RT @AaronJCoutts: NEW POSITION | Associate Professor in Clinical Exercise Physiology. Come join our team as an Assoc Prof & Course Director….

RT @gjpepping: Come and join a great Exercise Science team at the School of Behavioural and Health Sciences, ACU Brisbane! 👉 Check out thi….

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If you happen to know of research that studies the contribution of competition and cooperation in team performance, I’d love to hear from you. Please DM, email or respond.

Competition = Everyone aims to thrive individually because individual performance comes first, if that also happens to help achieve the collective’s aim, then great) 3/3.

Cooperation = everyone does their part and can individually thrive but the main outcome is the performance of the collective) 2/3.

To anyone out there: What do you think is central to good team (any type of team) performance? Cooperation or competition? Definitions in 🧵. Would be great to get perspectives from all fields so please state your field when responding. Thanks for sharing among others.

I would love to hear what others are doing in this space, especially those outside of sport and exercise. Do you feel you have the freedom to de-emphasise publication volume as a supervisor? As always, DM or email with follow-ups that are personal. 9/9.

I cannot predict the future, but the arms race for publication volume in early career researchers is not one my students can win. So I need to help aspiring academics develop skills that distinguish them from their peers. Being better researchers overall could be 1 of those. 8/9.

These steps are by no means perfect, but I thought it important to share, as they deliberately deemphasise publication volume and trade it for developing a range of research skills in a specific knowledge-domain. 7/9.

An observational study. These studies can be quantitative and/or qualitative & dependent on the student/project can even involve longitudinal data collection. They are important in developing 'real-world' research skills, especially for students working closely with industry. 6/9.

A trial. RCTs are not always feasible (especially in sport), but students engage in a well-considered (quasi-) experimental study that will help them develop vital skills and knowledge such as experimental design, recruitment, ethics, and statistics. 5/9.

Meta-research. Research about research becomes increasingly valuable to sift through the vast amounts of scientific lit, and involves vital skills for aspiring researchers. I try to introduce students to meta research by leading at least one systematic review/meta analysis 4/9.

I have made a deliberate effort to work with students towards 3 manuscripts in a PhD, which showcases their ability to conduct different types of research, which hopefully will set them apart from the volume-heavy competitors. Here are the 3 types of research I encourage: 3/9.

When I did a PhD, 15 publications were enough to get looked at for lecturer jobs. Often the quality of the work was not that important. Now, aspiring lecturers often have many more publications. So what could I do to make students competitive in this market? 2/9.

Lately, under the influence of @francoimpell I have made a huge shift in the supervision of projects of new PhD students, here is what has changed. This may be relevant for those new to, or unfamiliar with, research student supervision. 1/9.

These are some of the insights gained in my short academic career so far, many of which only came to me in the last (tumultuous) two years. As always, DM/email with questions.

11. Don’t stick to what you know, but don’t invest in what you don’t. Exploring new areas is common, but consult area experts. Don’t think ‘publishing is the same in all fields to I’ll do it alone’. There’s no shame in consulting people who ar me more knowledgeable than you are.

10. Beware of false idols. Tom Cruise is smaller than you think in real life. Don’t assume ‘big names’ are all nice people or good academics. Many of them are but use your wits and decide for yourself.

9. Be kind to others. When (co-)-authoring or reviewing, be constructively critical. Be polite and kind and treat others as you would like to be treated. Not everyone is a seasoned academics.

8. Admit your mistakes. Making mistakes happens, especially as a younger academic. I’ve made more than my fair share. Never defend something you know is wrong, just admit it and do it differently next time. You can’t know everything.