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Journal articles on the topic 'Coaches'
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1
Payne, Rick, Yi-Ling Lai, and Karen McBride. "How does executive coaching work? An investigation of the coach-coachee dyad." International Coaching Psychology Review 18, no. 1 (2023): 34–44. http://dx.doi.org/10.53841/bpsicpr.2023.18.1.34.
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This study investigates the coach-coachee dyad via accounts of how executive coaching works. Despite the increase of executive coaching research evidence, the voice of coachees is rarely heard. To develop a more holistic picture of an effective coaching engagement, semi-structured interviews based on the critical incident technique (CIT) were conducted with nine coach-coachee pairs recalling their recent coaching experiences. This study indicates the professional coaching relationship as essential in facilitating sustainable change and coaching outcomes. Four main themes are derived from the data – a supportive working relationship; exploratory processes; coach’s initiations to create a joint effort process – and the coaches as a positive social influence, these essential factors promote an effective professional relationship within the coaching dyad. This research extends contemporary coaching literature from a positivistic view to exploring critical aspects through the coach-coachee pair. Research results can offer guidance to coaching practitioners seeking to enhance the effectiveness of the coaching process and outcomes. Moreover, key factors that emerge from this study offer sponsoring organisations an insight of how executives experience change and development through coaching.
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Ritchie, Darren, and Justine Allen. "‘Let Them Get on With It’: Coaches’ Perceptions of Their Roles and Coaching Practices During Olympic and Paralympic Games." International Sport Coaching Journal 2, no. 2 (May 2015): 108–24. http://dx.doi.org/10.1123/iscj.2014-0092.
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How coaches prepare and perform is critical for athletes’ performances (Gould, Guinan, Greenleaf & Chung, 2002), however, little is known about coaches’ roles and coaching practices during major competitions such as the Olympic or Paralympic Games. To assist coaches in their efforts to improve athletes’ performances in competition environments, greater understanding is needed about the coaching process during major competitions and how coaches prepare and perform. Therefore, the purpose of the current study was to examine track and field coaches’ perceptions of their roles and coaching practices during competition at major events. Eight coaches, seven male and one female, who had coached one or more athletes to an Olympic or Paralympic medal were interviewed. Inductive content analysis indicated that creating an athlete focused supportive environment, detailed preparation and planning, use of effective observation and limited intervention, coach and athlete psychological preparation and managing the process were salient during competition at major events. These findings suggest that during major competition the coach’s role is supportive and facilitative. Actions are largely unobtrusive and in response to athletes’ needs, but remain as detailed as other phases of the coaching process. The findings are discussed in relation to the coach as orchestrator.
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Leonard-Cross, Elouise. "Developmental coaching: Business benefit – fact or fad? An evaluative study to explore the impact of coaching in the workplace." International Coaching Psychology Review 5, no. 1 (March 2010): 36–47. http://dx.doi.org/10.53841/bpsicpr.2010.5.1.36.
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Objectives:To contribute to research on the return on investment and business benefit of workplace coaching by using a quasi-experimental design. Specifically, to investigate the impact that in-house coaches, using developmental coaching approaches, had on levels of coachee self-efficacy.Design:The study used action research (Lewin, 1946) and a quasi-experimental method to investigate the impact and process of developmental coaching, evaluating coaching which took place over a two-year period. A large sample and multiple data collection methods were utilised to ensure research was a valid reflection of the current status and perception of coaching within the organisation in the reported study.Methodology:Thematic analysis of qualitative research informed the content of coach and coachee questionnaires, supported by a holistic literature review. Coachees and the comparative group of non-coached staff completed questionnaires assessing their general levels of self-efficacy and personal experiences of development. Coaches completed a self-perception questionnaire to capture their personal views on the experience and if any changes had been observed in the coachee which could relate to the construct of self-efficacy.Results:Participants that had received developmental coaching (N=61) had higher levels of self-efficacy than the control group of participants (N=57) who had not received coaching.Conclusions:This research aimed to explore whether developmental coaching does actually deliver business benefits and results suggest that coaching can impact positively upon an individual’s level of self-efficacy.
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Stewart, Lorna J., Stephen Palmer, Helen Wilkin, and Maire Kerrin. "Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer." International Coaching Psychology Review 3, no. 2 (July 2008): 87–109. http://dx.doi.org/10.53841/bpsicpr.2008.3.2.87.
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Objectives:Executive coaching has become a respected learning and development strategy. Coaching outcomes and the conditions required for coachees to implement and sustain their development in the workplace have yet to be fully understood. These deficits impede coaching evaluation. The present study sought to operationalise a successful coaching outcome, and to propose and verify a model of coaching transfer.Design:Two sub-studies were conducted. Study 1 used a descriptive qualitative approach to explore coachees’, coaches’ and organisational stakeholders’ perceptions of a successful coaching outcome and the facilitators and barriers to transfer. Study 2 surveyed coachees using a self-report questionnaire developed from the results of Study one to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.Methods:Study 1: 25 coachees, nine coaches and five organisational stakeholders each participated in an hour-long, semi-structured interview. Study 2: 110 participants completed the online coaching transfer questionnaire.Results:Qualitative analyses revealed coachees, coaches and organisational stakeholders believed coaching outcomes comprised intra-personal development, personal and performance outcomes. Coaching transfer comprised two stages: application, and generalisation and maintenance. Correlational analyses of questionnaire data (N=110) suggested transfer depends on interactions between the nature of the coaching output, the stage of transfer, and the type of development sought via coaching.Conclusions:Although exploratory, this study provided some understanding of the influence of the factors which impact on coaching transfer. The findings indicate there is value in coaching research examining the complex interplay of factors beyond the coachee-coach relationship.
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Bozer, Gil, James C. Sarros, and Joseph C. Santora. "Academic background and credibility in executive coaching effectiveness." Personnel Review 43, no. 6 (August 26, 2014): 881–97. http://dx.doi.org/10.1108/pr-10-2013-0171.
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Purpose – Little empirical research has examined the role of coach characteristics in coaching success. The purpose of this paper is to address this gap in the literature by identifying and testing the relationships between a coach's academic background in psychology and credibility with executive coaching effectiveness as reflected in greater levels of individual outcomes. Design/methodology/approach – These factors were examined through a quasi-experimental pretest-posttest design. Participants were drawn from the client bases of four Israeli executive coaching agencies. Findings – A coach's academic background in psychology was positively related to executive coaching effectiveness as reflected in greater improvement in coachee self-awareness and job performance as reported by the direct supervisor. Further, coach credibility was positively related to executive coaching effectiveness as reflected in higher mean scores in coachee self-reported job performance. Originality/value – Findings should assist businesses and educators in improving the formal preparation of coaches and in better identifying and selecting competent coaches. This may lead to better executive coaching design, implementation, and outcomes. Recommendations for future research are provided.
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Yu, Qiang. "Coaching Leadership on Team Culture of Basketball Coaches." Journal of Education and Educational Research 7, no. 2 (February 29, 2024): 235–42. http://dx.doi.org/10.54097/bbf0kk59.
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This study focuses on the importance of educational leadership in the field of education in the 21st century, especially the key role of coaches in the field of college basketball. As basketball's status in our country increases, the leadership skills of coaches are crucial to the overall development of colleges and universities. The article emphasizes that in addition to professional skills, coaches also need to have strong leadership skills to meet students' psychological needs and promote students' growth. Secondly, the article explores the impact of coaches’ leadership behaviors on students’ potential development and team effectiveness. Excellent coaches not only teach techniques, but also formulate training plans and game strategies based on the characteristics of the team to enhance the competitiveness of the entire team. The coach's leadership behavior can also promote cooperation among team members and form a sense of team identity. Finally, the article emphasizes the close relationship between organizational team culture and coach leadership behavior, and explores the important impact of coach leadership behavior on team organizational culture. Research shows that a coach’s leadership behavior has a key impact on the overall effectiveness of the team, so exploring the relationship between the coach’s leadership behavior and the team’s organizational culture is of great significance for optimizing coaching practices. In summary, this article deeply explores the relationship between coaching leadership behavior and team organizational culture, providing an important reference for further optimizing coaching practice.
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Nutting, Andrew W. "Discrimination or Motivation? Black Coaches and College Basketball Polls." Review of Black Political Economy 45, no. 4 (December 2018): 275–98. http://dx.doi.org/10.1177/0034644619833651.
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From 2005 to 2015, when ranked teams in the college basketball Media and Coaches Polls played each other, the better-ranked team ceteris paribus won more often when its head coach was Black and the opposing coach was White. This suggests pollsters underrated—discriminated against—highly ranked Black coaches. Coach race did not affect game outcome in the computer-based Sagarin Poll. Black-coached teams lost more often to unranked opponents, though, which is inconsistent with discrimination against them. An alternative possibility is that Black coaches were particularly motivated to avoid upsets by White-coached Top 25 teams, especially in years after many prominent Black coaches had lost their jobs.
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Ndlovu-Hlatshwayo, Elona, and Jabulile Msimango-Galawe. "The Critical Success Factors for Entrepreneurial Coaching in South African Business Incubators." Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship 13, no. 1 (October 21, 2023): 56. http://dx.doi.org/10.30588/jmp.v13i1.1520.
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This study examines the critical success factors for entrepreneurial coaching in South African business incubators through a qualitative method that involved interviewing 32 participants. The research aimed to identify the factors contributing to successful coaching interventions between coaches and entrepreneurs. The key findings include the importance of demographics, diversity, and cultural intelligence, coaching relational aspects, the coach’s personal attributes, the entrepreneur’s characteristics, the coach’s competence, and coaching elements. The study highlights the need for coaches to possess emotional intelligence, empathy, and a cultural understanding of their coachees. Additionally, the research underscores the significance of coaching programs and methods tailored to the unique needs and characteristics of the entrepreneurs being coached. The study’s findings have significant implications for coaching practitioners and program developers who work with entrepreneurs in South Africa, and it underscores the need for a nuanced and culturally sensitive approach to coaching and mentoring in the context of South African business incubators.
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Gerretsen, Stephanie, Tarlan Chahardovali, and Scott Brooks. "Title IX and Career Pathways of Coaches Across NCAA Women’s Basketball Programs: An Intersectional Approach to Human Capital in Hiring." Journal of Intercollegiate Sport 16, no. 1 (March 22, 2023): 25–53. http://dx.doi.org/10.17161/jis.v16i1.16496.
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The purpose of this article is to examine the career pathways of NCAA women basketball coaches after the passage of Title IX, with a special attention to the relationship between human capital (i.e., job related qualifications), race, and gender of coaches in the sample population. As such, we looked at job related qualifications of incoming and outgoing coaching hires from 1984-2020 at universities within the Power Five Conferences and HBCUs at the Division I level, considering nine different variables. These variables include a coach’s immediate previous position, number of years as an NCAA coach, years of overall coaching experience prior to hire, highest prior division coached, NCAA championship win as a coach, NCAA championship win as a player, highest level of play, highest division played as an athlete, and highest educational degree. Regarding the overall impact of Title IX on women head coaching opportunities, our data shows relatively consistent opportunities for female coaches across the Power Five Conferences and Division I HBCU schools since 1984. Although the opportunities for women were consistent, they do not seem equitable at the Power Five level when considering a coach’s race as Black women were hired at a much smaller rate compared to their White counterparts. Our data also shows that despite more women being hired overall, on average, women have greater qualifications as NCAA women’s basketball coaches compared to male coaches. This finding shows that women need more human capital than men to obtain head coaching positions which marks the presence of gender discrimination in the NCAA coaching labor market.
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Werthner, Penny, and Pierre Trudel. "Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 433–49. http://dx.doi.org/10.1260/174795409789623946.
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Researchers have investigated how coaches, from the recreational to the elite level of coaching, learn to coach. Many different learning situations have been identified in the research, yet the question remains: How is it that one coach's learning path emphasizes certain learning situations as key, and yet another coach's learning path emphasizes quite different situations? Fifteen Canadian Olympic coaches were interviewed to better understand the coaches' idiosyncratic learning-path phenomena. The findings provide an example of: (a) how coaches within a specific and similar context, in this case Olympic level sport, can differ dramatically regarding the importance that common learning situations have played in their development, and (b) how previous learning and experiences influence what coaches choose to pay attention to and therefore choose to learn. The coaches' idiosyncratic learning paths are also discussed in terms of coach development.
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Ananthanarayanan, Raghu, Bala Kishore, Manikantan Somayaji, Kartik Shastri, and T. S. Sreekumar. "On Becoming a Yogi Coach—Part 1." NHRD Network Journal 15, no. 4 (October 2022): 446–62. http://dx.doi.org/10.1177/26314541221118197.
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This article proposes a conceptual understanding on becoming a Yogi coach. Yogic perspective is presented to help coaches become better coaches by being able to resonate with their coachees. This resonance is achieved by the coach developing Sakhi (friend) and SAkshi (witness/meditative) bhAva (state of mind) as their inner anchorage. The current article examines the nature of conversations through the lens of Patanjali Yoga sutras and details out developing Sakhi bhAva and SAkshi bhAva using the Chakra principles. Discussion is done on the nature of conversations, the inner drama, and its consequences. The article brings out the seven types of conversation and the potential transformation a Yogi Coach can offer. Yogic view is proposed to enhance coaching conversations to facilitate deeper inquiry, explore possibilities and aid inner transformation by the coachee. This article is the first article of the two-part series on becoming a Yogi coach.
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Guilhaume, Geneviève. "Ethique et déontologie dans le processus de professionnalisation des coachs." Revue Communication & professionnalisation, no. 6 (July 9, 2018): 11–30. http://dx.doi.org/10.14428/rcompro.v0i6.3423.
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Dans cet article, nous analysons le rôle de l’éthique et de la déontologie dans le coaching, sa contribution à la professionnalisation des coachs et des managers. Le coaching est considéré comme un dispositif communicationnel destiné à transformer les managers en communicants pour de meilleures performances économiques. Les codes de déontologie développés par les associations de coachs sont destinés à promouvoir et à légitimer la profession. A partir des concepts de Ricœur, on peut montrer l’existence d’une éthique de soi dans le coaching, qui, par ses valeurs morales, légitimerait l’action sur la psyché dans le cadre d’une relation de confiance, qui vise à imputer à l’individu la responsabilité de ses actes ; le coach se doit d’intégrer un idéal du Moi, auquel s’identifie le manager coaché. Cette éthique de soi ne se traduit pas toujours par un pouvoir d’agir, les initiatives des managers se retrouvant prises dans des injonctions paradoxales. Le coaching transmettrait bien aux managers un pouvoir de communication, qui consisterait à euphémiser le pouvoir de décision économique du sommet, rendant parfois les coachs et les salariés « responsables » de choix imposés. L’éthique du coaching dépend donc de la sagesse pratique des coachs, issue des convictions et de l’expérience personnelle.
In this article, we are offering an analysis of the role of ethics and deontology inside coaching and its contribution to coaches and managers guidance. Coaching is seen as a communicational program, intended to transform managers into communicators, for best economical performances. Deontological codes of coaches’ associations are meant to promote their profession and have it recognized. Based on Ricoeur’s concepts, we can show the existence of a moral code of ethic in the coaching process, which through its moral values, would justify a work on the psyche within the framework of a trust relationship, which aims at giving responsibilities to the individual; the coach must integrate an « ideal of myself », to which the coached manager identifies. This self ethic isn’t always expressed by an empowerment, as the managers’ initiatives are being caught in paradoxical orders. Coaching then would pass on to the managers a power of communication, which would consist in euphemizing the economical power of top, so that the coaches and the employees feel being « responsible » of the choices imposed upon them. Ethical coaching depends, on coaches’ « practical wisdom », issued from convictions and personal experience.
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Santos, Fernando Jorge Lourenço dos, Hugo Gonçalo Louro, Mário Espada, Teresa Figueiredo, Hélder Lopes, and José Rodrigues. "Relation of coaches’ expectations with instruction and behavior of athletes." Cuadernos de Psicología del Deporte 19, no. 3 (July 9, 2019): 62–78. http://dx.doi.org/10.6018/cpd.369801.
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This study aims to identify the expectationsof the coacheson the instruction and behavior of athletes. The second objective is to correlate the expectations of the coaches with the instruction behavior of coaches and with the behavior of athletes in competition.Aiming to achieve these purpose four coaches of youth soccer teams that competed in the national championships in Portugal was studied.We applied observation systems SAIC and SOCAC to encode behaviors of coach's instruction and the behavior of athletes in competition, respectively. To collect data on expectations,the coaches responded to the Questionnaire about Expectations of Instruction and Behavior of Athletes in Competition. The results show that there is short relation between the coach's expectations and what actually happens in competition regarding the instruction behavior and the behavior of athletes.
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Palamara, Kerri, Carol Kauffman, Valerie E. Stone, Hasan Bazari, and Karen Donelan. "Promoting Success: A Professional Development Coaching Program for Interns in Medicine." Journal of Graduate Medical Education 7, no. 4 (December 1, 2015): 630–37. http://dx.doi.org/10.4300/jgme-d-14-00791.1.
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ABSTRACT Background Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Objective Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. Methods We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Results Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. Conclusions There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout.
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Zan, Zaidllhayat Bin, and Yuhanis Adnan. "The The Efficacy of Teacher-Coach Among Individual and Team Sport in Rural Sibu, Sarawak." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 12 (December 31, 2022): e001974. http://dx.doi.org/10.47405/mjssh.v7i12.1974.
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The objective of this study is to examine the efficacy of youth sport teacher-coach among individual and team sport in rural zone in Sibu, Sarawak. A total N=300 school sport coach teacher (SSCT) from Sibu rural zone were selected through purposive sampling to participate in this study. They were categorized into individual (N = 75) and team (N = 225) sports coaches Coaching Efficacy Scale II-Youth Sport Team (CES II-YST) questionnaire was used to measure the coaches’ coaching efficacy. Overall, Sibu rural zone coaches who coached individual sports showed that their level of coaching efficacy was higher (M = 3.35, SD = 0.38) for all the subscales, namely character building (M = 4.01, SD = 0.59), motivation (M = 4.04, SD = 0.63), technique (M = 3.35, SD = 0.38), and game strategy (M = 3.93, SD = 0.64) compared with coaches who coached team sports. In summary, individual athletic coaches demonstrate higher levels of coaching effectiveness, and under their guidance, athletes learn sport fundamentals, improve leadership skills, and gain confidence in their physical and mental abilities
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Kavussanu, Maria, Ian D. Boardley, Natalia Jutkiewicz, Samantha Vincent, and Christopher Ring. "Coaching Efficacy and Coaching Effectiveness: Examining Their Predictors and Comparing Coaches’ and Athletes’ Reports." Sport Psychologist 22, no. 4 (December 2008): 383–404. http://dx.doi.org/10.1123/tsp.22.4.383.
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Research on the conceptual model of coaching efficacy (Feltz, Chase, Moritz, & Sullivan, 1999) has increased dramatically over the past few years. Utilizing this model as the guiding framework, the current study examined: (a) coaching experience and sex as predictors of coaches’ coaching efficacy; (b) sport experience, sex, and the match/mismatch in sex between coach and athlete as predictors of athletes’ perceptions of their coach’s effectiveness on the four coaching efficacy domains; and (c) whether coaches’ reports of coaching efficacy and athletes’ perceptions of coaching effectiveness differed. Coaches (N = 26) and their athletes (N = 291) from 8 individual and 7 team sports drawn from British university teams (N = 26) participated in the study. Coaches completed the Coaching Efficacy Scale (CES), while athletes evaluated their coach’s effectiveness using an adapted version of the CES; coaches and athletes also responded to demographic questions. Results indicated that, in coaches, years of coaching experience positively predicted technique coaching efficacy, and males reported higher game strategy efficacy than females. In athletes, sport experience negatively predicted all perceived coaching effectiveness dimensions, and the mismatch in sex between athletes and their coach negatively predicted perceived motivation and character building coaching effectiveness. Finally, on average, coaches’ ratings of coaching efficacy were significantly higher than their athletes’ ratings of coaching effectiveness on all dimensions. The findings are discussed in terms of their implications for coaching effectiveness.
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Voronova, Valentina, Irene Khmelnitska, Victor Kostyukevich, and Tetiana Petrovska. "Psychological Components of a Football Coach Personality." Sport Mont 19, S2 (September 1, 2021): 137–41. http://dx.doi.org/10.26773/smj.210923.
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The article analyses and summarizes the views on the coach’s personality in sports that are available in modern sci- entific and methodological literature and in the Internet resources. Attention is drawn to the fact that although the points of view differ, it is possible to single out those properties of a coach's personality that, according to scientists, determine the achievement of success in sports activities: gnostic, design, constructive, communicative and orga- nizational properties. The results of own research include the motivational component of the coach’s personality; organizational and communication skills as components of their pedagogical mastery; professionally important personality traits of coaches that determine the individual style of their activities; data from the analysis of the degree of formation of professional burnout and the current state of coaches. The obtained data are compared and explained according to the professional categories of coaches (A and B), who participated in the research.The formation and improvement of the personal qualities necessary for the successful professional activity of a football coach are very important and should be under the constant control of the individual; changes of admissible person- al indicators of professionally significant properties in trainers are related to the level of their professional skill, de- pend on level of emotional burnout and deviation from autogenous norm (according to an indicator of vegetative coefficient); revealed mainly low and intermediate level of ability to empathize in the surveyed coaches, regardless of category, age and experience, suggests that they have insufficient training of pedagogical skills.
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Werthner, Penny, and Pierre Trudel. "A New Theoretical Perspective for Understanding How Coaches Learn to Coach." Sport Psychologist 20, no. 2 (June 2006): 198–212. http://dx.doi.org/10.1123/tsp.20.2.198.
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The purpose of this paper is to present, using Moon’s (1999, 2004) generic view of learning, a new theoretical perspective in order to understand how coaches learn to coach. After presenting her main concepts, a case study of an elite Canadian coach is used to illustrate the different learning processes in three types of learning situations: mediated, unmediated, and internal. We believe this new view of how coaches learn provides a way to see coach development from the coach’s perspective and helps us understand why the path to becoming a coach is often idiosyncratic. Finally, the potential of this conceptual research framework for the study of coaches’ development, specifically at the elite/expert level, is discussed.
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Nash, Christine, John Sproule, and Peter Horton. "Feedback for coaches: Who coaches the coach?" International Journal of Sports Science & Coaching 12, no. 1 (December 20, 2016): 92–102. http://dx.doi.org/10.1177/1747954116684390.
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The aim of this study was to investigate the feedback mechanisms that sport coaches utilized to enhance their coaching practice at various stages of their careers. Sport coaches ( n = 21) were interviewed in-depth with the resulting information being analysed using HyperRESEARCH qualitative data analysis software package. Results suggested four distinct dimensions that characterized the sources of feedback used by coaches: networks, players/participants, critical thinking skills and support systems. Those more experienced coaches with established networks of like-minded coaches seemed to be more open to constructive feedback. Similarly, novice coaches appeared to accept feedback from non-reliable sources in lieu of more informed sources. A distinctive emerging feature was the lack of formal feedback mechanisms within groups of coaches at all levels of qualification.
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Reade, Ian, and Wendy Rodgers. "Common Coaching Challenges and their Association with Coach and Contextual Characteristics." Journal of Coaching Education 2, no. 2 (January 2009): 73–96. http://dx.doi.org/10.1123/jce.2.2.73.
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This study asked a group of coaches about the major challenges they encounter in their coaching experience. The study was conducted with a group that had recently completed an introductory coaching course, but they had widely varied coaching experience, and coached male and female athletes in a variety of sports at multiple levels. We were interested in the extent to which the challenges were specific to the coaches’ context, or varied according to the age, education or experience of the coach. Our results showed that coaches face multiple challenges, but dealing with parents was commonly cited as the most challenging in all contexts, indicating that a generic coach education program on this topic could be effective. Other challenges tended to be associated with specific contexts and generic coach education programs may not be able to effectively prepare coaches for those challenges.
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Pankow, Kurtis, Amber D. Mosewich, and Nicholas L. Holt. "Athletes’ Perceptions of Pragmatic Leadership in Youth Football Coaches." Sport Psychologist 33, no. 4 (December 1, 2019): 295–303. http://dx.doi.org/10.1123/tsp.2018-0186.
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The overall purpose of this study was to explore athletes’ perceptions of pragmatic leadership in award-winning Canadian youth football coaches. Using a qualitative description methodology, semistructured interviews were conducted with 15 men who had been coached by 5 award-winning youth football coaches. The coaches were classified as pragmatic leaders. Participants’ perceptions of the coaches’ leadership were grouped into 3 main themes: individualized consideration, accountability/responsibility, and solving problems by valuing unique contributions. Because leadership is a process of interpersonal influence, on a practical level these themes may account for key features of the coach–athlete relationship that arise from pragmatic leadership.
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Tsukahara, Yuka, Hiroshi Kamada, Suguru Torii, Fumihiro Yamasawa, and Aleksandra Katarzyna Macznik. "Controlling Behavior, Sex Bias and Coaching Success in Japanese Track and Field." Sports 11, no. 2 (January 30, 2023): 32. http://dx.doi.org/10.3390/sports11020032.
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Coaching athletes is a complex and lengthy process. Recently, attention has been given to coaches over-controlling behavior toward the athletes’ personal lives and possible sex bias, but the impact of these behaviors on coaching success is unclear. An anonymous survey was answered by 412 track and field coaches (male: 369; female: 43), comprising questions regarding controlling behaviors, sex bias, and personal background. A Chi-square test and logistic regression were performed to determine the factors related to the coach’s characteristics and their success in coaching athletes (to national vs. non-national level). The results showed that controlling behaviors and sex-bias-related beliefs were present. The coaches who coached national-level athletes were more likely to be older, more experienced, and were national level athletes themselves. More national-level coaches reported controlling behaviors but fewer held sex bias beliefs than the non-national level coaches. However, the strength of these beliefs (scores for controlling behavior and sex bias) was not related to the coaching success.
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Gilbert, Wade, Luke Lichtenwaldt, Jenelle Gilbert, Lynnette Zelezny, and Jean Côté. "Developmental Profiles of Successful High School Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 415–31. http://dx.doi.org/10.1260/174795409789623928.
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The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.
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McGaha, Patrick, and David C. Barney. "A Qualitative Exploration of Successful High School Baseball Coaches' Silence During Practice." Physical Educator 79, no. 4 (July 21, 2022): 361–74. http://dx.doi.org/10.18666/tpe-2022-v79-i4-10753.
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For athletic coaches, there are many methods to coach athletes. One method that may not be as common, or even thought of as coaching, is silence. Silence is when the coach does not speak but is thinking of specific team, player, and competitor items. The purpose of this study was to interview consistently successful high school baseball coaches with an emphasis on their silence as a coaching behavior. Five successful high school baseball coaches in the southeastern United States were interviewed. Generally, it was found baseball coaches were strategizing, or thinking of baseball-related items while being silent during practice. The results from this study are a valuable addition to the literature, showing that coaching is not only about talking or yelling but also about a coach’s silence, a powerful form of coaching.
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Santos, Fernando, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição, and Patricia Silva. "Youth Sport Coaches’ Perspective on Positive Youth Development and its Worth in Mainstream Coach Education Courses." International Sport Coaching Journal 4, no. 1 (January 2017): 38–46. http://dx.doi.org/10.1123/iscj.2016-0092.
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Positive youth development (PYD) is a framework that has been widely used within sport research to outline sport’s potential as a developmental context. Past research has indicated how coaches play important roles in facilitating PYD through sport and yet, PYD-related material remains largely absent from mainstream coach education courses (CEC). The purpose of the current study was to examine youth sport coaches’ perspective on PYD and its worth in mainstream coach education courses. The participants were twelve Portuguese youth field hockey coaches (one female and eleven males) who coached athletes between four and eighteen years of age. Findings indicated that coaches valued PYD within their coaching philosophy, but were also highly motivated by performance and improving their players’ motor skills. The participants deemed that CEC generally lack PYD-related material, adding that practical strategies informed by the PYD approach should be inherently part of CEC delivery. The findings have practical implications for coach educators, indicating a need and a desire on the part of coaches to have PYD-related content in mainstream CEC.
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Zubić, Ivana. "COMMUNICATION BETWEEN COACH AND ATHLETE." SPORTS, MEDIA AND BUSINESS 10, no. 1 (May 17, 2024): 45–60. http://dx.doi.org/10.58984/smb2401045z.
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The coach and athlete relationship is interaction in which the thoughts, feelings and behavior of the coach and athlete are causally linked. The quality of the relationship between coach and athlete affects the achievement and psychological well-being of athlete. It is desirable that the relationship between coaches and athletes is based on respect, understanding, acceptance, tolerance and cooperation. The quality of the relationship between coach and athlete affects interpersonal and intrapersonal outcomes through communication. Communication is a process that depends on its participants. It implies a circular process of influence. The athlete's behavior affects the coach's behavior, and the coach's behavior in turn affects the athlete's behavior. The article presents guidelines for improving communication and constructively resolving conflicts between coaches and players.
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Hertting, Krister, and Catrine Kostenius. "The Youth Soccer Coaches’ Visions and Thoughts of Leader Support." Physical Culture and Sport. Studies and Research 70, no. 1 (June 1, 2016): 69–78. http://dx.doi.org/10.1515/pcssr-2016-0014.
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AbstractThe Objectives: The European Commission has highlighted the use of sports as an important venue for engaging citizens in health-enhancing activities, physical activity, volunteerism and active citizenship. Coaching is a central component of sports for children and youth, but there is little research on the promotion of sports coaches’ health. In the light of this gap, the aim of this paper was to elucidate youth soccer coaches’ visions and thoughts regarding leadership support from clubs and soccer associations.Design and method: The study was based on an online questionnaire conducted with Swedish soccer coaches who coached children and young people between 6 and 18 years of age. In total, 1514 coaches received the online questionnaire via email and 764 coaches (50.5% of the sample) answered. Three hundred and seventy-five coaches answered the open question: ‘How would you describe the support you, as a coach, would like to receive from clubs and associations?’ Responses were analysed using method.Results: Four main themes emerged from the analysis: financial and other resources support, recognition of contribution, sense of belonging to a value-based association and positive coach development.Conclusion: We discuss the factors that support soccer coaches and how these can serve as health-promoting supports for coaches working with children and youth.
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Frideres, Jillian E., Sue G. Mottinger, and José M. Palao. "Design, validation, and reliability of survey to measure female athlete triad knowledge among coaches." Motriz: Revista de Educação Física 21, no. 2 (June 2015): 148–57. http://dx.doi.org/10.1590/s1980-65742015000200005.
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The purpose of this study was to design and to test the validity and reliability of an instrument to evaluate coaches' knowledge about the female athlete triad syndrome and their confidence in this knowledge. The instrument collects information regarding: knowledge of the syndrome, components, prevention and intervention; confidence of the coaches in their answers; and coach's characteristics (gender, degree held, years of experience in coaching females, continuing education participation specific to the syndrome and its components, and sport coached). The process of designing the questionnaire and testing the validity and reliability of it was done in four phases: a) design and development of the instrument, b) content validity, c) instrument reliability, and d) concurrent validity. The results show that the instrument is suitable for measuring coaches' female athlete triad knowledge. The instrument can contribute to assessing the coaches' knowledge level in relation to this topic.
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Becker, Andrea J., and Gloria B. Solomon. "Expectancy Information and Coach Effectiveness in Intercollegiate Basketball." Sport Psychologist 19, no. 3 (September 2005): 251–66. http://dx.doi.org/10.1123/tsp.19.3.251.
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The purpose of this study was to determine the sources of information coaches use to develop expectations for athlete ability. Results revealed that Division I head basketball coaches (n = 70) rely predominately on psychological factors when evaluating athletes (n = 186). There were no significant differences between the sources of information used by successful and less successful coaches. A significant degree of congruence was discovered between coach and athlete perceptions of the evaluation criteria used on successful teams, but not on less successful teams. Athletes’ perceptions of their coach’s evaluation criteria served to predict team success. It was determined that differences in team success are more dependent on the coach’s ability to communicate expectations than the actual criteria used to form expectations.
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Lisinskienė, Ausra, and Saulius Sukys. "COACH’S ROLE IN ENCOURAGING PARENT–CHILD EDUCATIONAL INTERACTION IN SPORTS." Global Journal of Sociology: Current Issues 6, no. 1 (April 28, 2016): 01. http://dx.doi.org/10.18844/gjs.v5i1.293.
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The research into the educational effect of sport for youths aims at finding the ways for the coaches and parents to create a positive motivational environment for young athletes. Participation of family members in youth sports has a great effect on young athlete’s development and continuation of sports activities. In this background coaches have ample opportunities to influence parent–child relations and positive development of these relations. The coach can unite parents and children through sport, encourage their collaboration, act as a moderator, mediator, and counsellor. The article analyses the coaches’ influence on parent–child interaction in sports activities, as well as prerequisites for the effectiveness of such influence.The aim of the article is to reveal the coach’s role in encouraging parent–child interaction in sport activities. Objectives of literature review: 1) Analyse the factors of coaches’ role in encouraging parent–child interaction in sport activities; 2) reveal the importance of the coach’s competence for the stimulation of parent–child interaction in sport activities. Applied research methods: scientific literature analysis and generalization. Scientific literature analysis revealed the importance of the coaches’ role in encouraging parent–child interaction in sport activities in order to create a positive motivational environment for young athletes. A more or less positive training and education strategy used by the coach, the coach’s ability to create parental interest in the child’s sport, to build and maintain positive relationships between sport participants, solve ethical and social problems arising in the sporting environment have a significant influence on parent–child interaction. The effectiveness of the coach’s influence on parent–child interaction in the sporting environment largely depends on the coach’s basic professional skills and intrapersonal competencies acquired in higher sport education institutions, through growing work experience and various professional development programmes. In terms of methodological skills and intellectual proficiencies, the importance of metacognitive competency involving a coach’s reflection and the need for self–study is highlighted along with the importance and benefit of long–term educational programmes. Key–words: sports activities, educational interactions, parents, children, coaches, competences, sports coaching degree and certificate programmes.
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VanSickle, Jennifer L., Heidi Hancher-Rauch, and Terry G. Elliott. "Athletes’ Perceptions of Coaches’ Emotional Intelligence Competencies." Journal of Coaching Education 3, no. 1 (April 2010): 21–41. http://dx.doi.org/10.1123/jce.3.1.21.
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This study compared intercollegiate athletic coaches’ self-perceptions to the perceptions of their players concerning a coach’s emotional intelligence. Sixteen coaches and 223 players from two Division I softball conferences completed the Emotional Competence Inventory-2 (Boyaztis, Goleman, & Hay/McBer, 2001). Mean analysis revealed that coaches rated themselves higher on 14 of the 18 emotional intelligence competencies and on all four emotional intelligence clusters. Coaches rated themselves highest in Social Awareness (Error! Bookmark not defined.x̅ = 4.27/5) while their athletes rated them highest in Self-Awareness (Error! Bookmark not defined.x̅ = 3.63/5). Meanwhile, athletes gave coaches their lowest rating in Relationship Management (Error! Bookmark not defined.x̅ = 3.44/5). Coaches need to be aware that the self-perceptions of their own behavior differ from the perceptions of their athletes. Since it is well known that the behavior of the coach affects the performance of the athlete, techniques to train coaches to recognize and overcome this difference could be beneficial and are provided.
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Officer, Sara A., and Lawrence B. Rosenfeld. "Self-Disclosure to Male and Female Coaches by Female High School Athletes." Journal of Sport Psychology 7, no. 4 (December 1985): 360–70. http://dx.doi.org/10.1123/jsp.7.4.360.
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This investigation examined the effects of sport team membership and coach's gender on the self-disclosing behavior of high school female varsity athletes. Results indicated that the athletes disclosed the same amount to their male and female coaches and that this was less than they disclosed to either parent or to friends of either sex. Also, athletes on cross-country teams disclosed more than did those on gymnastic, volleyball, and basketball teams. Finally, patterns of disclosure to male and female coaches were found to differ. First, topics of disclosure to female coaches were concerned primarily with self-concept development and role clarification, whereas topics of disclosure to male coaches were concerned primarily with school matters and interaction with significant males. Second, although amount of disclosure to the female coach was positively correlated with the athlete's disclosure to strangers, disclosure to the male coach was positively correlated with her disclosure to friends. Implications for the coach/athlete relationship are discussed.
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Halbrook, Meghan, and Jack C. Watson. "High school coaches’ perceptions of their efficacy to work with lesbian, gay, and bisexual athletes." International Journal of Sports Science & Coaching 13, no. 6 (July 17, 2018): 841–48. http://dx.doi.org/10.1177/1747954118787494.
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Historically, sport, at all levels, has created an environment of silence, negativity, and even fear for lesbian, gay, and bisexual (LGB) athletes. The purpose of this study was to identify coach characteristics and perceptions of their efficacy related to working with LGB youth athletes in the USA. An online survey was completed by n = 631 male and female head and assistant coaches from 25 different sports. Respondents filled out coaching demographics, team demographics, and the Efficacy Scale to Coach Gay, Lesbian, and Bisexual Athletes.5 Results revealed statistically significant differences in perceptions of LGB athletes between younger and older coaches, coaches who had previously coached openly LGB athletes and those who have not, and coaches with no religious affiliation and those who are Baptist, Catholic, or Protestant Christian. Although there does not appear to be a clear cut demographic of coaches who perceive themselves to be more effective when coaching LGB athletes, experiences coaching LGB athletes seem to contribute to higher perceptions of coaching ability and comfort. Future studies could include interviews with coaches and athletes to more thoroughly assess the current sport team environment with regard to LGB athletes, as well as the creation of high school coach education training and resources.
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Gorczynski, Paul, Kass Gibson, Nathan Clarke, Tyrone Mensah, and Rory Summers. "Examining mental health literacy, help-seeking behaviours, distress, and wellbeing in UK coaches." European Physical Education Review 26, no. 3 (August 2020): 713–26. http://dx.doi.org/10.1177/1356336x19887772.
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Although research has explored stress in coaches, little is known about their mental health literacy and how this is associated with their mental health. Their mental health literacy may have an impact on the wellbeing of their young players. This study examined levels of mental health literacy, help-seeking behaviours, distress, and wellbeing, as well as relationships amongst these variables, in coaches in the United Kingdom. Coaches were recruited through social media and asked to fill out questionnaires. A total of 103 coaches ( n = 65 men, n = 37 women, n = 1 other gender) participated in the study. Coaches had an average age of 27.9 (SD = 10.6) years. Most self-identified as heterosexual ( n = 85, 82.5%), had four or more years of experience ( n = 46, 44.7%), coached children ( n = 77, 74.8%), and coached at either the beginner ( n = 30, 29.1%) or amateur levels ( n = 66, 64.1%). In total, 20 (19.4%) coaches indicated a previous diagnosis of a mental disorder. A total of 51 (49.5%) coaches indicated that, at the time of the completion of the survey, they exhibited symptoms of a mental disorder. Overall, the average mental health literacy score was 123.10 and lower than in previous studies. Mental health literacy was not significantly associated with help-seeking behaviour, distress, or wellbeing. General help-seeking behaviour was positively correlated with wellbeing. The results suggest that coach certification programmes could adopt strategies to help coaches improve their knowledge of mental health services and how such services may be accessed. These changes may improve the wellbeing of coaches and may benefit their athletes.
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Linder-Pelz, Susie, and James Lawley. "Using Clean Language to explore the subjectivity of coachees’ experience and outcomes." International Coaching Psychology Review 10, no. 2 (September 2015): 161–74. http://dx.doi.org/10.53841/bpsicpr.2015.10.2.161.
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Objectives:This paper aims to contribute methodologically and substantively to understanding how coachees experience and evaluate coaching. First, we explore the use of ‘Clean Language’ as a phenomenological approach to coaching research, including the eliciting and analysing of data into findings and insights for coaches and coach trainers (Tosey et al., 2014, p.630). Second, we explore the nature of events, effects, evaluations and outcomes reported by coachees after a single coaching session.Design:Three coaches accredited in the same coaching methodology each delivered a single session to two randomly allocated coachees. The coachees were subsequently interviewed twice using Clean Language, in person two days after the coaching and by telephone two weeks later.Methodology:The transcribed follow-up interviews were analysed by an expert in Clean Language (the second author), using a form of thematic analysis within a realist/essentialist paradigm (Braun & Clarke, 2006, p.85).Findings:The interviews elicited detailed information on many aspects of coaching without the interviewer introducing any topics. Coachees’ events, effects and evaluations happened during the coaching session, between that session and the first interview, and during the two weeks between the first and second interviews. Coachees emphasised coaches’ style of repeating back, pacing, setting goals and questioning, maintaining the focus of the session, confronting and challenging, as well as their responsiveness (or lack of it). Increased self-awareness was mentioned by all coachees. Outcomes occurring after the session were maintained two weeks later, at which time new outcomes were also reported.Conclusions:Clean Language Interviewing supplements and extends existing methods of phenomenological interviewing and data coding. The study yielded nuanced findings on the coach behaviours that led coachees to give favourable versus unfavourable evaluations, with implications for coaching psychologists with regard in particular to coaches’ ability to calibrate and respond to coachees’ ongoing evaluation of the coaching, the pace of the session and how the timing of coachees’ feedback affects the findings.
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Chow, Graig M., Matthew D. Bird, Stinne Soendergaard, and Yanyun Yang. "How Coaches Can Prevent and Address Alcohol Consumption Among Student-Athletes." Journal of Clinical Sport Psychology 13, no. 4 (December 1, 2019): 524–42. http://dx.doi.org/10.1123/jcsp.2018-0083.
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This manuscript seeks to offer insight about how coaches can better address drinking among collegiate student-athletes. Using a mixed-methods design, 519 NCAA coaches reported their attitudes and behaviors toward student-athlete drinking, and responded to open-ended questions about their perceived role, strategies, and challenges to addressing problems in this population. Three dimensions of coaches’ attitudes and behaviors toward student-athlete drinking emerged that were consistent regardless of the players’ or coach’s gender or division: Concerned Communication, Conditional Leniency, and Enforcement. Effective strategies identified by coaches included enforcement of policy, education about consequences of drinking, establishment of quality coach-athlete relationships, and management of athletes’ schedules. Coaches indicated the need to play a role in managing, educating, influencing, and supporting the student-athletes to prevent alcohol misuse. Coaches reported challenges regarding the culture of drinking on college campuses, individual differences (e.g., age) among student-athletes, acceptance and enforcement of the alcohol policy, lack of awareness about student-athletes’ activities, and identification of alcohol misuse.
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Barney, David. "A Coach’s Example Is Important: Coaching Education Can Play a Part." Journal of Coaching Education 6, no. 1 (May 2013): 105–10. http://dx.doi.org/10.1123/jce.6.1.105.
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Coaching is a very visible profession, to the point that a coach’s every move is scrutinized. This was clearly evident in the tragic events that transpired in 2011, involving legendary American football coach Joe Paterno at Penn State University. With this high visibility, coaches need more than ever to set good examples for those they represent. In school or college settings they represent athletes, parents, the student body, administrators, and the community. The purpose of this commentary is to reinforce a coach’s responsibility to set a good example and the responsibility of coaching educators in preparing future coaches to be good examples.
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Gilbert, Wade D., and Pierre Trudel. "Learning to Coach through Experience: Reflection in Model Youth Sport Coaches." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 16–34. http://dx.doi.org/10.1123/jtpe.21.1.16.
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The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
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Medwechuk, Nicole, and Jane Crossman. "Effects of Gender Bias on the Evaluation of Male and Female Swim Coaches." Perceptual and Motor Skills 78, no. 1 (February 1994): 163–69. http://dx.doi.org/10.2466/pms.1994.78.1.163.
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The purpose of this study was to examine whether male and female swimmers exhibit gender biases toward male and female coaches who vary in status. Subjects were 18 male and 20 female competitive swimmers from the Thunder Bay Thunderbolt Swim Club, Ontario, Canada. Each subject responded to a questionnaire that included a coaching philosophy statement of either a high- or low-status coach and four questions using Likert format. These pertained to the knowledge of the coach, ability of the coach to motivate, the athlete's personal desire to swim for that coach, and the anticipated future success of the coach. The swimmers were asked to decide by which coach they would prefer to be coached. Analysis indicated that male and female athletes do not rate male coaches differently from each other. Both groups preferred and rated same-sex coaches higher in ability to motivate, desire to swim for, and anticipated future success. The gender of the athletes' present coach had a significant effect on whether the athletes chose a male or female coach.
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Carney, Patricia A., W. Perry Dickinson, Jay Fetter, Eric J. Warm, Brenda Zierler, Jill Patton, Greg Kirschner, Steven D. Crane, Sarah Shrader, and M. Patrice Eiff. "An Exploratory Mixed Methods Study of Experiences of Interprofessional Teams Who Received Coaching to Simultaneously Redesign Primary Care Education and Clinical Practice." Journal of Primary Care & Community Health 12 (January 2021): 215013272110237. http://dx.doi.org/10.1177/21501327211023716.
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Introduction/Objectives: Coaching is emerging as a form of facilitation in health professions education. Most studies focus on one-on-one coaching rather than team coaching. We assessed the experiences of interprofessional teams coached to simultaneously improve primary care residency training and interprofessional practice. Methods: This three-year exploratory mixed methods study included transformational assistance from 9 interprofessional coaches, one assigned to each of 9 interprofessional primary care teams that included family medicine, internal medicine, pediatrics, nursing, pharmacy and behavioral health. Coaches interacted with teams during 2 in-person training sessions, an in-person site visit, and then as requested by their teams. Surveys administered at 1 year and end study assessed the coaching relationship and process. Results: The majority of participants (82% at end of Year 1 and 76.6% at end study) agreed or strongly agreed that their coach developed a positive working relationship with their team. Participants indicated coaches helped them: (1) develop as teams, (2) stay on task, and (3) respond to local context issues, with between 54.3% and 69.2% agreeing or strongly agreeing that their coaches were helpful in these areas. Cronbach’s alpha for the 15 coaching survey items was 0.965. Challenges included aligning the coach’s expertise with the team’s needs. Conclusions: While team coaching was well received by interprofessional teams of primary care professionals undertaking educational and clinical redesign, the 3 primary care disciplines have much to learn from each other regarding how to improve inter- and intra-professional collaborative practice among clinicians and staff as well as with interprofessional learners rotating through their outpatient clinics.
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Decker, June I. "Role Conflict of Teacher/Coaches in Small Colleges." Sociology of Sport Journal 3, no. 4 (December 1986): 356–65. http://dx.doi.org/10.1123/ssj.3.4.356.
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The purpose of this study was to determine the effects of selected variables upon role conflict as experienced by teacher/coaches in small colleges and universities. Three types of role conflict—intersender, intrasender, and person-role—were considered. The effects of the gender of the teacher/coach, number of teams coached, type of sport coached, type of classes taught, and role preferred by the teacher/coach were examined. Survey data were collected from 735 randomly selected teacher/coaches from small colleges. The Role Conflict Scale was used to determine the amount of role conflict experienced by the subjects. Analysis of variance (ANOVA) techniques were used to test the hypotheses. Results indicated that subjects who preferred the singular role of coaching experienced significantly more intersender and person-role conflict than those who preferred the dual role of teaching and coaching.
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Barrero, Alberto Martín, Manuel Tomás Abad Robles, and Francisco Javier Giménez Fuentes-Guerra. "Profile of grassroots football coaches of Spanish professional clubs." Kinesiology 54, no. 2 (2022): 325–34. http://dx.doi.org/10.26582/k.54.2.14.
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The aim of the study was to identify the profile and education of grassroots football coaches (working with 8-12-year olds) of Spanish professional clubs (first and second male division, and first female division), as well as the qualities and characteristics they should have. For this purpose, an ad hoc questionnaire of 57 questions was used, grouped into seven dimensions, and administered to 153 coaches. This research focuses on the socio-demographic variables as well as on dimensions of the coach’s qualities and coach’s education. The results showed that the profile of the coach corresponded to the following: male between 20 and 30 years of age, with experience in football initiation of 4-7 years, but with a 2-year experience in coaching boys and girls aged8-12 years, with the specific football qualification level II or Union of European Football Associations A. The coaches considered it very important to have pedagogical skills and to use coaching methods which focus on learning rather than on results in order to be a coach in these age categories. Moreover, the participants considered that the training received in the official coaching courses did not adequately qualify them to carry out the sporting and human education of boys and girls in the benjamin (under 10) and alevin (under 12) age categories. The coaches also felt that the contents of the coaching course should be adjusted to the requirements of these age groups. These considerations can help sports federations and training centres to establish strategies to improve the official training programmes for football coaches.
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Rekalde, Izaskun, Jon Landeta, and Eneka Albizu. "Determining factors in the effectiveness of executive coaching as a management development tool." Management Decision 53, no. 8 (September 21, 2015): 1677–97. http://dx.doi.org/10.1108/md-12-2014-0666.
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Purpose – The purpose of this paper is to provide a classified list of the factors that are most influential in the success of an executive coaching process, arranged in order of importance. Design/methodology/approach – Selection of factors from an exhaustive literature review, and development of a qualitative investigation, applying a Focus Group, a Nominal Group technique, and the Delphi method to a group of experts comprising coaches, coachees, and human resources managers, in order to complete and assess the factors selected. Findings – The most outstanding factors needed in executive coaching are confidentiality, trust, and empathy between coach and coachee; the coach’s ability to generate trust, and her/his competence in communication skills, vocation and commitment; the coachee’s need, motivation, responsibility for his/her own development and commitment to the process; and a guarantee from the organization of the confidentiality of that process. Practical implications – This research furnishes a quantitative criterion for the evaluation and ranking of the determining factors in coaching success, which facilitates a justified selection of factors, both for research and professional purposes. Social implications – This study makes it possible to better channel the allocation of resources and gearing of business decisions for the implementation of coaching programs. Originality/value – This paper provides a systematic review of the empirically based literature dealing with the main success factors in the effective application of executive coaching, and contributes new factors derived from the knowledge of professional experts, along with a classified and ranked list of those factors, assessed in terms of their relevance to the satisfactory outcome of a coaching process.
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Mohd Kassim, Ahmad Fikri, and Siti Hasmah Hassan. "Coach Effectiveness and Transformational Leadership in Sport: The Effects of Gender and Athlete Experience." Jurnal Intelek 15, no. 2 (July 28, 2020): 154–61. http://dx.doi.org/10.24191/ji.v15i2.331.
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Research has demonstrated the potential importance of transformational leadership and perceived effectiveness of sport coaches for athlete development. Further, coach/athlete gender and athlete sport experience may influence athletes’ perceptions of their coach’s effectiveness. Researchers to date have not investigated the potential impact of coach/athlete gender and athlete sport experience on athletes’ perceptions of their coach’s transformational leadership, or replicated the findings of Kavussanu et. al. (2008). Thus, this research explored the coaching efficacy model and transformational leadership theory as were the guiding frameworks. Male (n = 150) and female (n = 147) athletes from team (football [n = 49], hockey [n = 53], rugby [n = 51]) and individual (badminton [n = 50], swimming [n = 45], gymnastics [n = 49]) sports completed the coaching effectiveness scale and the differentiated transformational leadership inventory. Multiple regression analyses revealed (a) athlete sport experience did not predict athletes’ perceptions of coach effectiveness or transformational leadership, (b) female athletes perceived their coaches to be more effective on all dimensions of coach effectiveness and higher on all dimensions of transformational leadership than male athletes, and (c) coaches were perceived more effective in motivation effectiveness and higher on all dimensions of transformational leadership when they were of the opposite gender to athletes than when gender matched between coach and athlete. In conclusion, coach and athlete gender may have important implications for athletes’ perceptions of transformational leadership and coach effectiveness in team and individual sports.
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Thorpe, Joanne, and Pamela Medford. "An Inventory for Measuring Player-Coach Interaction." Perceptual and Motor Skills 63, no. 1 (August 1986): 267–70. http://dx.doi.org/10.2466/pms.1986.63.1.267.
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To develop the Medford Player-Coach Interaction Inventory for assessing positive interaction between players and coaches 23 adjectives of 81 were selected. Subjects were members of 9 women's teams and their coaches. To assess reliability subjects were 5 women's teams and their coaches. Data were collected through 3 forms of the inventory—player's form, coach's form, and validity form. Significant correlations were obtained among the adjectives, with few exceptions. Coefficients for the total score between Day 1 and Day 2 indicated stable scores ( r = .87). Validity was studied by subjects rating each adjective on a 5-point scale as to its predictive value; each adjective received a rating above the mean of 3.0 on a 5-point scale.
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Lirgg, Cathy D., Ro Dibrezzo, and Angie N. Smith. "Influence of Gender of Coach on Perceptions of Basketball and Coaching Self-Efficacy and Aspirations of High School Female Basketball Players." Women in Sport and Physical Activity Journal 3, no. 1 (April 1994): 1–14. http://dx.doi.org/10.1123/wspaj.3.1.1.
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The decline in number of female coaches has been a serious concern of women in sport. This study investigated whether gender of coach would influence high school female basketball players specifically in relation to their future coaching self-efficacy, the level of competition at which they might choose to coach, and their ideas about the purposes of basketball. Results revealed that gender of coach did not influence self-efficacy for coaching but did influence level of competition. Perceived playing ability was found to be the strongest predictor of future coaching self-efficacy. In addition, some differences were found between male- and female-coached athletes and between male and female coaches concerning perceived purposes of basketball.
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Murray, Melissa A., Rebecca Zakrajsek, and Kristen D. Dieffenbach. "Preparing the Next Generation: Practical Tips for Mentoring Student Coaches During Internship." Journal of Coaching Education 3, no. 2 (August 2010): 100. http://dx.doi.org/10.1123/jce.3.2.100.
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Schempp, McCullick and Mason (2006) suggested gaining hands-on experience is the key element of coach development and the process of becoming a professional expert in the field. Cushion, Armour, and Jones (2003) also recommend the opportunity to observe more experienced coaches as a key experience in novice coach’s development. At the collegiate level in the U.S., a model similar to scholastic teacher training is the foundation for academic-based coaching education programs that seek to combine classroom-based education with experiential learning. In these programs student coaches are generally required to participate in field internship experiences in order to develop a strong art- and science-based approach to coaching. This internship experience is one of great importance, especially since expert coaches have identified having a quality mentor relationship early in their career as essential to their development as a coach (Nash & Sproule, 2009).
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Turesky, Elizabeth Fisher, and Dennis Gallagher. "Know thyself: Coaching for leadership using Kolb’s Experiential Learning Theory." Coaching Psychologist 7, no. 1 (June 2011): 5–14. http://dx.doi.org/10.53841/bpstcp.2011.7.1.5.
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This article discusses the role of professional coaches who apply Kolb’s Experiential Learning Theory as a means of enhancing their client’s leadership capabilities. The authors posit that Kolb’s four learning modes and styles provide a guiding structure for professional coaches to individualise their approach to coaching leaders to overcome the leader’s overreliance on their dominant learning style and appropriately access more effective behaviours in handling the myriad of responsibilities they face. It is equally important for coaches to know their own learning styles to be more effective in their coaching role. A coach’s ability to access all four modes and learning styles in themselves can foster more effective coaching practices so that they may more effectively coach others whose learning styles are different from their own. The authors conclude that Kolb’s Experiential Learning Theory provides a sound theoretical framework to help professional coaches in the development of the organisation’s leadership capacity.
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McKee, Annie, Felice Tilin, and Delores Mason. "Coaching from the inside: Building an internal group of emotionally intelligent coaches." International Coaching Psychology Review 4, no. 1 (March 2009): 59–70. http://dx.doi.org/10.53841/bpsicpr.2009.4.1.59.
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While many senior executives can both afford and benefit from world class external coaching, this may not be an affordable or manageable option for many leaders in large organizations. Developing a cadre of internal coaches has the benefits of: (1) cost containment; (2) internal capacity to create a coaching culture; and (3) coaches make better managers. In a case study of a large European bank implementing a culture change the authors trained coaches how to coach using emotional intelligence and a change model called intentional change. Surveys and interviews of the leaders who were coached by internal coaches revealed five tangible results: (1) an increase in the speed of managers’ leadership growth; (2) an increase in manager loyalty to the company; (3) improved communication among people; (4) increased ability to solve conflicts; and (5) a renewed passion and awareness that part of their ability is to develop others.
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Salomaa, Raija. "Expatriate coaching: factors impacting coaching success." Journal of Global Mobility 3, no. 3 (September 14, 2015): 216–43. http://dx.doi.org/10.1108/jgm-10-2014-0050.
Full textAbstract:
Purpose – The purpose of this paper is to investigate factors impacting successful coaching of expatriates. Design/methodology/approach – Data were gathered from 25 semi-structured interviews of coached expatriates, coaches and HR professionals. Interpretative Phenomenological Analysis was used to analyze and interpret the data. Findings – Altogether, 16 factors impacting expatriate coaching success were identified. They were categorized with respect to the four-quadrant framework of Wilber. The findings suggest, for example, that coaching success is impacted by: from the coach and coachee as individuals perspective, international experience of the coach; from the coaching relationship perspective, coaching language and managerial leadership style; from the behaviors, processes, models and techniques perspective, a clear contract with objectives and evaluation, and challenging behavior of the coach; and from the systems perspective, organizational support. Practical implications – Coaching processes, tools and techniques should be adapted to the needs and situation of the assignee. It would be beneficial if organizations ensured that their coaches are internationally experienced and that their managerial leadership style supports coaching. Coaching should be clearly defined and contracted with goals and evaluation. Coaching tools and techniques suitable for international coaching should be added to coach-training programs. Originality/value – Given the paucity of expatriate coaching research, and the fact that expatriation continues to be a key component of the international management field, this paper contributes to coaching and expatriate research by identifying factors that give expatriate coaching success and by analyzing and presenting them using Wilber’s systemic four-quadrant framework.