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    Angela M Calder

    Thesis (M.A.)--University of Otago, 1972. Includes bibliographical references (leaves 176-190).
    The role of recovery to promote adaptation by minimising the impact of fatigue was outlined in FHS Issue 22 (January 2004). This article provides some practical ways that coaches can identify and select appropriate recovery strategies to... more
    The role of recovery to promote adaptation by minimising the impact of fatigue was outlined in FHS Issue 22 (January 2004). This article provides some practical ways that coaches can identify and select appropriate recovery strategies to suit the developmental needs of their athletes. Recovery and Long Term Athlete Development Human growth, maturation and training experience underpin Istvan Balyi's Long Term Athlete Development model. These factors have a critical bearing on the developmental stages of athletic adaptation and trainability. In FHS Issue 20 (July 2003) Balyi noted that chronological age is a poor indicator of individual development especially for adolescent athletes, as there is great individual variability in the rate of growth and maturation during puberty. The rapid changes that occur physically, cognitively, socially and psychologically during adolescence are a golden opportunity for the coach to provide athletes with an optimal training base for their adult s...
    Recovery practices have become increasingly popular with high performance athletes over the last 20 years. As training and competition demands have increased athletes have attempted to avoid overtraining, overuse, and burnout problems... more
    Recovery practices have become increasingly popular with high performance athletes over the last 20 years. As training and competition demands have increased athletes have attempted to avoid overtraining, overuse, and burnout problems associated with heavy workloads. Recovery is part of the supercompensation methodology and is intended to enhance adaptation to training stress through the recognition and management of fatigue. Fatigue is a natural response to training and stress and as such it is an essential part of the human adaptive process. However the broad range of physiological, cognitive, and emotional states integral to human performances have meant that sport scientists have struggled to provide a universally accepted definition of fatigue. The fatigue experienced by an athlete stems from training and performance environments as well as individual lifestyle situations. The selection of appropriate recovery strategies by an athlete or coach often depends on experiential or a...
    ... 577-92. Adelaide: The Association. Le Roux, CCFM 1948. De bergpapoea's van Nieuvj-Guinea en hun woongebied. Leiden: Brill. Mathews, RH 1905. ... 306 Page 333. GRAEME L. PRETTY AND ANGELA CALDER Mummification in Australia and... more
    ... 577-92. Adelaide: The Association. Le Roux, CCFM 1948. De bergpapoea's van Nieuvj-Guinea en hun woongebied. Leiden: Brill. Mathews, RH 1905. ... 306 Page 333. GRAEME L. PRETTY AND ANGELA CALDER Mummification in Australia and Melanesia Pretty, GL 1969. ...
    Recovery is a training principle. It focuses on identifying strategies that athletes can use to minimise and manage residual fatigue from training and competition. The resulting performance benefits reported are threefold. By minimising... more
    Recovery is a training principle. It focuses on identifying strategies that athletes can use to minimise and manage residual fatigue from training and competition. The resulting performance benefits reported are threefold. By minimising the effects of residual training fatigue, appropriate recovery strategies will: 1. Accelerate adaptation to the training stimuli ie maximum gains from training, maintain quality in every session,
    High performance school-age athletes struggle to balance the demands of their sporting and educational roles. They are like “hyphenated” individuals striving to deal with more than one life. This investigation examines the views of... more
    High performance school-age athletes struggle to balance the demands of their sporting and educational roles. They are like “hyphenated” individuals striving to deal with more than one life. This investigation examines the views of talented athletes who are full-time school students to elicit their perspectives of how they deal with the pressures to perform in these two different arenas. Previous published research on this topic has not included athletes’ views or “given voice” to school-age high performance athletes’ perceptions of how they balance two full-time lives. This study incorporated a cross-sectional design using qualitative techniques in an interpretivist paradigm. Data collection was through interviews using Livescribe™ pen. NVivo 9.2™ was used to analyse interviews from nine current and 10 former school-age high performance athletes (n=19) across a range of sports. Findings were categorised into five themes: physical, social, educational, psychological and economic issues. In particular participants in this study identified specific problems they experienced with physical and social issues of: tiredness, nutritional awareness, procrastination, and personal sacrifices. All participants indicated they wanted to pursue both their education and sport, reinforcing the Element theoretical construct that doing both connects their sense of identity, purpose and well-being. Implications for policy and practice in schools and in sports are discussed with a view to identifying the characteristics that define an ‘athlete friendly school’. Research findings from this study also provide suggestions about how these young athletes, their parents, and teachers can optimise the dual-demands and pressures on these athletes’ lives.
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