Stroboscopic Visual Training for Coaching Practitioners: A Comprehensive Literature Review

Background: The importance of vision and its impact upon an athlete’s performance has long been recognized by elite athletic communities. In recent decades, stroboscopic training methods have been developed to help train athletes from a visual, perceptual, and cognitive perspective using strobe glasses. Objective: Herein a comprehensive literature review was conducted to investigate the effectiveness of strobe glasses in training collegiate and professional athletes. Methods: This comprehensive literature review investigates the origins, attention influences, tasks, practitioner takeaways, and cost feasibility of stroboscopic visual training.Results: The findings from this review show promise of benefits from utilizing strobe glasses during training scenarios, particularly for improving fast or impulsive tasks. Strobe glasses can be accommodated into varying sporting environments and training regimens while being affordable to athletic, coaching, and training departments or centers. Studies investigating the direct influence of stroboscopic training on subsequent performance demonstrate viable methods for strengthening fundamental visual abilities. Notably, these fundamental abilities have been shown to correlate with improved game performance. Though early results are promising, there are still significant areas for further research and more comprehensive designs of stroboscopic training studies. Conclusion: This review highlights potential benefits and existing research gaps concerning the use of stroboscopic eyewear as an intervention method in sports. The delineation of optimal applications for strobe glasses is undetermined; however, information presented in this review can be meaningfully applied by coaching practitioners who are considering adopting the technology.

Sensorimotor feedback loops are selectively sensitive to reward

While it is well established that motivational factors such as earning more money for performing well improve motor performance, how the motor system implements this improvement remains unclear. For instance, feedback-based control, which uses sensory feedback from the body to correct for errors in movement, improves with greater reward. But feedback control encompasses many feedback loops with diverse characteristics such as the brain regions involved and their response time. Which specific loops drive these performance improvements with reward is unknown, even though their diversity makes it unlikely that they are contributing uniformly. This lack of mechanistic insight leads to practical limitations in applications using reward, such as clinical rehabilitation, athletic coaching, and brain-inspired robotics. We systematically tested the effect of reward on the latency (how long for a corrective response to arise?) and gain (how large is the corrective response?) of eight distinct sensorimotor feedback loops in humans. Only the feedback responses known to rely on prefrontal associative cortices showed sensitivity to reward, while feedback responses that relied mainly on premotor and sensorimotor cortex did not show sensitivity to reward. Our results may have implications regarding feedback control performance in pathologies showing a cognitive decline, or on athletic coaching. For instance, coaching methodologies that rely on reinforcement or "reward shaping" may need to specifically target aspects of movement that rely on reward-sensitive feedback responses.

College Coaching and Salary Restrictions: Using Law to Teach Current Events in the Classroom

Each year, the college football season ends with hiring and firing moves. These transitions raise questions about the million-dollar salaries prevalent in college sports. Current events like this tend to dominate classroom conversations. Navigating these issues and their relation to class content can be challenging. Although the amount of money spent on coaches is not surprising, any discussion to provide new strategies may not be legally viable. For example, when students propose ideas about limiting coaching salaries, they may not realize the legal implication of that action. This case study uses the legal case-study model to address questions related to intercollegiate athletic coaching salaries and the possibility of a salary cap. Providing legal application in other courses will address these questions for both students and for faculty members who might not have the legal background to answer these questions.

“Active” and “Passive” Coach Pathways: Elite Athletes’ Entry Routes Into High-Performance Coaching Roles

This study sought to analyse the lived experiences of so-called “fast-tracked” coaches from men’s association football and rugby union by seeking to understand how these individuals prepared for and then transitioned into a post-athletic coaching career. Semi-structured interviews were conducted with 13 male coaches. All participants were former elite athletes and had followed a fast-tracked pathway into their current post-athletic coaching roles. Participants were based in England and had retired from an athletic career within 12 months of being interviewed. Two general categories of “active” and “passive” coach pathways were identified for the career trajectory. Active coaches purposefully prepared for a coaching career during their athletic careers, whereas passive coaches did not. Passive coaches’ decisions to become a coach were often reactive and made after retiring from a competitive athletic career. Results indicate that only the career trajectory of passive coaches reflects a fast-track pathway. None of the active or passive coaches negotiated any formalised recruitment processes into their first post-athletic coaching roles. The suggestion is that prejudicial recruitment practices are enacted by senior club management which creates a homogenous coaching workforce. This furthers the need for greater governance of high-performance coach recruitment within England for these sports.

Psychologist-Sport Psychologist Liaison Between Counseling and Psychological Services and Intercollegiate Athletics

Acting as a liaison between a university’s counseling and psychological services and intercollegiate athletics department is an emerging alternative career path in professional psychology. This article details how a psychologist-sport psychologist liaison role can provide both psychological counseling and sport psychology consulting in a university setting. In addition, the author outlines the mission and goals of such a position, the departments within which this work is carried out, how psychology and applied sport psychology services are conceptualized and integrated, and the responsibilities and service duties of a counseling psychologist and sport psychologist to university student-athletes, coaches, and staff. It is hoped that illustrating this relationship between university counseling and psychological services and athletic departments will demonstrate how campus resources can be employed to assist student-athletes with performance enhancement, personal enrichment, and life skills development. In addition, the author offers examples of ways that athletic coaching, administration, and program development can be enhanced through cultivation of positive relationships between university counseling and psychological services, and intercollegiate athletic departments.