Mid Sweden University

INTRODUCTION: Athletes may suffer from mental illnesses, eating disorders, low energy availability and/or hormonal symptoms (1-3), all of which negatively affect health and performance. Knowledge about these issues is limited among coaches and athletes, which makes attempts to solve problems difficult. Education is recommended to increase the willingness of athletes and coaches to communicate about sensitive or “taboo” topics (4), but information about how best to educate these individuals is limited. The overall aim of this project was to develop, implement and evaluate a programme of education using an action research approach (5). This paper critically discusses the application of action research when seeking to develop such education programmes.

METHODS: Action research is the process of using collaborative work to create change to address meaningful substantive issues. It involves the use of systematic enquiry to introduce and evaluate change, whilst also generating new knowledge in relation to that change. Initial insights into the education needs of the participants (32 female and male junior cross-country skiers and their 2 female and 2 male coaches) were gained by the lead author through observations, informal conversations, and a survey. Further data was then collected using a reflective journal, informal conversations, feedback, focus groups and mind-mapping. A series of educational presentations were developed and shared with the participants throughout the data collection process.

RESULTS: Initial results from this study demonstrate that action research is beneficial for supporting the development of an education programme where athletes, coaches and researchers work closely together to co-create and evaluate specific content. In this sports performance setting, the education programme was effective at increasing knowledge and communication between athletes and coaches regarding a range of sensitive topics, which have typically been considered “taboo”.

DISCUSSION: Action research is useful for developing education programmes pertaining to sensitive or “taboo” issues, thereby facilitating increased knowledge, communication and problem-solving opportunities among athletes and coaches.

 REFERENCES: 

1.    Gouttebarge, V. et al. 2019 Br. J. Sports Med

2.    Logue, D. et al. 2018 Sports Med

3.    Solli, G.S. et al. 2020 Int. J. Sports Phys. Perf.

4.    Höök, M. et al. 2021 Int. J. Environ. Res. Public Health

5.    Macisaac, D. & Bodner, G.M., 1999 Moscow University Chemistry Bulletin

Competitive female athletes perceive their hormonal cycles to affect their training, com-petition performance and overall well-being. Despite this, athletes rarely discuss hormonal-cycle-related issues with others. The aim of this study was to gain an in-depth understanding of the perceptions and experiences of endurance athletes and their coaches in relation to barriers to athlete– coach communication about female hormonal cycles. Thirteen Swedish national-/international-level female cross-country skiers (age 25.8 ± 3.6 y) and eight of their coaches (two women and six men; age 47.8 ± 7.5 y) completed an online survey relating to their educational background, prior knowledge about female hormonal cycles and a coach–athlete relationship questionnaire (CART-Q). They then participated in an online education session about female hormonal cycles and athletic performance before participating in semi-structured focus-group interviews. Thematic analyses revealed three main barriers to communication: knowledge, interpersonal, and structural. In addition, the results suggested that a good coach–athlete relationship may facilitate open communication about female hormonal cycles, while low levels of knowledge may hinder communication. To over-come the perceived barriers to communication, a model is proposed to improve knowledge, de-velop interpersonal relationships and strengthen structural systems through educational exchanges and forums for open discussion. 

Several different sitting postures are used in Paralympic cross-country sit-skiing. The aim of this study was to evaluate the impact of sitting posture on physiological and mechanical variables during steady-state double-poling sit-skiing, as well as to determine how seat design can be improved for athletes without sufficient trunk control. Employing a novel, custom-designed seat, three trunk positions were tested while performing double-poling with submaximal oxygen consumption on an ergometer. Cycle kinematics, pole forces, and oxygen consumption were monitored. The athlete performed best, with longer cycle length and less pronounced metabolic responses, when kneeling with the trunk resting on a frontal support. For this case, a forward leaning trunk with knees below the hip joint was interpreted as most optimal, as it showed lower oxygen consumption and related parameters of performance during cross-country sit-skiing. Further investigations should examine whether such improvement is dependent on the level of the athlete’s handicap, as well as whether it is also seen on snow.

Purpose: This study aimed to assess the effect of carrying a rifle on the physiological and biomechanical responses of well-trained biathletes. Methods: Ten elite biathletes (five men and five women) performed ski skating with (R) or without a rifle (NR) on a treadmill using the V2 (5- incline) and V1 techniques (8-) at 8 and 6 kmIhj1, respectively, as well as at racing intensity (approximately 95% of peak oxygen uptake (VO2peak), 10.7 T 0.8 and 7.7 T 0.9 kmIhj1, respectively). VO2, ventilation (VE), HR, blood lactate concentration (BLa), and cycle characteristics as well as pole and leg kinetics were evaluated during these trials. Results: Metabolic data were all higher for R than for NR, as follows:VO2, +2.5%;VE, +8.1%; RER, +4.2%; all P G 0.001; HR, +1.7%; and BLa, +15.1%; both P G 0.05. Biomechanically, carrying a rifle reduced cycle time and length, poling and arm swing times, and leg ground contact time and increased cycle rate, the peak and impulse of leg force, average cycle force, and impulse of forefoot force (all P G 0.05). With the exception of elevated pole forces when V2 skating at racing velocity, there were no differences between the peak and impulse of pole force. The difference inVE between R and NR was greater for the women than that for men (P G 0.05), and the difference in BLa also tended to be larger for the women (P G 0.1). Conclusions: Carrying a rifle elevated physiological responses, accelerated cycle rate, and involved greater leg work, with no differences between the V1 and V2 techniques.