No abstract

The prevalence of pseudo-scientific ideas and "neuromyths" among coaches, coupled with the need to improve the contents of their education programmes, has recently been highlighted in the scientific literature. In this opinion paper, we identify and discuss some common beliefs, prejudices and tacit assumptions in the field of sport sciences that can favour the presence of pseudoscience in education and professional practice, such as: (a) sport is too complex a phenomenon to be studied scientifically, (b) sport needs applied science, (c) in sport, practice and experience are more important than theory; (d) all theories are partly true and equally acceptable; and (e) there are "hard sciences" (biological) and "soft sciences" (social). In relation to the arguments outlined, several intervention recommendations are shared for the institutions and organisms in charge of training sport science professionals.

No abstract

No abstract