BOOKS WRITTEN BY BRENT S. RUSHALL

• Full book references.
• Technical manuals.
• Technical reports.
• Book descriptions.
• Specialized books for swimming.
• Purchase sources.

FULL BOOK REFERENCES

1. Rushall, B. S. (1969). The demonstration and evaluation of a research model for investigating the relationship between personality and physical performance categories. Ann Arbor: Xerox University Microfilms.
2. Rushall, B. S. & Siedentop, D. (1972). The development and control of behavior in sports and physical education. Philadelphia: Lea and Febiger. (out of print)
3. Rushall, B. S. (1973). A self-directed study course for Counsilman's THE SCIENCE OF SWIMMING. Halifax: Sport Nova Scotia. (out of print)
4. Rushall, B. S. (1973). A supplementary self-directed study course for Counsilman's THE SCIENCE OF SWIMMING. Halifax: Sport Nova Scotia. (out of print)
5. Rushall, B. S. (1973). Examinations for a self-directed study course for Counsilman's THE SCIENCE OF SWIMMING. Halifax: Sport Nova Scotia. (out of print)
6. Rushall, B. S. (Ed.). (1975). The status of psychomotor learning and sport psychology research. Thunder Bay, Ontario: Sports Science Associates.
7. Rushall, B. S. (1976). A programmed instruction course for Counsilman's films THE SCIENCE OF SWIMMING. Toronto: Ontario Section, Canadian Amateur Swimming Association. (out of print)
8. Rushall, B. S. (1976). Examinations for a programmed instruction course for Counsilman's films THE SCIENCE OF SWIMMING. Toronto: Ontario Section, Canadian Amateur Swimming Association. (out of print)
9. Rushall, B. S. (1976). Lessons from Montreal. Sydney: New South Wales Amateur Swimming Association. (out of print)
10. Rushall, B. S. (1977). A laboratory manual for significant experiences in the psychological aspects of sport. Thunder Bay, Ontario: Sports Science Associates. (out of print)
11. Rushall, B. S. (1979). Psyching in sports. London: Pelham Books. (out of print)
12. Rushall, B. S. (1979). The swimmer's race preparation checklists. Sydney: The Forbes and Ursula Carlile Swimming Organization. (out of print)
13. Rushall, B. S. (1983). A self-directed study course for TOWARDS BETTER COACHING. Melbourne: Australian Coaching Council. (out of print)
14. Rushall, B. S. (1983). Examinations for A SELF-DIRECTED STUDY COURSE FOR TOWARDS BETTER COACHING. Melbourne: Australian Coaching Council. (out of print)
15. Rushall, B. S. (1984). A self-directed study course for THEORY AND METHODOLOGY OF TRAINING. Ottawa: Coaching Association of Canada. (out of print)
16. Rushall, B. S. (1984). Examinations for A SELF-DIRECTED STUDY COURSE FOR THEORY AND METHODOLOGY OF TRAINING. Ottawa: Coaching Association of Canada. (out of print)
17. Rushall, B. S. (1986). The psychology of successful cross-country ski racing. Ottawa: Cross Country Canada.
18. Rushall, B. S., & Potgieter, J. R. (1987). The psychology of successful competing in endurance events. Pretoria: South African Association for Sport Science, Physical Education and Recreation.
19. Potgieter, J. R., & Rushall, B. S. (1987). Die sielkunde van suksesvolle mededinging in uithouvermoesportsoorte. Pretoria: South African Association for Sport Science, Physical Education and Recreation.
20. Rushall, B. S. (Ed.). (1990). Abstracts of swimming research: 1990. Spring Valley, CA: Sports Science Associates. (out of print)
21. Rushall, B. S., & Pyke, F. S. (1991). Training for sports and fitness. Melbourne, Australia: Macmillan of Australia. [Available through the Australian Coaching Council, Belconnen, ACT.]
22. Rushall, B. S. (1991). Imagery training in sports. Spring Valley, CA: Sports Science Associates. Published in Australia by the Australian Coaching Council, Canberra, ACT.
23. Rushall, B. S. (Ed.). (1991). Abstracts of swimming research: 1991. Spring Valley, CA: Sports Science Associates. (out of print)
24. Rushall, B. S. (1992). Mental skills training for sports. Spring Valley, CA: Sports Science Associates. Published in Australia by the Australian Coaching Council, Canberra, ACT.
    
    • Second edition, 1995.
    • Third edition, 2001.
    • Fourth edition, 2003.
25. Rushall, B. S. (1994). The assessment of coaching effectiveness in swimming: a manual for coaches. Spring Valley, CA: Sports Science Associates. Published in Sydney, Australia, by New South Wales Swimming Association Incorporated.
26. Rushall, B. S. (1994). Tests of the physical condition of elite swimmers: a manual for coaches. Spring Valley, CA: Sports Science Associates. Published in Sydney, Australia, by New South Wales Swimming Association Incorporated.
27. Rushall, B. S. (1994). Leadership considerations for effective coaching: A manual for coaches. Spring Valley, CA: Sports Science Associates.
28. Rushall, B. S. (1994). The assessment of coaching effectiveness: A manual for coaches. Spring Valley, CA: Sports Science Associates.
29. Rushall, B. S. (1994). How to develop healthy attitudes towards racing in age-group swimmers: A primer for coaches. Spring Valley, CA: Sports Science Associates. Published in Sydney, Australia, by New South Wales Swimming Association Incorporated.
30. Rushall, B. S. (1995). Personal best: a swimmer's handbook for racing excellence. Spring Valley, CA: Sports Science Associates. Published in Sydney, Australia, by New South Wales Swimming Association Incorporated.
31. Rushall, B. S. (1995). Think and act like a champion. Spring Valley, CA: Sports Science Associates.
32. Rushall, B. S. (2004). Biomechanics of human movement: Course content manual. Spring Valley, CA: Sports Science Associates.
    • Third edition, 2002.
33. Rushall, B. S. (2003). Foundational principles of physical conditioning. Spring Valley, CA: Sports Science Associates.
34. Rushall, B. S. (2003). Programming considerations for physical conditioning. Spring Valley, CA: Sports Science Associates.
35. Mills, D., & Rushall, B. S. (2006). The science and art of baseball pitching. Scottsdale, AZ: All About Pitching.
36. Rushall, B. S. (2006). Swimming pedagogy and a curriculum for stroke development. Spring Valley, CA: Sports Science Associates [Electronic book].
37. Rushall, B. S. (2007). Momentum pitching. Spring Valley, CA: Sports Science Associates [Electronic book].

TECHNICAL MANUALS

1. Rushall, B. S. (1985). TRS-80 Model 4/4P users' manual for the SPORT PSYCHOLOGY CONSULTATION SYSTEM. Spring Valley, California: Sports Science Associates - Canada. (out of print)
2. Rushall, B. S. (1985). CP/M and MSDOS users' manual for the SPORT PSYCHOLOGY CONSULTATION SYSTEM. Spring Valley, California: Sports Science Associates - Canada. (out of print)
3. Rushall, B. S. (1987). Handbook for understanding, interpreting, and using the tests contained in the SPORT PSYCHOLOGY CONSULTATION SYSTEM. Spring Valley, California: Sports Science Associates - Canada.
4. Rushall, B. S. (1988). Handbook for understanding, interpreting, and using the non-computerized tests in the SPORT PSYCHOLOGY CONSULTATION SYSTEM. Spring Valley, California: Sports Science Associates - Canada.
5. Rushall, B. S. (1990). Manual of testing materials for the SPORT PSYCHOLOGY CONSULTATION SYSTEM. Spring Valley, California: Sports Science Associates - Canada.
6. Rushall, B. S. (1990). MSDOS users' manual for the SPORT PSYCHOLOGY CONSULTATION SYSTEM. Spring Valley, California: Sports Science Associates - Canada.
7. Rushall, B. S. (1990). A style manual for written assignments in Physical Education. Spring Valley, California: Sports Science Associates. (out of print)
8. Rushall, B. S. (1990). A style manual for written assignments in Psychology. Spring Valley, California: Sports Science Associates.
9. Cappaert, J. M., & Rushall, B. S. (1994). Biomechanical analyses of champion swimmers. Spring Valley, California: Sports Science Associates.
10. Rushall, B. S. (1994). Scientific swimming for the 21st Century. A manual to accompany the instruction of Level 2--Swimming in the National Coaching Accreditation Scheme of Australia. Spring Valley, CA: Sports Science Associates. Published in Sydney, Australia, by New South Wales Swimming Association Incorporated.
11. Rushall, B. S. (1995). A style manual for written assignments in Exercise and Nutritional Sciences. Spring Valley, California: Sports Science Associates.
12. Rushall, B. S. (2004). User's manual for the Sport Psychology Consultations System SPCS_1. Spring Valley, CA: Sports Science Associates.

TECHNICAL REPORTS

1. Research Report: Rushall, B. S. (1967). Research in the psychology of sport: Grant # 30-101-50. Indiana University Foundation, Bloomington, Indiana.
2. Project Report: Rushall, B. S. (1973). Nova Scotia competitive swimming coaches' development course. The O'Keefe Sports Foundation, Toronto.
3. Project Report: Rushall, B. S. (1974). O'Keefe Sports Foundation Project for the development of rowing coaches in Nova Scotia. The O'Keefe Sports Foundation, Toronto.
4. Project Report: Rushall, B. S. (1975). Nova Scotia competitive paddling coaches' development course. The O'Keefe Sports Foundation, Toronto.
5. Research Report: Jamieson, J., Rushall, B. S., & Talbot, D. (1977). Psychological and performance factors of Canadian Olympic Games swimmers - 1976. The Canadian Amateur Swimming Association, Ottawa.
6. Research Report: Rushall, B. S., Jamieson, J., & Talbot, D. (1976). Psychological characteristics of Canadian Olympic Games Swimmers. The Canadian Amateur Swimming Association, Ottawa.
7. Research Report: Rushall, B. S. (1978). Team identification programs with the Canadian Commonwealth Games Swimming Teams. The Canadian Amateur Swimming Association, Ottawa.
8. Research Report: (1978). Rushall, B. S. Performance factors and characteristics of Canadian Commonwealth Games swimmers. The Canadian Amateur Swimming Association, Ottawa.
9. Research Report: Rushall, B. S. (1978). Psychological characteristics of Canadian Commonwealth Games swimmers. The Canadian Amateur Swimming Association.
10. Consultant's Report: Rushall, B. S. (1983). Australia: A correspondence educational system for coaches: System design and analysis. Australian Coaching Council.
11. Research Report: Rushall, B. S., Holt, L. E., Trygvasson, B., and Cooper, K. (1984). Wind-tunnel studies with elite Canadian ski jumpers. Canadian Ski Association, Ski Jumping Discipline.
12. Research Report: Rushall, B. S., & S. Jones. (1984). Applied rowing research report I: Measurement and understanding of force in rowing. Wintario, Ministry of Tourism and Recreation, Government of Ontario.
13. Research Report: Rushall, B. S. (1984). Psychological testing of ski jumpers. Canadian Ski Association, Ski Jumping Discipline.
14. Research Report: Rushall, B. S. (1984). Applied rowing research report III: A sequential approach to teaching rowing technique - backward shaping. Wintario, Ministry of Tourism and Recreation, Government of Ontario.
    • Reprinted in Coaching Notes CARA, October, 1984. Part I Motor learning and teaching methods.
15. Research Report: Rushall, B. S. (1984). Psychological testing of cross-country skiers. Cross Country Canada, Ottawa.
16. Research Report: Shewchuk, M., & Rushall, B. S. (1985). Applied rowing research report IV: An application of backward shaping to teaching rowing. Wintario, Ministry of Tourism and Recreation, Government of Ontario.
17. Research Report: Rushall, B. S. (1985). Applied rowing research report: Final report. Wintario, Ministry of Tourism and Recreation, Government of Ontario.
18. Research Report: Rushall, B. S. (1986). A study to assess the effects of specific thought patterns on the skiing performance of international calibre athletes. In Cross Country Canada Annual Report to Sport Canada, Ottawa.
19. System Report and Proposal: Rushall, B. S. (1989). USRowing Coaching Education Program: A proposed system for upgrading the quality of rowing coaching in the United States. A requested item for consideration by USRowing, Indianapolis, Indiana. (Adopted, 1989)
20. Research Report: Rushall, B. S. (1990). An assessment of the effects of psychological support services on college varsity male rowers. The United States Rowing Association, Indianapolis, Indiana.
21. Research Report: Rushall, B. S. (1990). Abridged version for popular distribution of the final research report for "an assessment of the effects of psychological support services on college varsity male rowers." The United States Rowing Association, Indianapolis, Indiana.
22. System Report and Proposal: Rushall, B. S., & Bricknell, S. (1992). NSWIMMING Coaching Education Program: A proposed system for upgrading the quality of swimming coaching in New South Wales. NSW Swimming Association Incorporated, Glebe, Australia.
23. System Analysis. Rushall, B. S. (2008). Recommendations for resurrecting the performance standards of Carlile Competitive Swimming Programs. Carlile Swimming, Sydney, New South Wales, Australia.

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.

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

[Soft cover; 8.5 x 11 inches; 128 pages; two-sides; US$20.00 per copy includes S&H]

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.

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]

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.

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$20.00 per copy includes S&H; also from the Australian Coaching Council]

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.

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$20.00 per copy includes S&H]

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.

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$20.00 per copy includes S&H]

This reader-friendly text describes the actions and content of psychological preparations for endurance competitors. Two sections are featured: i) what to do with novice athletes; and ii) how to prepare elite athletes. These two extremes of competition preparations are described so that ingredients from both can be instituted to match the requirements of any level of performer. The content is appropriate for both athletes and coaches. It describes the steps that need to be taken to produce a competition preparation that will enhance performance.

[Soft; one-side; 8.5 x 11 inches; 134 pages; US$15.00 per copy includes S&H]

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.

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$20.00 per copy includes S&H]

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.

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$20.00 per copy includes S&H; in Australia from NSWIMMING]

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.

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$20.00 per copy includes S&H; in Australia from NSWIMMING]

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.

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$20.00 per copy includes S&H; in Australia from NSWIMMING]

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.

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]

WRITTEN MATERIALS THAT SUPPORT INSTRUCTIONAL ENDEAVORS

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.

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

• 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

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.

• 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