The specificity of training for races is believed to be important for performance development. However, measuring specificity is challenging. This study aimed to develop a method to quantify the specificity of speed skating training for sprint races (i.e., 500 and 1,000 m), and explore the amount of training specificity with a pilot study. On-ice training and races of 10 subelite-to-elite speed skaters were analyzed during 1 season (i.e., 26 weeks). Intensity was mapped using 5 equal zones, between 4 m·s-1 to peak velocity and 50% to peak heart rate. Training specificity was defined as skating in the intensity zone most representative for the race for a similar period as during the race. During the season, eight 500 m races, seven 1,000 m races, and 509 training sessions were analyzed, of which 414 contained heart rate and 375 sessions contained velocity measures. Within-subject analyses were performed. During races, most time was spent in the highest intensity zone (Vz5 and HRz5). In training, the highest velocity zone Vz5 was reached 107 ± 28 times, with 9 ± 3 efforts (0.3 ± 0.1% training) long enough to be considered 500 m specific, 6 ± 5 efforts (0.3 ± 0.3% training) were considered 1,000 m specific. For heart rate, HRz5 was reached 151 ± 89 times in training, 43 ± 33 efforts (1.3 ± 0.9% training) were considered 500 m specific, and 36 ± 23 efforts (3.2 ± 1.7% training) were considered 1,000 m specific. This newly developed method enables the examination of training specificity so that coaches can control whether their intended specificity was reached. It also opens doors to further explore the impact of training specificity on performance development.
Purpose - Focusing on management training, this study aimed to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors -- motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, we proposed and tested motivation to transfer as a mediator. Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations modeling was used to test the model. Findings - Identical elements, expected utility and motivation to learn each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partly mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications - Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications - Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their trainings, in order to increase its value and impact. Originality/value - This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
In most teacher training programs for Dutch mathematics teachers, history of mathematics is a required part of the curriculum. The courses provide historical background knowledge of certain mathematical developments to the students. This knowledge could also affect prospective teachers’ views on the nature of mathematics and the pedagogical choices they make for their classrooms. These effects have been examined in a small qualitative research project with two different groups of students from a teacher-training program in Amsterdam. The results are discussed in this paper and can be useful in describing and evaluating the relation between knowledge of history of mathematics and classroom activities.
