Competitive swimming has been synonymous with high training volumes requiring swimmers to participate in multiple daily sessions. Regardless of the swimmer’s race event, coaches have traditionally programmed sessions based on maximising total ‘mileage’ in order to enhance endurance capacity and thus faster swimming times. This ‘quantity’ training approach is also evident within age-group swimming (7-14 years of age).
As coaching philosophies have evolved across various sports, the swimming community has also engaged in the ‘quality vs quantity’ debate to ascertain which is most effective in terms of maximising swim performance (Maglishco, 2003; Nugent et al., 2016). Within an Irish youth context, it has been suggested that coaches tend to favour the ‘quantity’ approach with a view that it helps promote technical stroke development through slower swimming (Nugent et al.. 2017), yet there is no evidence to support this perception. Whilst coaches may focus on developing the technical stroke components through the quantity approach; due to constraints of pool time, practice environment and coaching experience there is little opportunity to effectively practice other key swimming skills such as starts and turns.
It has been well documented that starts and turns contribute significantly towards the percentage of race time (Morais et al., 2017; Mason and Cossor, 2001) thus demonstrating the importance of these swimming skills. Consequently, the lack of designated and effective practice of starts and turns within the training environment is a limiting and demotivating factor for age group swimmers in terms of their development and proficiency (Coatsworth et al., 2009). It has also been reported that the quantity approach within age group swimmers can lead to boredom, overtraining and ultimately drop out as they have not yet developed their commitment to the sport at this stage of their development (Larson et al., 2019). This has obvious negative consequences in terms of sports development and participation.
Aims of the project with three inter-linked studies:
1.Establish coaching practice norms within an age-group swimming population. This will include performance analysis, training analysis and skill assessment.
2.Intervention study to elicit method/s for developing skill proficiency in starts and turns within this population.
3.Implication for coach development and coaching practice within age-group swimming.
Methods to be used:
1.The successful applicant will have to perform a systematic review of the literature to establish an evidence-based rationale for which coaching approach is most effective.
2.Create an appropriate mixed methods research design to explore swimmer motivation, skill sets & proficiency within key areas of swim technique, coach-led practice design and delivery.
3.Correlate the impact of start & turn proficiency with performance analysis awareness, swimmer motivation and practice design.
Skills required of the participant: The successful applicant should have a good knowledge of performance analysis, coaching process and experimental issues. Knowledge or experience within aquatics is desirable. Previous experience in undertaking performance analysis-based assessments is important, as is the experience of both quantitative and qualitative research methods. The ability to communicate clearly through oral and written means is also a desirable quality.
Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.
We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.
In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.
If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.
The University offers the following levels of support:
The following scholarship options are available to applicants worldwide:
These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.
Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.
Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.
The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).
This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.
Due consideration should be given to financing your studies. Further information on cost of living
Submission deadline
Monday 18 February 2019
12:00AM
Interview Date
mid-March 2019
Preferred student start date
September 2019
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