exertion and recovery. Methods: Rating of perceived exertion (RPE) and total quality of recovery (TQR) of 14 professional basketball players (age 26.7 ± 3.8 y, height 197.2 ± 9.1 cm, weight 100.3 ± 15.2 kg, body fat 10.3% ± 3.6%) were compared with observations of the coach. During an in-season phase of 15 matches within 6 wk, players gave RPEs after each match. TQR scores were filled out before the first training session after the match. The coach rated observed exertion (ROE) and recovery (TQ-OR) of the players. Results: RPE was lower than ROE (15.6 ± 2.3 and 16.1 ± 1.4; P = .029). Furthermore, TQR was lower than TQ-OR (12.7 ± 3.0 and 15.3 ± 1.3; P < .001). Correlations between coach- and player-perceived exertion and recovery were r = .25 and r = .21, respectively. For recovery within 1 d the correlation was r = .68, but for recovery after 1–2 d no association existed. Conclusion: Players perceive match exertion as hard to very hard and subsequent recovery reasonable. The coach overestimates match exertion and underestimates degree of recovery. Correspondence between coach and players is thus not optimal. This mismatch potentially leads to inadequate planning of training sessions and decreases in performance during fixture congestion in basketball.
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This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
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Purpose - Focusing on management training, this study aimed to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors -- motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, we proposed and tested motivation to transfer as a mediator. Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations modeling was used to test the model. Findings - Identical elements, expected utility and motivation to learn each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partly mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications - Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications - Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their trainings, in order to increase its value and impact. Originality/value - This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
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Een juiste verhouding tussen de trainingsbelasting en het herstel is cruciaal om prestaties te optimaliseren en overbelasting te voorkomen. Uit onderzoek blijkt echter dat de inspanning van trainingen zwaarder kan worden ervaren door spelers dan beoogd door de coach (Brink e.a. 2014). Of coaches in staat zijn om de inspanning van trainingen en wedstrijden na afloop in te schatten is niet bekend. Hetzelfde geldt voor de mate waarin spelers herstellen. Het doel van deze studie is daarom om de mate van inspanning en herstel tussen spelers een coaches te onderzoeken gedurende een intensieve training- en wedstrijdperiode.
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