The ontology of Sports Science is well-defined with its various themes and subjects being studied
and presented in various works such as journal articles and textbooks, as well as by being in the
curriculum of the various university departments. However, there is much to discover when turning
our gaze somewhere else, to Traditions and Great Schools that have been dealing for many centuries
with the development of many aspects of what we now call “expertise”. On the spiritual side,
the Traditions included in this study extend from Yoga to Taoism and from the various Tantras to
Kabbalah. On the artistic side, Schools such as Iwama Aikido, Wing Tsun, and Russian piano School
have been considered. Classic Epistemology is also taken into account. Be it out of ignorance or out of
hesitance, seldom do we turn our gaze to discover the richness such Traditions have in so many aspects,
no less in matters pertaining to Sports Science. This paper is a first effort to map some of the most
important findings several such Traditions treasure and keep for their practitioners. The results of this
exploration consist of insights about overlooked performance parameters such as breathing, slow
practice, visualizations, sleep practices, basics, relaxation and psychotherapy.

Abstract biomechanics, by definition, are biomechanics in theory, without any application
(therefore a geometrical representation of movement). When referring to (abstract) biomechanics
and to (applied) technique (“technical form”) their relationship is blurred, not to mention there is
no method to effectively make the transition from the former to the latter. In this paper, these
terms are explicated and the connection between them is restored through a bridge, called the
operating principle or mechanism of the technique. The exemplary field of application is the sport
of tennis. In tennis, the operating principle is not of course all that is needed to develop technical
form (the application of the theoretical model on one’s body). It is the first step from at least three
more, the other ones being the “reference points” and the shot teaching mechanism (the latter
being substantially different from the mechanism of the technical form presented here). However,
the idea of the operating principle (of the technical form) has never been presented before for any
sport. The implications of these insights are important both methodologically and for the
development of a teaching method for tennis technical form. Finally, this paper itself bridges two
gaps: theory to practice and epistemology to science.

Background: The anatomy, origin, function, and appearance of the Palmaris Longus Muscle (PLM) in different populations are well studied. However, little is known about its contribution to wrist fl exion movements in sports. This study investigates whether the existence or absence of the PLM affects maximal torque output or torque consistency of submaximal wrist fl exion moment.
Methods: One hundred ninety-seven well-trained sports students were clinically examined to ascertain the presence of the PLM. Forty of them from different sport disciplines were assigned to two groups (athletes in handgrip sports: HG, athletes in non-handgrip sports: NHG). Their 80 upper limbs were divided based on the PLM-presence/absence and hand-dominance/non-dominance. Maximal Isometric Torque (MIT) at 150º, 180º, and 210º wrist angle, and torque steadiness at 150º and 180º, at 25%, 50%, and 75% of MIT were measured on a Humac Norm dynamometer.
Results: In all MIT tests, HGs signifi cantly surpassed NHGs, independently of the dominant or non-dominant side in presence of the PLM (p <.05). Steadiness was signifi cantly higher in HGs than in NHGs in dominant hands having the PLM, at 25% and 75% of MIT at both angles (p <.05).
Conclusions: It is concluded that the existence of the PLM provides an advantage in sustained handgrip sports (throwers, racquet sports, basketball, handball players), contributing positively to decreased torque variability and
higher maximal torque independently of muscular length. Important implications for sports performance and injury prevention have also resulted.

The purpose of this study was to determine differences in force steadiness during submaximal plantar flexion (PF) and dorsiflexion (DF) of the dominant leg between individuals experienced and not experienced in resistance training. Forty males aged 18-32 were divided in two groups based on their experience in resistance training (experienced – not experienced). Evaluation of maximal voluntary isometric force was carried out on a Humac-Norm isokinetic dynamometer. The measurement of the maximal voluntary contraction (MVC) was measured in 3 isometric attempts. Then, the stability measurement of 10%, 30%, 50% and 70% of the MVC was assessed. The duration of the isometric contraction was 10 seconds but only 6 seconds were analyzed. T-test for independent samples and ANOVA was applied for the statistical analysis. The results showed that the individuals with more experience in resistance training presented a significantly higher MVC and force steadiness of the plantar and dorsiflexors muscles, compared with the individuals with less experience (p < 0.05). In conclusion, the years of practice with resistance training appear to have a beneficial effect on force steadiness.

The author proposes a new Paradigm for both research and practice regarding tennis. Sensorimotor Synchronisation (SMS) is the scientific field studying how people may synchronise their actions to an external stimulus (a pacer). SMS provides the most relevant set of concepts to tennis because synchronisation with both the ball and the opponent is the most decisive factor for performance: ball directionality, early preparation and economy of movement are all affected by good synchronisation skills but not so much by reaction time. In martial arts schools, synchronisation is the golden chalice of superior performance, which leaves many questions about the choices that have been made in tennis. Here, after a mini-review of SMS-related concepts and terms, an SMS application to tennis will be proposed and some drills will be described for the first time. Not all questions will or can be answered here, however a new Research Programme should be emerging: as is the case in all Programmes and Paradigms, they cannot be directly tested but they offer the background for specific experiments to follow. Tennis SMS is also compatible with bioinformatics since expert systems may be developed to both monitor and improve synchronicity.

Taking for granted the new standards in sports in regard to the recent, still-evolving pandemic, Coach Development is seen through a new prism, based on the experience gained from an online tennis Coach Development course. At First, the role of the coach is discussed as an expert generalist and then the ideal components of Coach Development systems are presented. Finally, it is discussed whether these findings may be applied to online learning.

Anticipating the inevitable shift of coach education and Coach Certification Programs (CCP) to distance-learning platforms in the imminent future, I have attempted to identify obstacles that we are likely to face. After explaining the rationale and the potential benefits of such courses, I have identified
technique as the most difficult component to both teach and evaluate. A specific viewpoint regarding technique is briefly discussed and several related guidelines are provided to assist in both teaching (coach education) and evaluating technique (CCP) within the context of distance education.

Background: communication between the trainer and the athlete has been studied in terms of feedback, but not in terms of codifying information for instruction; here implications for cognition and cognitive skills is also discussed.

Purpose: to present a new tool, motowords, a verbal codification tool between the athlete and the trainer that also provides many side benefits: it helps adjust the Degrees of Freedom of a drill, it employs cognitive functions, it fosters active participation of the athlete and it bridges the gap between serial and random practice. Moreover, we intend to theorize on how the positive effects of motowords are multiplied when combined with drill-synthesis and drill-structure, as well as with differentiated (self)training, concepts that aim at increasing the ecological validity of training sessions.

Method: the theoretical background supporting the effectiveness of these tools is discussed.

Leads: to a broader vision about the important role of cognitive and emotional skills within a holistic context aiming at developing “literate” individuals rather than just motor experts, which, both the former and the latter, are at the very core of the Distal Method for expertise attainment.

A unifying theoretical model for motor expertise attainment is presented. Based on an extensive theoretical background several practical applications are discussed examples are given and guidelines are proposed. The main tenets of this approach called “The Distal Method” is that motor expertise development should be based on i. processes that impact the future and not (necessarily) the present ii. motor skills and cognitive skills are coupled iii. emotions are the substrate for any development to take place. The basic tools of such an approach will be presented here which could act both as a guide and a model – or even a paradigm – for successfully developing and refining psychomotor skills from early on.

The triple identity of the empowering action coordinator (a poor translation usually used is “animator”) includes the roles of the scientist, of the artist but also of the healer – the mediator to higher consciousness levels. The paper goes on to locate theatre pedagogy within the paradigm of the Distal Method; actually quite a widespread one, since theatre pedagogy may be used for many purposes, either in isolation or in combination: as a psychotherapeutic tool, as a learning tool, as a social and emotional developmental tool, as the context of training (style), or as just fun.

Performance-learning distinction necessitates the development of novel models to measure
performance meaningfully, i.e. in direct relation to the “invisible” learning. Such models should
have direct practical implications. Performance Spiral (PS) is such a model and incorporates
findings from motor learning &amp; control disciplines (Contextual Interference, practice schedules,
dynamic system theory), Sports Training (speed-assisted / resisted training) and insights (Slow
Practice) from traditional major schools in music and sports. 11 subjects (age M=31, intermediate
level) in two groups, one control (6) and one PS-trained (5) were measured in speed and accuracy
progression of tennis serve, which would denote motor learning. After two months, while the
classically-trained control group did not show any statistically significant change in performance,
the PS-trained group increased their accuracy significantly. PS model is effective in producing
motor learning in tennis serve. These preliminary results are discussed and future directions are
given.

This article in JMST lays the foundations of the biomechanical model of the tennis Distal Method, as well as an application in the forehand drive (since applications are always important for such practice-oriented journals). The concepts presented in this article are relevant to the technique of all tennis shots.

Is there a way of practice that is beneficial to tennis? Indeed, there is: Deliberate and well-structured practice. This article attempts to describe the model of Deliberate Practice (DP) and its potential applications to tennis