Individual and unorganized sports with a health-related focus, such as recreational running, have grown extensively in the last decade. Consistent with this development, there has been an exponential increase in the availability and use of electronic monitoring devices such as smartphone applications (apps) and sports watches. These electronic devices could provide support and monitoring for unorganized runners, who have no access to professional trainers and coaches. The purpose of this paper is to gain insight into the characteristics of event runners who use running-related apps and sports watches. This knowledge is useful from research, design, and marketing perspectives to adequately address unorganized runners’ needs, and to support them in healthy and sustainable running through personalized technology. Data used in this study are drawn from the standardized online Eindhoven Running Survey 2014 (ERS14). In total, 2,172 participants in the Half Marathon Eindhoven 2014 completed the questionnaire (a response rate of 40.0%). Binary logistic regressions were used to analyze the impact of socio-demographic variables, running-related variables, and psychographic characteristics on the use of running-related apps and sports watches. Next, consumer profiles were identified. The results indicate that the use of monitoring devices is affected by socio-demographics as well as sports-related and psychographic variables, and this relationship depends on the type of monitoring device. Therefore, distinctive consumer profiles have been developed to provide a tool for designers and manufacturers of electronic running-related devices to better target (unorganized) runners’ needs through personalized and differentiated approaches. Apps are more likely to be used by younger, less experienced and involved runners. Hence, apps have the potential to target this group of novice, less trained, and unorganized runners. In contrast, sports watches are more likely to be used by a different group of runners, older and more experienced runners with higher involvement. Although apps and sports watches may potentially promote and stimulate sports participation, these electronic devices do require a more differentiated approach to target specific needs of runners. Considerable efforts in terms of personalization and tailoring have to be made to develop the full potential of these electronic devices as drivers for healthy and sustainable sports participation.
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Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; 42%) within 13 classes in grades 7–9 (age 11–15) played basketball in mixed-gender and in single-gender teams. The effects on participant’s perceived competence and moderate-to-vigorous activity (MVPA) were assessed using questionnaires and heart rate monitors, respectively. Although girls’ perceived competence was lower than that of boys, girls’ perceived competence increased during single-gender game play. Physical activity levels were high during both mixed-gender and single-gender game play. Playing invasion games (i.e. basketball, handball, soccer) in gender-specific groups could be a useful strategy for PE teachers to implement into their lessons, in order to improve girls’ perceived competence during invasion games. https://doi.org/10.1177/1356336X13496000
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In elite sports, a case is increasingly made for the structural inclusion of what we label as planned disruptions. These are structured and deliberate training activities whereby athletes are exposed to increased and/or changing demands under controlled circumstances. Despite the growing body of evidence in support of planned disruptions (Sarkar & Fletcher, 2017), there is a lack of knowledge on which strategies coaches use in an applied context and why they use them. The present study, therefore, aimed at exploring the different types of planned disruptions high-performance coaches use and the desired outcomes of these disruptions. To this end, thematic analysis (Braun, Clarke, & Weate, 2016) was used to analyze semistructured interviews with 9 talent development and elite-level coaches (M age = 42.9, SD = 8.3; 6 male, 3 female). Results indicated that coaches use a combination of 9 types of planned disruptions (i.e., location, competition simulation, punishments and rewards, physical strain, stronger competition, distractions, unfairness, restrictions, and outside the box). These strategies were used to familiarize athletes to pressure, create awareness, develop or refine personal resources, and promote team processes. Three additional themes emerged, namely, the surprise use of planned disruptions, periodization, and the impact on personal relationships. The findings in the present study can guide further applied and theoretical explorations of the use of planned disruptions.
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