A Calder

Bio: A Calder is an academic researcher from University of the Sunshine Coast. The author has contributed to research in topics: Athletes & Mummification. The author has an hindex of 9, co-authored 19 publications receiving 167 citations. Previous affiliations of A Calder include University of Otago.

Pressures to perform: An interview study of Australian high performance school-age athletes’ perceptions of balancing their school and sporting lives

Abstract: 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.

Recovery Strategies for Sports Performance

Abstract: Athletes work hard to prepare and perform successfully throughout a competitive season or for major events. Unfortunately, many ignore or forget the performance benefits gained through including recovery strategies within their daily training programs. Indeed there is a tendency for many athletes to limit the use of recovery techniques to times when they are ill or injured. Yet recovery strategies have far more benefits for athletes than merely as tools to assist with rehabilitation or recuperation.

Recovery, Restoration and Regeneration as Essential Components within Training Programs

Abstract: Recovery sessions are rarely incorporated into sports specific training programs, except in Eastern Bloc countries. Yet the benefits of structured recovery periods are well documented both in terms of improved performances and decreased injury rates. Coaches and athletes alike need to be more aware of the importance of restoration and regeneration following heavy workloads, and of how to use the modalities available to facilitate recovery.

Effect of whole-body contrast-water therapy on recovery from intense exercise of short duration

Abstract: Athletes often use contrast-water therapy as a recovery modality to reduce training fatigue. However, there is debate regarding the effectiveness of this practice, particularly when active and passive recovery regimens are more readily accessible. Fourteen male state-level hockey players participated in three experimental sessions involving two 30-s maximalintensity Wingate ergometer tests interspersed by a 12-min recovery period. Three different recovery protocols were assessed. Passive recovery involved sitting while active recovery comprised low-intensity cycling. Contrast-water therapy recovery involved three cycles of alternate immersion in heated (388C) and cool (158C) water for 3.5 min and 30 s respectively. Heart rate, blood lactate concentration, and ratings of fatigue were assessed immediately before (baseline) and after the first Wingate test, 3 min and 7 min into and at the end of the recovery period, and immediately after the second Wingate test. Blood pressure was assessed at baseline, immediately before recovery, and immediately after recovery. Heart rate remained elevated 3 min and 7 min into as well as after active recovery compared with both contrast-water therapy (P B0.001) and passive recovery (P B0.001), and was elevated 3 min into and after contrast-water therapy recovery compared with passive recovery (P B0.001). Blood lactate concentration was significantly lowered 7 min into and after active recovery (P B0.001) and contrast-water therapy (P B0.001) compared with passive recovery, but no significant difference was observed between active recovery and contrast-water therapy. Rating of fatigue was significantly lower for contrast-water therapy (P B0.001) compared with passive recovery and active recovery, the latter two being similar. However, no significant differences were found between the recovery modalities for any of the test or retest Wingate performance indices. Although contrast-water therapy offered similar benefits to well-established active recovery protocols, it also resulted in reduced ratings of fatigue and a faster return to baseline for some variables. Although restricted to a limited time frame, these findings reflect that the subtle effects from contrast-water therapy may translate to important practical differences that can influence the recovery choices of athletes, particularly when engaged in intense events/training where the recovery period is limited.

Tall Poppies: Bullying Behaviors Faced by Australian High-Performance School-Age Athletes

Abstract: Little is known about Australian high-performance school-age athletes’ experiences as victims of the tall poppy syndrome. Tall poppies are successful individuals bullied by those who are less successful in order to “normalize them.” Nineteen current or previous national or international high-performance school-age athletes were interviewed (12 females and seven males). NVivo 10 was used to analyze interview data. Findings indicated all 12 females were bullied at school and this had a detrimental impact on their school life and well-being. No male athletes reported being bullied and their failure to mention this warrants further investigation. Parents and teachers require a greater awareness of tall poppy syndrome behaviors, and schools should promote an antibullying culture that includes resilience training for talented individuals.

Sleep and athletic performance: the effects of sleep loss on exercise performance, and physiological and cognitive responses to exercise.

Abstract: Although its true function remains unclear, sleep is considered critical to human physiological and cognitive function. Equally, since sleep loss is a common occurrence prior to competition in athletes, this could significantly impact upon their athletic performance. Much of the previous research has reported that exercise performance is negatively affected following sleep loss; however, conflicting findings mean that the extent, influence, and mechanisms of sleep loss affecting exercise performance remain uncertain. For instance, research indicates some maximal physical efforts and gross motor performances can be maintained. In comparison, the few published studies investigating the effect of sleep loss on performance in athletes report a reduction in sport-specific performance. The effects of sleep loss on physiological responses to exercise also remain equivocal; however, it appears a reduction in sleep quality and quantity could result in an autonomic nervous system imbalance, simulating symptoms of the overtraining syndrome. Additionally, increases in pro-inflammatory cytokines following sleep loss could promote immune system dysfunction. Of further concern, numerous studies investigating the effects of sleep loss on cognitive function report slower and less accurate cognitive performance. Based on this context, this review aims to evaluate the importance and prevalence of sleep in athletes and summarises the effects of sleep loss (restriction and deprivation) on exercise performance, and physiological and cognitive responses to exercise. Given the equivocal understanding of sleep and athletic performance outcomes, further research and consideration is required to obtain a greater knowledge of the interaction between sleep and performance.

Physiological response to water immersion: a method for sport recovery?

Abstract: Recovery from exercise can be an important factor in performance during repeated bouts of exercise. In a tournament situation, where athletes may compete numerous times over a few days, enhancing recovery may provide a competitive advantage. One method that is gaining popularity as a means to enhance post-game or post-training recovery is immersion in water. Much of the literature on the ability of water immersion as a means to improve athletic recovery appears to be based on anecdotal information, with limited research on actual performance change. Water immersion may cause physiological changes within the body that could improve recovery from exercise. These physiological changes include intracellular-intravascular fluid shifts, reduction of muscle oedema and increased cardiac output (without increasing energy expenditure), which increases blood flow and possible nutrient and waste transportation through the body. Also, there may be a psychological benefit to athletes with a reduced cessation of fatigue during immersion. Water temperature alters the physiological response to immersion and cool to thermoneutral temperatures may provide the best range for recovery. Further performance-orientated research is required to determine whether water immersion is beneficial to athletes.

Daily recovery from work-related effort during non-work time

Abstract: The aim of this chapter is to provide a literature review on daily recovery during non-work time. Specifically, next to discussing theories that help us understand the process of recovery, we will clarify how recovery and its potential outcomes have been conceptualized so far. Consequently, we present empirical findings of diary studies addressing the activities that may facilitate or hinder daily recovery. We will pay special attention to potential mechanisms that may underlie the facilitating or hindering processes. Owing to the limited research on daily recovery, we will review empirical findings on predictors and outcomes of a related construct, namely need for recovery. We conclude with an overall framework from which daily recovery during non-work time can be understood. In this framework, we claim that daily recovery is an important moderator in the process through which job characteristics and their related strain may lead to unfavorable states on a daily basis.

Long-Term Athlete Development

Abstract: Part I. Introduction to Long-Term Athlete Development Chapter 1. Long-Term Athlete Deveopment Model Beginnings of LTAD LTAD Model Explained Sport for Life Philosophy Framework for Working Together Guide for Participating in Sport and Physical Activity Tool for Change Summary Questions for Reflection References To Learn More Chapter 2. Athletes With Disabilities Sport for People With Disabilities LTAD Stages for Athletes With Disabilities Special Considerations Supporting Athletes With Disabilities Summary Questions for Reflection References To Learn More Part II. Key Factors in Long-Term Athlete Development Chapter 3. Physical Literacy Physical Literacy Definitions Physical Literacy Development in Children Appropriate Skill Development in Children Summary Questions for Reflection References To Learn More Chapter 4. Specialization Specialization Defined Negative Consequences of Specializing Too Early Positive Effects of Specialization at the Optimal Time Optimal Time to Specialize Specialization Groups Sport-Specific Specialization Athlete Development Models Summary Questions for Reflection References To Learn More Chapter 5. Age Age Categories Relative Age Developmental Age Measuring and Monitoring Growth Summary Questions for Reflection References To Learn More Chapter 6. Trainability Sensitive Periods of Trainability Trainability of Stamina Trainability of Strength Trainability of Speed Trainability of Skill Trainability of Suppleness Training and Competition During Puberty Summary Questions for Reflection References To Learn More Chapter 7. Intellectual, Emotional, and Moral Development Capacities Interplay of Intellectual, Emotional and Moral Development Physical Development Intellectual Development Emotional Development Moral Development Influence of Intellectual, Emotional, and Moral Development on LTAD Learning Styles Summary Questions for Reflection References To Learn More Chapter 8. Excellence Takes Time Importance of Practice in Excellence Importance of Multisport Participation and Free Play Importance of the Physical, Cognitive, and Emotional Domains to Excellence Perils of Premature Selection Keys to Achieving Necessary Training Hours Summary Questions for Reflection References To Learn More Chapter 9. Periodization Periodization and LTAD Components of Periodization 10-Step Approach to Creating an Annual Plan Implementing the 10 Steps of an Annual Cycle Summary Questions for Reflection References To Learn More Chapter 10. Competition Competition and LTAD Issues in Competition Making Good Decisions Training-to-Competition Ratios Through the Stages Summary Questions for Reflection References To Learn More Chapter 11. Sport System Alignment and Integration System Alignment From an Individual Perspective System Alignment From a Sport Organization Perspective System Alignment From a Sector Perspective LTAD and S4L Implications for Policy Development Summary Questions for Reflection References To Learn More Chapter 12. Continuous Improvement Technology Changes Paradigm Changes Influencing Change Actions for Continuous Improvement Summary Questions for Reflection References To Learn More Part III. Stages of Long-Term Athlete Development Chapter 13. Active Start Active Start Importance Physical Activity and the Brain Critical and Sensitive Periods Maturity and Body Movements Appropriate Activities and Programs Summary Questions for Reflection References To Learn More Chapter 14. Fundamentals Evolution of Skills Fundamental Movement Skills Locomotor Skills in Varied Environments Attaining All of the Fundamental Movement Skills Learning and Teaching Fundamental Movement Skills Key Training and Performance Characteristics Summary Questions for Reflection References To Learn More Chapter 15. Learn to Train Learn to Train Basics Key Training and Performance Characteristics Summary Questions for Reflection References To Learn More Chapter 16. Train to Train Train to Train Basics Key Training and Performance Characteristics Summary Questions for Reflection References To Learn More Chapter 17. Train to Compete Train to Compete Basics Key Training and Performance Characteristics Summary Questions for Reflection Summary To Learn More Chapter 18. Train to Win Train to Win Basics Key Training and Performance Characteristics Summary Questions for Reflection Summary To Learn More Chapter 19. Active for Life Active for Life Basics Importance of Active for Life Competitive for Life Basics Fit for Life Basics Sport and Physical Activity Leaders Summary Questions for Reflection References To Learn More