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sity (90—105% V̇O2 peak) to low intensity exercise(30—45% V̇O2 peak), while AER exercised contin-uously between 50 and 65% V̇O2 peak. Exerciseduration for both groups was approximately 30 min,with both groups completing the same amount ofwork. After training, fat-mass decreased in boththe INT and AER groups (2% and 2.4%, respectively)and lean-mass increased in both groups (0.55% and3.18%, respectively) but there were no differencesbetween groups. RMR (kJ d−1) increased by 11.6%in the INT group (ns), but declined significantly inthe AER group (16.6; p = 0.04). EPOC was not signifi-cantly different between the two groups (p = 0.68).A longer intervention period, or changes to intervalduration and intensities may result in differencesbetween the two training methods.

doi:10.1016/j.jsams.2006.12.019

18Sports medicine: Why is it not considered impor-tant by sport coaches?

E. O’Keeffe

Queensland Academy of Sport, Australia

The goal of sport coaches and sports medicine pro-fessionals is commonly considered to be one andthe same, yet sports medicine is often dismissedby coaches. The recognition of sports medicineas a necessary knowledge construct for coacheswas explored as part of a larger study inves-tigating the attributes considered to be mostimportant in a talented coach. This study used amulti-method approach using interviews and ques-tionnaires to develop a comprehensive definitionof talented coaching. Information gathered frominterviews with experienced personnel in sport wastranscribed and coded. Themes identified in theanalysis were incorporated with the literature toinform construction of a questionnaire deliveredto 300 randomly selected beginner, experienced,retired and lapsed coaches and administrators fromindividual and team sports at club, state andnational levels. The 159 questionnaires receivedwere analysed using factor analysis, reliability,ANOVA and Chi-square. Results highlighted fivecommon qualities of a talented coach, and appro-priate methods to identify these individuals. Morenotable was the perception that knowledge ofsports medicine was not considered an important

attribute of a talented coach (ranked 51st from77 attributes). To gain a deeper understandingregarding the reasons for this perception, followup interviews with key personnel in coaching were

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onducted. From this, recommendations for theuture development and education of coaches andports medicine personnel were developed. Thistudy provides valuable information to both theports coaching and sport medicine communities aso how they can better service each other.

oi:10.1016/j.jsams.2006.12.020

9he effect of school travel plans in reducingchool-related motorised travel: Five case studychools

. Hinckson, G. Schofield, H. Badland

AUT University, Australia

urpose: Promoting active travel modes to and fromchool seems a logical way to improve health out-omes, enhance social capital, and reduce school-elated traffic congestion. Accordingly, Aucklandegional Transport Authority (ARTA), New Zealand,eveloped a School Travel Plan (STP) initiativeo reduce school-related motorised travel. Fivease-study primary schools were investigated toetermine the extent to which school-relatedravel behaviour changed as a result of implement-ng a STP that was relevant to each school’s needs.lans incorporated soft (educational) and/or hardphysical) environmental measures.

Methods: Data were drawn from quantitativestudent and parent travel surveys) sources at fiverimary schools in Auckland, New Zealand, andompared for each school (approximately one yearpart), pre- and post-STP implementation.

Results: Overall, there was a 7% (range, −2% to1%) increase in the number of children walking tond from school, and a 3% (−13% to 4%) decreasen the number of children commuting to school byamily car. Thirty percent of the children preferredo travel to and from school by cycle, comparedo the actual prevalence of 1%. Parents perceivedistance as the greatest barrier for allowing theirhildren to walk to school (32%), followed by safety30%). Parental support was not always present dur-ng STP implementation, which compromised theuccess of some initiatives.

Conclusion: School travel plan implementa-ion was effective in modifying school-relatedravel behaviours. A combination of soft and hardeasures seems to be appropriate for reducingotorised travel. STP sustainability may depend on

arental support and initiative.

oi:10.1016/j.jsams.2006.12.021