Sujets :
Sciences du sport
Gymnastique - Étude et enseignement
Performance sportive - Aspect psychologique
Entraînement (Sports) - Aspect physiologique
Athlètes - Nutrition
Biomécanique
Apprentissage moteur
Cognition - Aspect physiologique

Dépouillement du document :
PART I
Physiology for gymnastics
1 Energetics of gymnastics
Monèm Jemni
1.1 Aerobic metabolism
1.1.1 Maximal oxygen uptake (VO2 max)
1.1.2 Gymnasts’ VO2 max
1.1.3 Gymnasts’ metabolic thresholds
1.2 Energy cost of gymnastics exercises
1.3 Anaerobic metabolism
1.3.1 Power output of gymnasts
1.3.2 Blood lactate measurement during gymnastic exercises
1.4 Conclusion

2 Cardiovascular and respiratory systems of gymnasts
Monèm Jemni
2.1 Respiratory and ventilation system
2.2 Cardiovascular adaptation to gymnastic exercises
2.3 Cardiac response during gymnastic exercises
2.4 Conclusion
3 Fitness model of high-level gymnasts
William A. Sands

3.1 The fitness model
3.2 Strength, speed, power, flexibility, stamina and skills
3.3 Conclusion

4 Training principles in gymnastics
Monèm Jemni and William A. Sands
4.1 Specificity
4.2 Readiness
4.3 Individualization
4.4 Variation
4.5 Diminishing returns
4.6 Regeneration and the new concept of recovery in gymnastics
4.7 Overload and progression
4.8 Periodization
4.9 Conclusion

5 Specific physical and physiological assessments of gymnasts
Monèm Jemni
5.1 Strength and power tests for upper and lower body
5.1.1 Standardized laboratory tests
5.1.2 Specific jumping and plyometric tests
5.1.3 Muscular endurance tests
5.1.4 Agility, speed, strength and power tests
5.2 Flexibility tests
5.3 Technical tests
5.4 Conclusion
6 Diet, nutrition, supplementation and related health issues in gymnastics
Monèm Jemni

6.1 Diet in male and female gymnasts
6.2 Supplementation in gymnastics
6.3 Effects of high volume and intensity of training on body composition, hormonal regulation, growth and sexual development
6.3.1 Body composition
6.3.2 Bone development and mineral density
6.3.3 Hormonal regulation, growth and sexual development
6.4 Conclusion

7 Investigations in rhythmic gymnastics
Maria Gateva
7.1 Introduction and objectives
7.2 Importance of physical preparation and assessment in rhythmic gymnastics
7.3 Physical fitness assessment in rhythmic gymnastics
7.3.1 Description of the tests
7.4 Training loads in high-level rhythmic gymnastics
7.5 Biochemical and energetic investigations in high-level rhythmic gymnasts
7.6 Analysis of the main results
7.7 Conclusion
Acknowledgement
Part I review questions

PART II
Biomechanics for gymnastics

8 Linear kinematics applied to gymnastics
William A. Sands
8.1 Distance and speed
8.2 Displacement and velocity
8.3 Acceleration
8.4 Linear kinematics units of measurement
8.5 Frames of reference
8.6 Vectors and scalars
8.7 Taking flight: the kinematics of falling bodies and trajectories
8.8 Conclusion

9 Angular kinematics applied to gymnastics
William A. Sands and Patrice Holvoet
9.1 Angular motion
9.2 Angular speed and angular velocity
9.3 Angular acceleration
9.4 Application: understanding relations between angular and linear motions
9.5 Conclusion

10 Linear kinetics applied to gymnastics
William A. Sands
10.1 Inertia
10.2 Mass
10.3 Force
10.4 Internal and external forces
10.5 Newton’s laws of motion
10.5.1 First law
10.5.2 Second law
10.5.3 Third law
10.6 Impulse
10.6.1 Impulse–momentum relationship
10.7 Work
10.8 Power
10.9 Conclusion

11 Angular kinetics applied to gymnastics
William A. Sands
11.1 Eccentric force application
11.2 Torque, moment, force couple
11.3 Leverage
11.4 Centre of gravity
11.5 Moment of inertia
11.6 Angular momentum
11.7 Newton’s angular analogues
11.7.1 Principle of the conservation of angular momentum
11.7.2 Angular analogue for Newton’s second law
11.7.3 Angular analogue for Newton’s third law
11.8 Conclusion
Part II review questions

PART III
Psychology and mental training for gymnastics

12 Task demands and career transitions in gymnastics: from novices to experts, and the stages of learning throughout a career
John H. Salmela
12.1 Performance task demands in gymnastics
12.2 Implications of gymnastic task demands for learning and performing in gymnastics
12.3 Stages of learning across a gymnast’s career
12.3.1 The fixed abilities view
12.3.2 The learning and intervention views
12.3.3 Implications of child development for learning and performing in gymnastics
12.4 Conclusion

13 Coaching and parenting in gymnastics
John H. Salmela
13.1 Coaching
13.2 Implications of coaching for learning and performing in gymnastics
13.3 Parenting
13.4 Implications of parenting for learning and performing in gymnastics
13.5 Conclusion

14 Mental skill development and variations in gymnasts
John H. Salmela
14.1 Mental skill learning for enhancing performance
14.2 How each mental skill affects the others
14.3 The development of the OMSAT-3
14.4 Variations in mental skill patterns over levels of expertise
14.5 Conclusion

15 OMSAT-3 mental skills assessment of gymnasts
John H. Salmela
15.1 Goal-setting
15.1.1 Implications of goal-setting for learning and performing in gymnastics
15.2 Self-confidence
15.2.1 Implications of self-confidence for learning and performing in gymnastics
15.3 Commitment
15.3.1 Implications of commitment for learning and performing in gymnastics
15.4 Implications of the mental skills foundation triangle for learning and performing in gymnastics
15.5 Psychosomatic skills
15.5.1 Stress control
15.5.2 Implications of stress control for learning and performing in gymnastics
15.5.3 Fear control
15.5.4 Implications of fear control for learning and performing in gymnastics
15.5.5 Relaxation
15.5.6 Implications of relaxation for learning and performing in gymnastics
15.5.7 Activation
15.5.8 Implications of activation for learning and performing in gymnastics
15.5.9 Implications of psychosomatic skills for learning and performing in gymnastics
15.6 Cognitive skills
15.6.1 Imagery and mental practice
15.6.2 Implications of imagery and mental practice for learning and performing in gymnastics
15.6.3 Focusing
15.6.4 Implications of focusing for learning and performing in gymnastics
15.6.5 Refocusing
15.6.6 Implications of refocusing for learning and performing in gymnastics
15.6.7 Competition planning
15.6.8 Implications of competition planning for learning and performing in gymnastics
15.7 Implications of cognitive skills for performing in gymnastics
15.8 Conclusion

16 Closing the circle of mental skills training: providing mental skills feedback to gymnasts
John H. Salmela
16.1 Conclusion

Part III review questions
PART IV
Interaction between physiological, biomechanical and psychological aspects of gymnastic performance

17 The physiologist’s point of view
Monèm Jemni
17.1 Body composition versus physiology, biomechanics and psychology
17.2 Skills design
17.3 Growth and development versus personality
18 The biomechanist’s point of view
Patrice Holvoet

18.1 Floor exercise, trampoline and tumbling
18.2 Vault
18.3 High bar and uneven bars
18.4 Rings and parallel bars
18.5 Other apparatus
18.6 Studies on safety and equipment development
19 The psychologist’s point of view
John H. Salmela

19.1 Mental skills interactions
19.2 Foundation skills and exercise physiology
19.3 Foundation skills and biomechanics
19.4 Psychosomatic skills and exercise physiology
19.5 Psychosomatic skills and biomechanics
19.6 Cognitive skills and exercise physiology
19.7 Cognitive skills and biomechanics

Part IV review questions

References
Index

Résumé :
The Science of Gymnastics is a comprehensive and accessible introduction to the fundamental physiological, biomechanical and psychological principles underpinning this most demanding of sports. Drawing on cutting edge scientific research, and including contributions from leading international sport scientists and experienced coaches, the book represents an important link between theory and performance. With useful summaries, data and review questions included throughout, the book examines every key aspect of gymnastic training and performance. [editor summary]

Collection : Bibliothèque de l'École nationale de cirque

Localisation : Bibliothèque

Cote : 796.440 1 J49s 2011

• Ex. 1 — disponible