european college of sport science

OP-HF02 Health and Fitness 2
knowledge, skills and attitudes) were composed (using COMET, 2003) and proposed to the experts for confirmation in a consensus
meeting.
Results: There were eight competencies formed, namely: communication, tracking changes, feedback, individualization, working pedagogic
and didactic, set up plans, working in team and technical and tactical instructions. These competencies are further developed as
the coach reached a higher level. The competencies are completed differently depending on the context (main task) in which the coach
works. The judocoach B has six main tasks including competitive training, recreational training, coaching, mentor/supporting, information
gathering and talent detection. The judocoach A has seven main tasks including competitive training, recreational training, coaching,
mentor/supporting, information gathering, talent detection and sports leadership.
During the study it became apparent that the experts lacked a (higher) coachlevel to put 5 specific tasks in: competitive targeted training,
coaching, supporting, information gathering and sports leadership.
Discussion/conclusion: A framework was formed combining age and level of judokas with the level of the coach (with their respective
determined tasks and competencies): the young talented judoka should grow and develop on the national level with a judocoach B,
whilst a judocoach A has to lead him to a high international competitive level and finally the judocoach of higher level will guide the
international top athlete (World Championships, Olympics)
References:
COMET, the competency modeling toolkit, Copyright, Open University Holland, Onderwijs-technologisch Expertisecentrum, 2003
(http://www.open.ou.nlast/comet_eindversie/index.htm)
OECD, The definition and selection of key competencies, 27 may 2005 (http://www.oecd.org/edu/statistics/deseco)
Linstone, H., Turoff, M., (2002), Introduction, The Delphi method: techniques and applications, pp 3 – 12,
(http://wwwis.njit.edu/pubs/delphibook)
PARENTAL INVOLVEMENT IN YOUTH SPORT.
ROMAR, J.E., FORSBLOM, M., HÄLLUND, F.
ÅBO AKADEMI UNIVERSITY
Introduction: Parent engagement in youth sport settings has important implications for their children’s experiences. Parents often assume
the role of motivator, facilitator, even coach in their children’s participation and success in sport. In these roles parents can provide economical,
emotional, and physical support. Parents can also create stress for the young athlete in the interest of excellence and success.
The purpose of this study was to examine young athletes’ perceived parental involvement in Finland and Austria.
Methods
The Parental Involvement in Sport Questionnaire (PISQ) (Hinic, 2004; Wuerth & al., 2002) was administrated to 116 Finnish and to 133
Austrian young athletes ages ranging from nine to eleven years old. The instrument measured athletes’ perceptions of their parents’
behavior utilizing four sub-scales: Active Involvement (AI), Praise and Understanding (PU), Directive Behavior (DB) and Pressure (P).
Results: The young athletes perceived higher pressure (P) from their fathers than from their mothers. Similarly, boys perceived higher
pressure (P) from their fathers and mothers than girls. Young athletes from Finland perceived higher parental active involvement (AI) and
pressure (P) than athletes from Austria. On the other hand, athletes from Austria perceived higher praise and understanding (PU) than
Finnish athletes.
Discussion: Parental involvment, seen as parental support and parental pressure are interesting forces in children’s sport participation.
This study demonstrated both gender and cultural differences for parental involvement, which need to be recognized and utilized in
coach education. In addition, these findings should be disseminated to parents to initiate a discussion with parents.
References
Wuerth, S., Lee, M. J., Alfremann, D. (2002). Parental involvement and athletes´career in youth sport. Psychology of Sport and Exercise 5,
21–33.
Hinic, H. (2004). Psykologiska, sociala och motivationsfaktorer inom ungdomsfotbollen. Stockholms universitet: psykologiska institutionen.
08:30 - 10:00
Oral presentations
OP-HF02 Health and Fitness 2
IS VIGOROUS PHYSICAL ACTIVITY A RISK FACTOR FOR PELVIC ORGAN PROLAPSE?
BRÆKKEN, I., MAJIDA, M., ELLSTRØM ENGH, M., BØ, K.
NORWEGIAN SCHOOL OF SPORT SCIENCES
Objective: The aim of the present study was to investigate former and current physical activity as risk factors for pelvic organ prolapse
(POP).
Background: It has been estimated that half of women who have given birth lose pelvic floor support, resulting in some degree of POP,
and of these 10-20% will seek medical attention. To date there is scant knowledge about the impact of vigorous physical activity and the
presence of POP. However high intensity training is believed to be a risk factor (1), due to its similarity to heavy physical work. Searches on
PubMed revealed two studies presenting data on physical activity, and they not reveal any association between physical activity and
POP.
Methods: Forty-nine women with POP were age and parity matched one-to-one with 49 controls. Questionnaire and interview covered
current and former physical activity (exercise type, frequency, duration and intensity), socioeconomic status, heavy work, medical history
and family history. Current and former exercise volume was estimated by multiplying exercise duration with frequency. Intensive exercise
was defined as physical activity implying sweating or heavy breathing, and current exercise was classified as either high or low intensity.
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ANNUAL CONGRESS OF THE EUROPEAN COLLEGE OF SPORT SCIENCE