Training programme designs in professional team sport: An ecological dynamics exemplar

Ecological dynamics is a contemporary theory of skill acquisition, advocating the mutuality of the performer-environment system, with clear implications for the design of innovative training environments in elite sport. It contends that performance behaviours emerge, and are adapted, by athletes satisfying a confluence of constraints impacting on their structural and functional capacities, the physics of a performance environment and the intended task goals. This framework implicates contemporary models of coaching, training design and sport science support, to stimulate continuous interactions between an individual and performance environment, predicated on representative learning designs (RLD). While theoretical principles of RLD in ecological dynamics are tangible, their practical application in elite and high level (team) sports need verification. Here, we exemplify how data sampled from a high-performance team sport setting could underpin innovative methodologies to support practitioners in designing representative training activities. We highlight how the use of principles grounded within ecological dynamics, along with data from performance analytics, could suggest contemporary models of coaching and preparation for performance in elite sport.     

Comparative study of the cognitive performance of Greek Australian and Greek national elderly: Implications for neuropsychological practice

In the area of dementia diagnosis and assessment of cognitive functioning of elderly culturally and linguistically diverse individuals (CALDI) little is known about cognitive test performance differences between migrants and peers from their country of origin. This study investigated whether community dwelling elderly Greek Australian (GA) performance on tests of cognition was comparable to that of elderly Greek national ‘normal’ individuals without a diagnosis of dementia (Gn). Based on available cross‐cultural literature it was hypothesised that GA would obtain lower scores on the Cambridge Cognitive Examination of the Elderly and the Mini‐Mental Status Examination compared to Gn due to issues relating to the migrant experience such as acculturation, reduced language fluency and proficiency. The results of the current study supported the hypothesis arguing for caution when interpreting CALDI performance on tests that have not been normed in that particular group because there may be a greater risk of false‐positive diagnoses.