SPORTS SCIENCE ASSOCIATES

CURRENT BOOKS IN PRINT

Most of the books published by Sports Science Associates are listed below. By clicking on a book title the browser will transfer you to the book's description. To return to this initial listing after reviewing the information, click on your browser's "BACK" button.

 

TITLE

COST

1.

THINK AND ACT LIKE A CHAMPION

$25.00

2.

MENTAL SKILLS TRAINING FOR SPORTS

$35.00

3.

IMAGERY TRAINING IN SPORTS

$25.00

4.

THE ASSESSMENT OF COACHING EFFECTIVENESS

$25.00

5.

LEADERSHIP CONSIDERATIONS FOR EFFECTIVE COACHING

$25.00

6.

BIOMECHANICS OF HUMAN MOTION

$25.00

7.

FOUNDATIONAL PRINCIPLES OF PHYSICAL CONDITIONING

$30.00

8.

PROGRAMMING CONSIDERATIONS FOR PHYSICAL CONDITIONING

$30.00

9.

PERSONAL BEST

$25.00

10.

TESTS OF THE PHYSICAL CONDITION OF ELITE SWIMMERS

$25.00

11.

HOW TO DEVELOP HEALTHY ATTITUDES TOWARDS RACING IN AGE-GROUP SWIMMERS

$25.00

12.

THE ASSESSMENT OF COACHING EFFECTIVENESS IN SWIMMING

$25.00

13.

BIOMECHANICAL ANALYSES OF CHAMPION SWIMMERS

$25.00

14.

PSYCHING IN SPORT

$25.00

15.

THE SCIENCE AND ART OF BASEBALL PITCHING IN PDF FORMAT

$106.95

16.

SWIMMING PEDAGOGY AND A CURRICULUM FOR STROKE DEVELOPMENT IN PDF FORMAT

$25.00

17.

MOMENTUM PITCHING: A Scientific Teachnique for All Levels of Pitching

$25.00

CURRENT BOOK DESCRIPTIONS

The one book that all athletes should have -- the definition of how to act and behave to achieve full sporting potential

THINK AND ACT LIKE A CHAMPION:
A Manual for Sporting Excellence (B. S. Rushall, 1995; Revised 2007)

The thesis of this text is: there is a group of overt and covert behaviors that are common to sporting champions irrespective of sex, nationality, or activity. We now know how champions think and behave in the social aspects of the sport setting, at training, prior to and in competitions; what experiences are rewarding to them; and how sport is considered relative to other activities. Those features are described.

Because they are universal qualities, it is contended that if these common champion-features are copied or modeled, any athlete should be able to exploit his/her own potential to its fullest. This does not mean that everyone will become a champion. It means that every athlete can achieve a "sporting high" by producing a competitive performance that absolutely is the best that could be achieved. By thinking and acting the way described in this book, an athlete should become the best that he/she could be.

TABLE OF CONTENTS

    PREFACE

  1. WHAT IS A CHAMPION?
    • The importance of psychology
    • Research in sport psychology
    • Behavior inventories
    • Common behaviors within sport
    • A champion model
    • Summary
  2. RELATING TO OTHER ATHLETES
    • Summary
  3. RELATING TO THE COACH
    • Summary
  4. REACTING TO THINGS THAT GO WRONG IN YOUR SPORT
    • Summary
  5. TRAINING
    • Summary
  6. CONSIDERATIONS ABOUT THE SPORT
    • Summary
  7. FOCUS ON YOUR SPORT
    • Summary
  8. PRECOMPETITION FACTORS
    • Summary
  9. COMPETITION FACTORS
    • Summary
  10. MOTIVATIONAL EVENTS
    • Social aspects of the sporting experience
    • Training features
    • Outcomes
    • Competitions
    • Closure
  11. WHAT IS EXPECTED OF REPRESENTATIVE AND NATIONAL TEAM MEMBERS
    • Closure
  12. REFERENCES
    • Appendix A - The Champion Characteristics Checklist
    • Appendix B - Champion Quotes

[Now only available as an e-book. For further information Click on this link; US$25.00 per copy includes S&H]

The handbook for implementing mental skills training in any sport setting

MENTAL SKILLS TRAINING FOR SPORTS:
A Manual for Athletes, Coaches, and Sport Psychologists: Third Edition (B. S. Rushall, 2002)

A text written to assist serious athletes perform mental activities which will enhance sporting achievements and minimize problems. It contains self-administered exercises which are described in a step-by-step format suitable for use by serious athletes of a high school level or better. It serves three purposes: (1) to assist athletes with no outside help to develop mental skills; (2) to assist coaches to implement mental skills training programs purely by directing athletes to do exercises and monitoring their completion; and (3) to assist sport psychologists, as part of their professional practice, to set "homework" exercises for clients. The manual is used by athletes simply by following directions, completing steps and included forms, exercising self-reinforcement and evaluations in a public setting, and continuing until behavioral objectives are achieved. Coaches and psychologists monitor the progress of athletes as they complete the exercises.

TABLE OF CONTENTS

    PREFACE
    INTRODUCTION
  1. POTENTIAL USERS OF THIS MANUAL
    • Introduction
    • 1 User: An athlete without assistance
    • 2 User: A coach without assistance
    • 3 User: The psychologist or sport consultant
  2. INCREASING THE POSITIVE ASPECTS OF A SPORTING EXPERIENCE
    • Introduction
    • Exercise 2.1: Increasing the intensity of self-reinforcement
    • Exercise 2.2: Positive interactions with other athletes
    • Exercise 2.3: Stopping negative thinking
    • Exercise 2.4: Positive imagery
  3. GOAL-SETTING
    • Introduction
    • Exercise 3.1: Setting sporting career goals
    • Exercise 3.2: Setting relatively long-term goals
    • Exercise 3.3: Setting performance goals
    • Exercise 3.4: Setting performance progress goals
    • Exercise 3.5: Setting group training goals
    • Exercise 3.6: Setting and evaluating personal activity goals
  4. THE DEVELOPMENT OF COMMITMENT
    • Introduction
    • Exercise 4.1: The establishment of a daily positive focus
    • Exercise 4.2: Daily positive recall
    • Exercise 4.3: Periodic self-commitment
  5. PERFORMANCE ENHANCEMENT IMAGERY
    • Introduction
    • Exercise 5.1: Learning image control and vividness
    • Exercise 5.2: Sensory recall training
    • Exercise 5.3: Movement imagery training
    • Exercise 5.4: Performance enhancement imagery
  6. RELAXATION
    • Introduction
    • Exercise 6.1: Learning to relax: stage 1
    • Exercise 6.2: Learning to relax: stage 2
    • Exercise 6.3: Learning to relax: final stage
    • Exercise 6.4: Relaxation and positive imagery for self-concept
    • Exercise 6.5: Relaxation and positive imagery of an activity
    • Exercise 6.6: Localized relaxation
    • Exercise 6.7: Rest, sleep, and relaxation
  7. PRECOMPETITION MENTAL SKILLS
    • Introduction
    • Exercise 7.1: Waking with a positive attitude
    • Exercise 7.2: Trouble free planning
    • Exercise 7.3: Establishing contest site mind-sets
    • Exercise 7.4: Contest build-up routine
    • Exercise 7.5: Learning and using precompetition strategies
  8. COMPETITION MENTAL SKILLS
    • Introduction
    • Exercise 8.1: Segmenting a performance
    • Exercise 8.2: Task-relevant thought content
    • Exercise 8.3: Mood words content
    • Exercise 8.4: Positive self-talk
    • Exercise 8.5: Special considerations
    • Exercise 8.6: Integrating a basic strategy
    • Exercise 8.7: Coping behaviors for competitions
    • Exercise 8.8: Intensification skill
    • Exercise 8.9: The start segment
    • Exercise 8.10: Debriefing a performance
    • Exercise 8.11: Competition goal-setting
  9. TEAM-BUILDING
    • Introduction
    • Exercise 9.1: Structuring a leadership group
    • Exercise 9.2: Implementing a decision-making procedure
    • Exercise 9.3: Determining rules, punishments, and procedures
  10. BIBLIOGRAPHY OF BOOKS AND ARTICLES BY THE AUTHOR
  11. APPENDIX
    • Master copies of all forms
  12. INDEX

[Soft; 8.5 x 11 inches; 382 pages; US$35.00 per copy includes S&H; also from the Australian Coaching Council]

The complete description of imagery concepts, uses, and programs to improve athletes' performances

IMAGERY TRAINING IN SPORTS:
A Handbook for Athletes, Coaches, and Sport Psychologists (B. S. Rushall, 1991)

This text highlights the latest techniques, practices, and research involving imagery in sports. Step-by-step directions of what to do, say, and imagine are provided. This information is essential for the effective use of imagery for learning skills and tactics and for improving competitive performances. It features: (i) Learning Imagery -- the features, steps, and use of imagery that are appropriate for learning sporting and movement skills; (ii) Performance Enhancement Imagery -- the features, steps, and use of imagery that are appropriate for the enhancement of competitive performances; and (iii) Research -- the synthesis and interpretation of the latest research and practical applications of imagery in sporting environments and movement activities.

TABLE OF CONTENTS

    PREFACE
  1. MENTAL IMAGERY IN SPORTS: WHAT IS KNOWN
    • The Basis of Imagery
    • Some Roles of Imagery
    • Problems with Research
    • Imagery Techniques
    • The Assessment of Imagery
    • Summary
  2. TEACHING MENTAL IMAGERY SKILLS
    • Learning to Use Covert Positive Reinforcement (CPR)
    • Education
    • Imagery Skill Teaching Dynamics
    • Teaching General Imagery Skills
    • Teaching Specific Imagery Skills
    • Supplementary Imagery Training
    • Summary
  3. SKILL LEARNING THROUGH IMAGERY: WHAT IS INVOLVED
    • Basic Concepts
    • Summary
  4. IMPLICATIONS OF LEARNING IMAGERY FOR SPORTS: WHAT TO DO
    • Procedural Steps
    • A Learning-through-imagery Model
  5. PRACTICAL APPLICATIONS OF LEARNING IMAGERY
    • Factors for Consideration
    • Case Study 1
    • Case Study 2
    • Case Study 3
  6. PERFORMANCE ENHANCEMENT THROUGH IMAGERY: WHAT IS INVOLVED
    • Basic Concepts
    • Summary
  7. IMPLICATIONS FOR PERFORMANCE ENHANCEMENT IMAGERY: WHAT TO DO
  8. APPLICATIONS OF PERFORMANCE ENHANCEMENT IMAGERY
    • Factors for Consideration
    • Case Study 1
    • Case Study 2
    • Case Study 3
  9. OTHER CONSIDERATIONS
    • Injury Rehabilitation
    • Inability to Train
    • Positive Imagery
    • Shifted Emphasis
  10. REFERENCES
  11. INDEX
  12. APPENDIX

[Soft; 8.5 x 11 inches; 121 pages; US$25.00 per copy includes S&H; also from the Australian Coaching Council]

The analysis and evaluation of coaching behaviors to indicate where improvements can be made

THE ASSESSMENT OF COACHING EFFECTIVENESS:
A Manual for Coaches (B. S. Rushall, 1994)

Three forms of coaching assessment for use in training situations are described: (i) the PSCPAF is a self-evaluation form that can be used at any time; (ii) the COS is an observational scale to be used by an independent observer; and (iii) the CEQ is completed by athletes to evaluate the coach on 36 desirable coaching behaviors. Full instructions and blank assessment forms are included.

TABLE OF CONTENTS

    PREFACE

  1. THE SELF-APPRAISAL OF PRACTICE SESSION COACHING PERFORMANCE
    • Introduction
    • Procedures
    • References
  2. THE OBSERVATION OF COACHING BEHAVIORS AT PRACTICE
    • Introduction
    • Procedures
    • Analysis and interpretation
    • References
  3. ATHLETES' PERCEPTIONS OF THE COACH
    • Introduction
    • Procedures
    • Analysis and interpretation
    • References
    • Testing materials supplied with this manual
  4. APPENDIX
    • Australian consultants who may be available to conduct computer analyses of the Coach Evaluation Questionnaire
    • USA consultants who deliver computer analysis services
    • A sample computer analyses of the Coach Evaluation Questionnaire

[Soft; one-side; 8.5 x 11 inches; 47 pages; US$25.00 per copy includes S&H]

Concepts and behaviors that underlie effective coaching leadership

LEADERSHIP CONSIDERATIONS FOR EFFECTIVE COACHING:
A Primer for Coaches (B. S. Rushall, 1994)

A unique compilation of leadership principles for the design and implementation of effective coaching. A total system is described but with very few examples. Readers are able to consider the factors and variables associated with sport coaching in an easy quick manner. This primer is for review or self-analysis.

TABLE OF CONTENTS

    Preface
  1. The Systematic Improvement of Coaching Skills
  2. The Active Coach - The Improving Athlete
  3. Coaching Effectiveness
  4. Learning About, Assessing, and Improving Coaching
  5. The Ecology of Sporting Environments
  6. Preventive Training Site Management
  7. Discipline Techniques and Strategies
  8. Interpersonal Skills in Coaching
  9. Ethics and Morals in Coaching
  10. The Development of Program Content
  11. Developing Effective Phases of Coaching
  12. Basic Coaching Strategies
  13. Coaching Formats
  14. Implementing Effective Coaching
  15. Closure

[Soft; one-side; 8.5 x 11 inches; 78 pages; US$25.00 per copy includes S&H]

The course manual for an undergraduate course in biomechanics offered via the Internet

BIOMECHANICS OF HUMAN MOVEMENT

Brent S. Rushall, Ph.D., R.Psy.
Published by Sports Science Associates, , Spring Valley, California
2002

This is a course content manual to be used in conjunction with streamed lectures available via the Internet that both together produce a self-directed learner-paced course of upper-division undergraduate instruction. It covers the mechanical principles applied to gross motor movements of the human body and the analysis of selected skills. This provides a biomechanical basis for sound teaching, coaching, and leadership practices. The course also includes a review of mechanical factors affecting implements and machines used during selected gross motor skills.

TABLE OF CONTENTS

  1. Biomechanics - What is it?
  2. Biomechanics in exercise science
  3. Forms of motion
  4. Linear kinematics - basic concepts
  5. Description conventions
  6. Element descriptions
  7. Computation of velocity and acceleration
  8. Vertical movements
  9. Two-dimensional analyses
  10. Projectiles
  11. Trajectory
  12. Angular kinematics
  13. Angular-motion vectors
  14. Movement sequences
  15. Linear kinetics
  16. Newton's Laws of Motion
  17. Forces relevant to practical settings
  18. Weight
  19. Levers
  20. Normal reaction
  21. Friction
  22. Impact and bounce
  23. Spin
  24. Impulse
  25. Conservation of momentum
  26. Work and power
  27. Fluid forces
  28. Buoyancy
  29. Fluid resistance
  30. Drag force
  31. Lift force
  32. Spinning objects in flight
  33. Torque
  34. Jumping
  35. More complex activities involving rotation and translation
  36. Moment of inertia
  37. Transfer of momentum
  38. General principles concerning rotary motion
  39. General principles to increase performance forces
  40. Principles of the application of forces
  41. General principles to decrease resistive forces

[Soft cover, spiral bound, 8.5 x 11 inches, printed on one side, 121 pages -- available from Sports Science Associates, 4225 Orchard Drive, Spring Valley, CA 91977 - $25.00 per copy.]

A self-study course covering the theoretical bases of modern training theory.

FOUNDATIONAL PRINCIPLES OF PHYSICAL CONDITIONING

Brent S. Rushall, Ph.D., R.Psy.
Published by Sports Science Associates, Spring Valley, California
2002

PREFACE

The responsibility for upgrading the fitness states of athletes or health-conscious citizens is being placed increasingly on the shoulders of practicing professional coaches and exercise leaders. It is now quite unlikely that an athlete will achieve outstanding performance levels without the help of a knowledgeable, astute, and experienced coach. Similarly, soundly educated exercise leaders who are well versed in the principles and practices of physical conditioning will direct the economical attainment of health-preserving fitness. The upgrading of knowledge of coaches and exercise-leaders with regard to the principles and theory of physical conditioning is necessary to maintain currency in the preparation of training programs and practices.

Financial, geographical, and personal constraints often limit the opportunity for information and knowledge development. Traditional sport clinics and fitness lecture-courses as avenues for idea interchanges and education should be questioned seriously with regard to their effective educational value. Clinics and lecture-courses are expensive, often geographically inaccessible for many persons, and extremely inefficient forms of education. A viable alternative to the traditional form of coaching and exercise-leader education needed to be produced.

Such an alternative should contain certain characteristics. It needs to:

  1. be specifically aimed at developing the learner's knowledge in specific areas of content;
  2. provide an experience which is maximally productive for the participant;
  3. provide a discrete and optimal form of development direction;
  4. be intrinsically motivating for the user; and
  5. maximize the instructional process.

One alternative form of education uses the procedure of self-directed study. When self-directed instruction (sometimes called learner-paced instruction) is coupled with the provision of frequently presented feedback (knowledge of results of attempts to learn) and performance-oriented criteria, a very effective educational method is developed.

The textbook Training for Sports and Fitness (Rushall & Pyke, 1990) was reviewed and deemed to be "future-oriented." Its content, when supplemented with portions of the World Wide Web site, Coaching Science Abstracts (1995), provides a body of practitioner-oriented knowledge that is up-to-date. These sources contain a valuable collection of practical knowledge. However, having and reading these informative sources does not necessarily produce a marked increase in knowledge or an assimilation of important procedural guidelines. This particular study-course was devised to aid those interested in coaching and exercise leadership to better understand and retain important information. The combined use of these information sources and this study-course should produce effective permanent learning in the user.

This course emphasizes specific practical principles. The user's productivity in study is maximized because lessons are scheduled at the user's convenience and only cover relevant information. Progress through the course is divided into lessons, units, and questions. Levels of expected performance are indicated for lessons and feedback is provided at the question level contingent upon the completion of a unit of work. Users are motivated to achieve by the establishment of performance standards, the intrinsic value of the lesson content, and the public recording of progressive performance throughout the course. These features combine to maximize the instructional process.

This self-study course attempts to implement empirically validated principles of educational technology in a practical manner. It is anticipated that after correct use the reader will have significantly extracted, retained, and understood the foundational bases of physical conditioning.

TABLE OF CONTENTS

  • Preface
  • The Structure of Self-directed Study
  1. The Place of Fitness in Sports and Exercise
  2. Physiological Capacities of the Body
  3. Generalized Responses to Training
  4. Training Segment Overload
  5. Training Session Overload
  6. Recovery from Training Sessions
  7. Recovery from Long-term Exhaustion
  8. The Principle of Specificity
  9. The Principle of Individuality
  10. Excessive Fatigue
  11. Measuring Excessive Fatigue
  12. Biophysical Factors That Affect Performance: Part I
  13. Biophysical Factors That Affect Performance: Part II
  14. Psycho-social Factors That Affect Performance
  • Bibliography
  • Appendix A: The Daily Analyses of Life Demands for Athletes (DALDA)
  • Appendix B: Monitoring Training Responses Using Ergometer Scores and Recovery Heart Rates

[Soft cover, spiral bound, 8.5 x 11 inches, printed back to back, 241 pages -- available from Sports Science Associates, 4225 Orchard Drive, Spring Valley, CA 91977 - $30.00 per copy.]

A self-study course covering methodological principles involved in programming physical conditioning

PROGRAMMING CONSIDERATIONS FOR PHYSICAL CONDITIONING

Brent S. Rushall, Ph.D., R.Psy.
Published by Sports Science Associates, Spring Valley, California
2002

This is a companion course to Foundational Principles of Physical Conditioning and requires that course as a prerequisite. It is a totally self-contained course of study that covers methodological considerations involved with programming physical conditioning. Content is aligned with research based modern coaching theory and methodology.

TABLE OF CONTENTS

  • Preface
  • The Structure of Self-directed Study
  1. Bases of Endurance Training I
  2. Bases of Endurance Training II
  3. Bases of Strength Training
  4. Programming Strength Training
  5. Power Training
  6. Speed Training
  7. Flexibility Training
  8. Team Sport Training
  9. Planning Training Sessions, Microcycles, and Macrocycles
  10. Basic Concepts for Annual Planning
  11. Phases in Annual Plans
  12. Planning a Sporting Career
  13. Coaching Implications
  • Bibliography

[Soft cover, spiral bound, 8.5 x 11 inches, printed back to back, 221 pages -- available from Sports Science Associates, 4225 Orchard Drive, Spring Valley, CA 91977 - $30.00 per copy.]

SPECIALIZED MANUALS FOR SWIMMING

Step-by-step procedures to assist swimmers to prepare their own pre-race and race strategies

PERSONAL BEST:
A Swimmer's Handbook for Racing Excellence (B. S. Rushall, 1995)

This handbook is written for swimmers to use as a personal coaching guide. It presents characteristics and actions to produce the best and most consistent competitive performances. To encourage and promote an athlete to achieve his/her best, that individual's needs must be met. This handbook is designed for the individual. The impact of implementing the skills contained will be dramatic. Competition psychology is the factor that determines how well one competes after effective physical and skill training has been experienced.

This handbook is intended for serious swimmers who wish to implement better psychological control in their racing. It also should be helpful to coaches. For a swimmer's use, it most likely will be necessary to have a "second party" assist in implementing the principles and directions. An understanding parent, another serious swimmer, or a coach would most probably serve that role. It indicates the basic psychological skills and procedures that have to be developed in maturing and established swimmers.

TABLE OF CONTENTS

    PREFACE

  1. SOURCES OF STRESS AND DISTRACTIONS ASSOCIATED WITH SWIMMING COMPETITIONS
    • Limitations of problem handling
    • Adaptation to new environments
    • Race-readiness
    • Controlled readiness
    • Anxiety
    • Loss of attentional control
    • Coach and official over-reactions
    • Source of input
    • Summary
  2. MENTAL AND PHYSICAL FACTORS WHICH AFFECT A SWIMMER'S PERFORMANCE
    • Physiological arousal level
    • Level of ability
    • The competitive environment
    • Personal/social importance of the race
    • Self-assessment of preparation adequacy
    • Experience with preparation procedures
    • Health, fatigue, or injury
    • Individuality
    • Summary
  3. RACE PLANNING AND PREPARATION
    • Planning strategies
    • Coping skills
    • Goal-setting
    • Mental imagery
  4. ESSENTIAL FEATURES OF RACING PSYCHOLOGY
    • Positive thinking
    • Content decision-making
    • Self-fulfilling prophecy
    • The coping skill
    • Segmenting a performance
    • Summary
  5. THE STRUCTURE OF PRE-RACE STRATEGIES
    • Away From The Race Site
      • Wake-up procedures
      • Normal planned routine
    • At The Race Site
        Initial mental activity
      • Warm-up
      • Race build-up routine
      • The preparation of pre-race strategies
  6. THE STRUCTURE OF RACE STRATEGIES
    • Segmenting the performance
    • Task-relevant content
    • Mood words
    • Positive self-statements
    • Coping behaviors
    • Psychological intensification
    • The start
    • Debriefing
    • Learning race strategies
  7. A STEP-BY-STEP GUIDE FOR DEVELOPING PRE-RACE STRATEGIES
    • Wake-up routine
    • Away from race-site activities
    • Race warm-up and mind-set routine
    • Race build-up routine
    • Planning sections of pre-race strategies
  8. A STEP-BY-STEP GUIDE FOR DEVELOPING RACE STRATEGIES
    • Step 1: Segment the race
    • Step 2: Task-relevant thought content
    • Step 3: Mood words
    • Step 4: Positive self-statements
    • Step 5: Psychological intensification
    • Step 6: Coping behaviors
    • Step 7: Debriefing procedures
    • Step 8: Mental imagery properties and procedures
    • Step 9: Planning a strategy
  9. HOW TO EVALUATE IF STRATEGIES WORK
    • A measurement model
    • Case study 1: The effects of strategy use
    • Case Study 2: The effects of intensification
    Appendix A - Sample Strategies
    • Example 1. A strategy for a 100-meters crawl stroke race
    • Example 2. A strategy for a 400-meters individual medley race
    Appendix B - Master Copies of Strategy Development Forms

[Soft cover; 8.5 x 11 inches; 117 pages; one-side; US$25.00 per copy includes S&H]

Practical methods for evaluating changes in the physical condition of serious swimmers and the training effects of programs

TESTS OF THE PHYSICAL CONDITION OF ELITE SWIMMERS:
A Manual for Coaches (B. S. Rushall, 1994)

Practical tests for determining the physiological status and training adaptation of serious swimmers are described. They are appropriate for evaluating training objectives and monitoring the conditioning progress of individual swimmers. Procedures which require specialized assistance or equipment are deliberately excluded. Full step-by-step procedures are described so that accurate implementation can be achieved.

TABLE OF CONTENTS

    PREFACE
    INTRODUCTION
    • Laboratory or field tests?

    A. TESTS OF TRAINING EFFECTS

    • General decision-making rules

  1. TEST 1.1: SWIMMING POWER AND/OR PROPELLING ECONOMY
    • Purpose
    • Rationale
    • Application
    • The test protocol
    • Basic assumptions
    • Analysis of results
  2. TEST 1.2: STRENGTH TRAINING EFFECTIVENESS
    • Purpose
    • Rationale
    • Application
    • The analysis protocol
    • Basic assumptions
  3. TEST 1.3: SPRINTING ADAPTATION
    • Purpose
    • Rationale
    • Application
    • The test protocol
    • Basic assumptions
    • Interpretation of results
  4. TEST 1.4: ENDURANCE ADAPTATION
    • Purpose
    • Rationale
    • Application
    • The test protocol
    • Basic assumptions
    • Interpretation of results
  5. TEST 1.5: TRAINING EFFECTS - A PERFORMANCE TREND TEST
    • Purpose
    • Rationale
    • The test protocol
    • Assumptions and interpretations

    B. PHYSIOLOGICAL CAPACITY TESTS

  6. TEST 2.1: ESTIMATION OF ANAEROBIC THRESH- OLD TRAINING INTENSITIES AND STATE
    • Purpose
    • Rationale
    • Application
    • The test protocol
    • Basic assumptions
    • Interpretation of results
    • Implication of results
  7. TEST 2.2: ESTIMATION OF MAXIMUM AEROBIC CAPACITY TRAINING INTENSITIES AND STATE
    • Purpose
    • Rationale
    • Application
    • The test protocol
    • Basic assumptions
    • Interpretation of results
    • Implication of results
  8. TEST 2.3: ESTIMATION OF LACTATE TOLERANCE TRAINING INTENSITIES AND STATE
    • Purpose
    • Rationale
    • An explanation of lactate tolerance
    • Application
    • The test protocol
    • Basic assumptions
    • Interpretation of results
    • Implication of results
    REFERENCES
    APPENDIX
    • Blank data recording and log sheets
    INDEX
    OTHER TITLES BY THE AUTHOR

[Soft; one-side; 8.5 x 11 inches; 88 pages; US$25.00 per copy includes S&H; in Australia from NSWIMMING]

The description of an appropriate competitive philosophy for assistant coaches and parents

HOW TO DEVELOP HEALTHY ATTITUDES TOWARDS RACING IN AGE-GROUP SWIMMERS:
A Primer for Coaches (B. S. Rushall, 1994)

An easy-to-read explanation of what coaches need to do to develop an approach response to competing in young swimmers. A strong psychological emphasis is placed on the transfer of training experiences to the competitive environment. This text is appropriate for age-group and assistant coaches as well as parents and officials.

TABLE OF CONTENTS

    Preface
  1. Training And Racing For Inexperienced Competitive Swimmers
    • Training effects to be displayed in competitions
    • Minimizing the stress of competing
    • The similarity of training and competing
    • Summary
  2. What Is To Be Achieved In Early Racing Experiences
    • Expectations using training effects
    • Coping with the differences between training and competing
    • Positive experiences
    • Predictable circumstances
    • Summary
  3. What Is To Be Avoided In Age-group Competitive Experiences
    • Radical alterations in the competitive situation
    • High stress/pressure
    • Limited expected outcomes
    • High probability negative outcomes
    • Enacting new events or procedures
    • Summary
  4. Relating Training To Racing
    • Simulations
    • Precompetition simulations
    • Race simulations
    • Post-competition simulations
    • Training emphases and competitions
    • Summary
  5. Competition Goals For Inexperienced Swimmers
    • The content of goals for inexperienced competitors
    • Nothing new
    • Nothing vague
    • Do what has been practiced
    • Self-control
    • Coach-competitor development
    • Summary
  6. The Conduct Of The Coach At Swim Meets
    • The coach as a model
    • Reduce stress
    • Summary
  7. Procedures For Competitors At Swim Meets
    • Activity as a stress reducer
    • Minimizing time-delays
    • Self-recitation of goals
    • Imagining the start
    • Pre-race isolation
    • Group environment
    • Post-race analysis
    • Analytical problem-solving approach
    • Nothing new
    • Summary
  8. Relating Racing To Training: A Consistent Cycle
    • Performance evaluation dictates training emphases
    • Performance progress
    • Summary

[Soft; one-side; 8.5 x 11 inches; 48 pages; US$25.00 per copy includes S&H; in Australia from NSWIMMING]

The analysis and evaluation of coaching behaviors to indicate where improvements can be made

THE ASSESSMENT OF COACHING EFFECTIVENESS IN SWIMMING:
A Manual for Coaches (B. S. Rushall, 1994)

Three forms of coaching assessment for use in swimming training situations are described: (i) the PSCPAF is a self-evaluation form that can be used at any time; (ii) the COS is an observational scale to be used by an independent observer; and (iii) the CEQ is completed by athletes to evaluate the coach on 36 desirable coaching behaviors. Full instructions and blank assessment forms are included.

TABLE OF CONTENTS

    PREFACE
  1. THE SELF-APPRAISAL OF PRACTICE SESSION COACHING PERFORMANCE
    • Introduction
    • Procedures
    • References
  2. THE OBSERVATION OF COACHING BEHAVIORS AT PRACTICE
    • Introduction
    • Procedures
    • Analysis and interpretation
    • References
  3. ATHLETES' PERCEPTIONS OF THE COACH
    • Introduction
    • Procedures
    • Analysis and interpretation
    • References
    • Testing materials supplied with this manual

[Soft; one-side; 8.5 x 11 inches; 45 pages; US$25.00 per copy includes S&H; in Australia from NSWIMMING]

Technical illustrations of champion swimmers in actual races

BIOMECHANICAL ANALYSES OF CHAMPION SWIMMERS
(J. M. Cappaert & B. S. Rushall, 1994)

A technical manual containing the computer analyses of gold medalists at the 1991 World Championships in Perth, Australia, and the 1992 Barcelona Olympic Games. Graphical analyses are included with captions to indicate salient features. Recommended for coaches with a strong background in biomechanics.

TABLE OF CONTENTS

  1. SWIMMERS DEPICTED IN THESE ANALYSES
  2. PROCEDURES USED TO DEVELOP THESE ANALYSES
  3. CRAWL STROKE
      1991 WORLD CHAMPIONSHIPS - PERTH, AUSTRALIA
    • Joerg Hoffman - 1500 m
    • Catherine Plewinski - 100 m
    • Summer Sanders - 400 IM
    • General comments on crawl stroke
      1992 OLYMPIC GAMES - BARCELONA, SPAIN
    • Kieren Perkins - 1500 m first 100 m
    • Kieren Perkins - 1500 m last 100 m
    • Evgyeni Sadovyi - 200 m
    • Alexandre Popov - 100 m
  4. BACKSTROKE
      1991 WORLD CHAMPIONSHIPS - PERTH, AUSTRALIA
    • Jeff Rouse - 100 m
    • Krisztina Egerszegi - 100 m
    • General comments on the backstroke swimming of Jeff Rouse and Krisztina Egerszegi
      1992 OLYMPIC GAMES - BARCELONA, SPAIN
    • Martin Lopez-Zubero - 200 m
    • Krisztina Egerszegi - 200 m
    • Non-qualifier - 200 m
  5. BUTTERFLY
      1991 WORLD CHAMPIONSHIPS - PERTH, AUSTRALIA
    • Anthony Nesty - 100 m
    • Hrvoje Baric - 100 m
    • General comments on the butterfly swimming of Anthony Nesty and Hrvoje Baric
      1992 OLYMPIC GAMES - BARCELONA, SPAIN
    • Pablo Morales - 100 m
    • Xiaohong Wang - 100 m
    • Non-qualifier - 100 m
  6. BREASTSTROKE
      1991 WORLD CHAMPIONSHIPS - PERTH, AUSTRALIA
    • Mike Barrowman - 200 m
    • Linley Frame - 100 m
    • Norbert Rosza - 100 m
    • General comments on comparison of Michael Barrowman and Linley Frame swimming breaststroke
      1992 OLYMPIC GAMES - BARCELONA, SPAIN
    • Elena Roudkovskaia - 100 m
    • Mike Barrowman - 200 m
    • Non-qualifier - 200 m

[Soft; one-side; 8.5 x 11 inches; 105 pages; US$25.00 per copy includes S&H]

Concepts and behaviors that underlie precompetition preparations and competition conduct; The original sport psychology CLASSIC

PSYCHING IN SPORT
(B. S. Rushall, 1979)

This book is one of the first to concentrate on the general psychological principles that apply to all competitive sport and lead to competition success. Professor Rushall advocates that there is an ideal form of preparation for all competitions, and sets out to define a procedure that takes into account scientific knowledge recently gained about performance at the highest level of competition.

His book focuses on competition-day factors that affect performance. He has personally studied athletes of international standing, and correlates his findings about what affects performance with recent psychological studies of how humans cope with stress such as occurs in competitive sport. It is only recently that the full importance of psychological factors in determining success has been realized.

Psychological preparation can be as important as physical training. Psyching in Sport shows athletes how to apply this new knowledge. It is invaluable reading for anyone concerned with team preparation. [Cover caption, Pelham Books, 1979]

TABLE OF CONTENTS

    Preface
  1. Elite Athletes at Competitions
  2. Potential Problem Areas at Competitions
  3. General Procedures for Competition Preparation
  4. Important Characteristics of Competition Strategies
  5. Suggested Content for Pre-competition Strategies
  6. Suggested Content for Competition Strategies
  7. Mental Rehearsal
  8. Relaxation
  9. The Role of the Coach
  10. Conclusions
  11. References
  12. Appendix A. A Pre-competition and Competition Behavior Inventory
  13. Appendix B. Pre-competition Psychological Checklist
  14. Appendix C. Sample Strategies
  15. Index

[Hard; double-side; 5.5 x 9 inches; 190 pages; US$25.00 per copy includes S&H in the USA; ISBN 0 7207 1193 2]

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