Purpose: The aim of this brief review was to present an overview of noninvasive markers in trained to professional endurance athletes that can reflect a state of functional overreaching. Methods: A systematic literature search was conducted in the PubMed, Scopus, and PsycINFO databases. After screening 380 articles, 12 research papers were included for the systematic review. Results: Good consensus was found between the different papers in which noninvasive parameters were able to reflect a state of functional overreaching. Changes in power output (PO), heart rate (HR; [sub]maximal and HR recovery), rating of perceived exertion, and scores in the Daily Analysis of Life Demands for Athletes (DALDA) and/or Profile of Mood States (POMS) were shown to be able to reflect functional overreaching, whereas changes in maximal oxygen uptake and HR-variability parameters were not. Conclusion: Functional overreaching within a maximal performance test was characterized by a decrease in peak PO and a lower maximum HR, whereas a lower mean PO and a lower HR were observed during time trials. Changes in parameters during a standardized submaximal test when functionally overreached were characterized by a higher PO at a fixed HR or a lower HR at a fixed intensity, higher rating of perceived exertion, and a faster HR recovery. Although both the DALDA and POMS were able to reflect functional overreaching, the POMS was not able to differentiate this response from acute fatigue, which makes it unsuitable for accurately monitoring functional overreaching.
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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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The aim of the present study was to find early markers for overreaching that are applicable in sport practice. In a group of elite soccer players aged 15–18, the stress–recovery balance and reaction times before and after exercise were assessed. Overreaching was indicated by an elevated submaximal heart rate during a sport-specific field test. Submaximal changes in heart rate were prospectively monitored by means of monthly Interval Shuttle Run Tests during two competitive seasons. Out of 94 players, seven players with an elevated heart rate of at least one month could be included in the study, together with seven controls, matched for age, body composition, training and performance level. The stress–recovery balance was assessed with the Dutch version of the Recovery Stress Questionnaire (RESTQ-Sport). The soccer players with an elevated heart rate reported a disturbed stress–recovery balance (Mann–Whitney test, P<0.05). An ANOVA for repeated measures of reaction times revealed a significant main effect of time (F 1,12=13.87, P<0.01) indicating an improvement of psychomotor speed. No differences between groups were found. We conclude that soccer players with an elevated submaximal heart rate of at least one month share a disturbed stress–recovery balance, but they could not be distinguished from controls based on reaction time after strenuous exercise.
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Background Running-related injuries (RRIs) can be considered the primary enemy of runners. Most literature on injury prediction and prevention overlooks the mental aspects of overtraining and under-recovery, despite their potential role in injury prediction and prevention. Consequently, knowledge on the role of mental aspects in RRIs is lacking. Objective To investigate mental aspects of overtraining and under-recovery by means of an online injury prevention programme. Methods and analysis The ‘Take a Mental Break!’ study is a randomised controlled trial with a 12 month follow-up. After completing a web-based baseline survey, half and full marathon runners were randomly assigned to the intervention group or the control group. Participants of the intervention group obtained access to an online injury prevention programme, consisting of a running-related smartphone application. This app provided the participants of the intervention group with information on how to prevent overtraining and RRIs with special attention to mental aspects. The primary outcome measure is any self-reported RRI over the past 12 months. Secondary outcome measures include vigour, fatigue, sleep and perceived running performance. Regression analysis will be conducted to investigate whether the injury prevention programme has led to a lower prevalence of RRIs, better health and improved perceived running performance. Ethics and dissemination The Medical Ethics Committee of the University Medical Center Utrecht, the Netherlands, has exempted the current study from ethical approval (reference number: NL64342.041.17). Results of the study will be communicated through scientific articles in peer-reviewed journals, scientific reports and presentations on scientific conferences.
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The aim of this study was to prospectively monitor sport-specific performance and assess the stress-recovery balance in overreached (OR) soccer players and controls. During two competitive seasons, 94 players participated in the study. The stress-recovery balance (RESTQ-Sport) and sport-specific performance (Interval Shuttle Run Test) were assessed monthly. Seven players with performance decrement of at least a month were classified as OR. Stress and recovery measures were assessed between groups (OR vs healthy players) and at different times within the OR group. An unfavorable total recovery score appeared 2 months before diagnosis when compared with the reference values of the healthy group established at the start of the season (P=0.009) and also over the two seasons (P=0.028). The scales Emotional Stress (P=0.044), Physical Recovery (P=0.009), General Well-being (P=0.001) and Sleep Quality (P=0.045) were sensitive to OR compared with the average of the healthy group over the two seasons. Finally, Fatigue and Being in Shape demonstrated the largest changes in stress and recovery within the OR players (effect size=1.14 and 1.50). The longitudinal monitoring of performance and changes in stress and recovery may be useful for the detection of OR in its earliest stage. The information obtained from these tests can be used to optimize individual training and recovery programs.
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In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning. https://doi.org/10.3390/resources5010011 https://www.linkedin.com/in/helenkopnina/
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