It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape ...coaches' knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.
The development of the circumplex model for coach behavior recently provided researchers an integrative model to assess coach behavior. While the circumplex model has currently only been deployed in ...cross-sectional research designs using the Situations in Sports questionnaire (SISQ), it has clear potential within research on dynamics of coach behavior. However, the SISQ consists of vignette-based situations and is too extensive for such frequent administrations. Within the present study we therefore developed the Coach Behavior in Sports Questionnaire (CBSQ), a 32-item alternative for the SISQ which consists of general items rather than vignette-based situations. First, content validity of 54 initial pilot CBSQ items was tested in a sample of 34 expert coaches. Second, construct validity, predictive validity, and reliability of the 32-item CBSQ was tested in a sample of 689 athletes and 420 coaches. Third, within-person variability of coach behavior was longitudinally assessed using the 32-item CBSQ during a five-week training and game period in a sample of 31 coach-athlete dyads. The 32-item CBSQ showed to be a valid and reliable alternative for the SISQ. Also, coach behavior showed considerable within-person variability over the five-week period in all coaching styles and approaches. Additionally, a 24, 16, and 12-item version were tested to provide even shorter alternatives. The CBSQ opens new horizons for future longitudinal research and coach reflection programs based on the circumplex model for coach behavior.
•We replicated the circular structure of the circumplex model for coach behavior.•The CBSQ showed to be a valid and reliable questionnaire to assess coach behavior.•Coach behavior fluctuates both on between-person and within-person level.•The CBSQ can be used to assess coach behavior within future longitudinal studies.
Background: Coach education has been identified as a key vehicle for raising the standard of coaching practice. However, the existing body of literature suggests that coach education has had a ...limited impact on the learning and development of coaching practitioners. In this respect, it has been contended that coach educations ills might be partially attributed to the 'top-down' approach of its design and delivery. While numerous theoretically informed pedagogies have been suggested as a means of overcoming some of the coach educations problems, there has been limited exploration of how coach learners feel that the provision of coach education might be enhanced.
Purpose: To build on a limited body of research that has attempted to source coaches' views about how the provision of coach education might better facilitate their learning and development of practice. In doing so, it was hoped that the findings of this study would provide empirically based insights that would invoke critical reflection and discussion in relation to how the field prepares and develops coaching practitioners.
Participants: Ninety (82 male and 8 female) coaches from eight sports participated in this study. The participant coaches practiced across a range of levels and averaged 23 years of coaching experience.
Research design: A combination of qualitative methods were utilised to gather both breadth and depth of data.
Data collection: A total of 16 in-depth semi-structured interviews were conducted and 74 open-ended questionnaires were completed and returned.
Data analysis: The interview and questionnaire data were collectively subjected to inductive content analysis.
Findings: It was discovered that the coaches desire to become better practitioners shaped their evaluation of, and recommendations for, the provision of coach education. The participants suggested that relevant and usable course content should be delivered through pedagogical approaches that actively involve the course learners. The coaches urged coach educators to provide a range of learning resources and mentoring opportunities. It was also suggested that further thought should be given to the appropriateness of course venues and costs associated with the attendance of continuing professional development. The findings of this study were considered in relation to relevant explanatory theory.
The importance of coach leadership to athlete development and performance has been identified in the literature. We respond to the call to investigate antecedents of coach transformational leadership ...and their indirect effects on athlete outcomes. We propose that coach extraversion as an antecedent of coach transformational leadership can indirectly impact follower cohesion and satisfaction. Building on this mediation model, we assert that educational environment (i.e., high school and university) may serve as a first-stage moderator between coach extraversion and transformational leadership. We used 48 coaches and their 570 athletes from competitive high school and university basketball teams to test this moderated mediation model. Our results indicate that coach extraversion indirectly impacts athlete cohesion and satisfaction via transformational leadership. Moreover, the indirect effects of coach extraversion on athlete outcomes via coach transformational leadership is conditionally significant only when coaches and athletes are in universities but not in high schools. Our findings highlight the importance of educational environment in determining the association between coach personality and leadership perception. Implications for research and practice are discussed.
The aim of the research is to designing satisfaction with the coach scale in viewpoint of Salah El-Din governorate club players in football, and in order to achieve this, the researchers designed a ...measure of satisfaction with the coach, As for the research problem, it stems from the need to address the theoretical and practical issue of satisfaction with the coach. Sports in particular, studies on such topics are still limited and few, so the research problem is focused on the lack of a measure of satisfaction with the coach from the point of view of the players of Salah al-Din Governorate football clubs, and the researchers used the descriptive analytical approach, The research community included Salah Al-Din clubs players in the football game and by (10) sports clubs that practice football effectiveness, which included (228) players. Pearson's simple correlation, Cronbach's alpha coefficient, Spearman-Brown equation.The researchers reached the validity of the measure of satisfaction with the coach in measuring the levels of satisfaction with the coach among football players in Salah El-Din Governorate clubs.
The objective of this study is to measure and construe the opinions of the coaches and referees who are actively participating in fencing competitions in our country and who are licensed by the ...Turkish Fencing Federation (TFF) for the year of 2020, regarding the organizations to be planned and the issues to be paid attention, within the scope of the Covid-19 normalization steps. An online data collection form was used as a data collection tool in this study, which was structured through the qualitative research method. In the analysis process of the data obtained, the data analysis program called MAXQDA was used. While closed-ended questions were summarized by indicating percentages, the content analysis method was used in the process of analyzing open-ended question and answer reports. The data obtained were visualized with the help of frequency tables and code maps. Finally, some of the opinions of the participants, which were coded, were directly conveyed by interpreting the findings obtained through the tables and code maps. It was determined as a result of the study that the Covid-19 pandemic that poses impacts on the entire world affects the attitudes of fencing coaches and referees to participate in organizations. In the activities planned to be organized, the sub-codes like attending without an audience, open-air competitions, provision of spaciousness and ventilation means in the selection of a competition hall, and risk approval notification are classified.
This study aims to determine the performance of futsal coaches in Bandar Lampung City who have many coaching licenses but have no achievements at the regional and national levels and how to apply the ...coaching method and process of coaches in the city of Bandar Lampung who have coaching license level 1 AFC 9 coaches and level 1 National 16 coaches this research is a type of evaluative descriptive research using the approach method evaluative, The instrument in this study uses nontest techniques described by the data, namely from the answers to the questionnaires that have been filled in by respondents, namely, data analysis techniques in this study using quantitative descriptive analysis. Based on the results of the research, the author can conclude that the reason why futsal in Bandar Lampung city does not perform well at both the provincial and national levels, in this case, in addition to human resources that are still left behind, several things underlie this such as there are still many coaches who do not carry out their duties properly, this happens because coaches in the city of Bandar Lampung do not carry out their responsibilities by the performance standards of coaches who have Was.
It is proposed that it is critical that coaches are highly self-aware to be effective at facilitating the development of self-awareness in their clients. Accordingly, self-awareness is included in ...the competency frameworks of the coaching professional bodies, yet there is a lack of evidence supporting how coaches develop self-awareness. This is problematic as it brings into question the design and development of coach training programmes, which is likely to hinder the professionalization of coaching. Therefore, we set out to provide evidence as to whether coach training develops self-awareness, and if so, what aspects of the training facilitate this development. A mixed-methods design was utilized with two separate studies. Firstly, a pre-post-test quantitative study to test whether coach education increases participant self-awareness. Followed by a qualitative study to provide an in-depth understanding of how the coach training supported the participants in developing self-awareness. The research found that coach training partially develops self-awareness and that key enablers to this development include experiential learning supported by reflection in a psychologically safe environment. The contribution of this research and paper is to contribute to the theory of coach development by illuminating how coach training can develop self-awareness. In addition, it is our hope that our findings will contribute to practice by informing the future design of coach training programmes and providing a means to evaluate coach development as a result of coach training.
Mandated concussion education has aimed to improve student-athlete knowledge; however, some collegiate student-athletes continue to not disclose concussion. Concussion knowledge may not be the only ...factor influencing reporting, as student-athlete sex, sport, and pressure from external stakeholders (eg, coaches, teammates, fans, parents or family) have all been documented as influencing collegiate concussion-reporting behavior.
To examine factors associated with concussion nondisclosure in collegiate student-athletes.
Cross-sectional study.
Four National Collegiate Athletic Association Division I and two Division II universities.
A total of 1125 collegiate student-athletes completed the survey, and 741 provided viable responses and were included for data analysis.
We used a 10- to 15-minute electronic or paper-and-pencil survey that asked about personal and sport demographics, diagnosed concussions and nondisclosed concussion history, concussion knowledge, and level of agreement regarding pressure to play after a head impact experienced during collegiate sport participation. Significant univariable factors were entered into a multivariable logistic regression analysis.
Sex (P = .005), sport-risk type (P < .001), diagnosed concussion history (P < .001), concussion knowledge (P = .017), and pressure from coaches (P < .001), teammates (P < .001), fans (P = .024), and parents or family (P = .003) were factors associated with concussion nondisclosure in individual univariable logistic regressions. After we conducted multivariable analyses, male sex (P = .001), high concussion-risk sport participation (P = .048), diagnosed concussion history (P < .001), increased concussion knowledge (P = .013), and experiencing pressure from coaches to continue playing after sustaining a hit to the head (P = .002) were factors associated with concussion nondisclosure in collegiate student-athletes.
Our results suggest that concussion-education programs should go beyond the identification of signs and symptoms to include the dangers of continuing to play, long-term consequences, and transparency about concussion protocols. Comprehensive concussion-education programs should involve coaches and athletes to improve the reporting culture.
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