Journal articles on the topic 'Competitve coaching context'

The effects of a coaching intervention involving Bandwidth Feedback and Questioning (BF-Q) on competitive swim times (cTIME), practice swim times (pTIME), and technique (TECH) were determined for competitive youth swimmers. The pre-post-transfer design spanned one short-course (25m) swim season. It was concluded that coaching in which feedback was delayed and replaced with questions directed to the athletes contributed to improved technique and subsequent faster race times. Compared to the Control group, the BF-Q group displayed greater gains in TECH during the intervention period and greater improvement in cTIME during the transfer period. Results are presented in a context of cognitive psychology, motor learning, and questioning. Applications to coaching practice and coach training are also discussed.

<p>En este texto se reflexiona acerca de los cambios y paradojas que están teniendo lugar en el mundo del trabajo, las organizaciones y los profesionales. Es este contexto, en el que el trabajo incorpora las emociones como competencia, el que puede posibilitar la<br />emergencia del coaching como profesión en España. En primer lugar, se abordará la paradoja de la era flexible como oportunidad y vulnerabilidad para los profesionales. En segundo lugar, las competencias emocionales como ventaja competitiva y éstas, a su vez, como riesgo. En tercer lugar, el límite cada vez más difuso entre el ámbito laboral y doméstico para, finalmente, subrayar algunas contradicciones en torno a las relaciones de género en las organizaciones. En este transito entre la vulnerabilidad y la oportunidad en el contexto organizativo emerge el ámbito de intervención del coaching, que acompaña a las personas y profesionales en el desarrollo de sus habilidades y<br />competencias con el propósito de aumentar su rendimiento y calidad de vida.</p><p>This paper reflects on the changes and paradoxes that are taking place in the labor world, in the organizations and in the professionals. It is this context, in which the labor<br />incorporates emotions and communication skills as competences that may enable the emergence of coaching as a profession in Spain. Firstly, we will address the paradox of the flexible era as an opportunity and vulnerability to the professionals. Secondly, emotional competencies as competitive advantage and, in turn, as a risk. Thirdly, the increasingly diffuse boundary between the workplace and home, to finally highlight some contradictions about gender relations in organizations.<br /><br /></p>

As transformações atuais no mercado de trabalho trazem novos paradigmas que interferem diretamente nas relações entre profissionais e empresas. Não obstante, entende-se que o avanço tecnológico é um dos principais fatores que corrobora na construção de novas perspectivas para o contexto organizacional. Tendo em vista tais afirmativas, este artigo objetiva verificar a percepção dos secretários-coaches, profissionais de Secretariado com formação em coaching, acerca da formação em coaching como vantagem competitiva para a sua atuação no mercado de trabalho. O estudo parte da seguinte questão-problema: Há alguma vantagem competitiva em ser profissional de Secretariado e coach? No que tange aos procedimentos metodológicos adotados para esse trabalho, a natureza do estudo é aplicada e de caráter quantitativo-qualitativo. Participaram da pesquisa sete profissionais graduados em secretariado e que possuem formação em coaching. Os resultados evidenciaram que a formação em coaching é elemento para o desenvolvimento de vantagem competitiva para o profissional de Secretariado permitindo, assim, a construção do perfil do secretário-coach.

As transformações atuais no mercado de trabalho trazem novos paradigmas que interferem diretamente nas relações entre profissionais e empresas. Não obstante, entende-se que o avanço tecnológico é um dos principais fatores que corrobora na construção de novas perspectivas para o contexto organizacional. Tendo em vista tais afirmativas, este artigo objetiva verificar a percepção dos secretários-coaches, profissionais de Secretariado com formação em coaching, acerca da formação em coaching como vantagem competitiva para a sua atuação no mercado de trabalho. O estudo parte da seguinte questão-problema: Há alguma vantagem competitiva em ser profissional de Secretariado e coach? No que tange aos procedimentos metodológicos adotados para esse trabalho, a natureza do estudo é aplicada e de caráter quantitativo-qualitativo. Participaram da pesquisa sete profissionais graduados em secretariado e que possuem formação em coaching. Os resultados evidenciaram que a formação em coaching é elemento para o desenvolvimento de vantagem competitiva para o profissional de Secretariado permitindo, assim, a construção do perfil do secretário-coach.

In the last two decades, critical representations of the Indian education system have gained prominence in Hindi-language popular media. Centring on concerns about both pedagogy and inequality, these media texts have recently begun to incorporate fictionalized depictions of schooling beyond school – the vast ‘shadow education’ system that prepares students for school tests and competitive examinations in engineering, medical, civil service and other primarily technical and professional fields. This article explores the political significance of ambivalences that inhere within and between representations of the coaching industry. These ambivalences produce a narrative of enclosure in which upper-caste middle classes endure persecution while simultaneously engaging in forms of disciplinary self-fashioning in service to the nation. These ‘structures of feeling’ resonate with social theories of the camp, reconsidered from the Indian context.

O presente artigo trata sobre o processo de coaching como proposta de valor agregado dentro das empresas e como uma estratégia empresarial de diferencial nas organizações. Neste contexto é importante observar características tais como as metodologias do coaching, e a gestão empresarial de propostas de valores interno e externo nas instituições, bem como também as estratégias organizacionais. Neste estudo foi feito um levantamento bibliográfico e etimológico do estudo abordado aonde foi feito fichamento e análise dos dados com isso feito um relatório e descrito em formato de artigo cientifico. Foram abordados autores como Lima e Mioto (2007), Cellard (2008), para uma descrição do trabalho e perfazendo uma abordagem qualitativa, segundo entendimento de Chizotti (2006), para o aporte teórico e fundamentação foram pesquisados os autores Milaré & Yoshida (2007; 2009), Kilburg (2000), entre outros. Conclui-se como resultado que a metodologia de coaching é fundamental para as empresas modernas adquirirem estratégia empresarial, desde que sejam empregadas por profissionais capacitados para tal procedimento e desenvolvimento humano. Por fim, é de suma importância o desenvolvimento empresarial por meio das organizações e instituições de desenvolvimento de gestão de pessoas observarem também a capacitação das empresas e olhar ao coaching como estratégia empresarial, também como fonte de agregação de valor para maior capacitação de desenvolvimento humano e com isso geração de valor imóvel ao capital da instituição.

Coaching at the collegiate level requires a varied skill set in a competitive environment, where coaching positions have a high turnover rate. Preparing to work as a coach at the collegiate level is often self-driven and aligns with how coaches learn in other contexts. Research on the career progression of collegiate coaches is scant and tends to focus on gender differences or one’s desire to become a head coach. Recently, research has expanded to examine the preparation of coach developers and their role in guiding coach development activities in a variety of contexts. Therefore, guided by the literature on coach development, the role of the coach developer in collegiate sport, and insight gleaned from a descriptive study on the career path of collegiate head coaches, this best practices article offers practical recommendations for coach developers to best serve collegiate coaches along their coaching journey.

Organizations need innovation to be competitive and sustainable on their marketplace. Sustainable performance is an important precondition for growth and development. In spite of a body of literature, non-financial factors of sustainable performance remain an open issue. Coaching has gained considerable attention in the business world for its impact on sustainable performance. The current research investigates the use of coaching interaction to facilitate organizational sustainable growth and development in the context of Miller and Friesen’s five stage life-cycle model. The expert opinion survey is chosen as a central method of research. The questionnaire is developed on the literature review that is focused on the drivers for sustainable development throughout the life cycle, and the features of coaching that accelerate these driving forces. Fifteen experts took part in the survey conducted from November 2017 to January 2018. The results are estimated by considering the competence coefficient for each expert. The findings led to creation of an open innovation model, which displays relationships between the appropriate coaching forms and types and the organizational life cycle stages. The developed model enables choosing the optimal way of coaching delivery at any life cycle stage. This model is particularly valuable for the coaching support programs.

Research on abuse in sport reveals that sporting environments are unique contexts where athlete abuse can occur. An international panel on “safe sport” identified the need to implement strategies to ensure sport is safe for all. One strategy identified as a way of preventing abuse from occurring in sport is to educate the parents of athletes. This study centres on an education intervention implemented with 14 parents from a gymnastics and swimming context where narrative pedagogy (e.g., athletes’ stories of abuse) was used. As a result of engaging with narrative pedagogy, parents were able to identify unacceptable coaching practices. However, the extent of several dominant cultural ideologies (e.g., competitive performance ideology) became known through the parents’ responses and influenced the way they took up the athletes’ abuse stories.

As sports technology has continued to develop, monitoring athlete workloads, performance, and recovery has demonstrated boundless benefits for athlete and team success. Specifically, technologies such as global positioning systems (GPS) and heart rate (HR) monitors have granted the opportunity to delve deeper into performance contributors, and how variations may exist based upon context. A team of NCAA Division I women’s soccer athletes were monitored during games throughout one competitive season. Individual athlete, positional groups, and team external and internal workloads were explored for differences based upon game location, opponent ranking, game result, and the final score differential. Game location and opponent ranking were found to have no effect on team-wide absolute or relative external workloads, whereas game result and score differential did. Internal workloads across the team tended to only vary by game half, independent of game context; however, the HR of defenders was determined to be higher during losses as compared to wins (p = 0.0256). Notably, the games that resulted in losses also represented the games with the fewest number of substitutions. These findings suggest high value in monitoring performance and workloads that are characteristic of varying, often multifaceted, contexts. It is hoped that this information can lead to more informed approaches to vital game-time and coaching decisions.

The purpose of this paper is to explore current research evidence to understand whether and how gender influences the coach-athlete relationship. Considering the importance of coach-athlete relationships, the field still remains under researched and the influences on this relationship require greater examination. Coach-athlete exchanges are shaped by assumptions and ideas about coaching and teaching relationships. Interactions are complex because sport makes a number of (at times competing) demands on participants. Varying individual characteristics increase this complexity. Yet within this multifaceted context, gender relations appear constant and problematic, particularly with respect to coaching. Evidence suggests that while male and female athletes share many similarities in what they want and prefer in terms of their coaching needs and expectations, there are specific nuances and differences that must be understood to facilitate an effective relationship. Furthermore, the evidence also suggests that male coaches, unwittingly, play a role in the perpetuation of the stereotype of women as the less able, less competitive and frailer athlete. These findings evidence the need to include a greater focus on gender-responsive coaching. The paper also highlights different coaching styles that may facilitate working with male and female athletes and emphasises the need for coaches to become relational experts to empower their athletes.

This study was aimed to investigate the teachers’ strategy used by the teachers in assisting their students to win story telling contests. The study employed the qualitative approach with multiple case study as the design. The teachers from five schools considered as the role model based on the number of their students’ achievement in storytelling contest were interviewed. The data were then analyzed by data condensation, data display and conclusion (Miles, Huberman, Saldana, 2018). The conclusion of the study illustrated that the preparation process conducted by those teachers were motivation through emphasizing the benefit of joining the storytelling contest, providing a role model of a successful storyteller, enabling the parents approach to strengthen the benefit of storytelling to the students, avoiding a winning oriented competition that put more burden to their shoulders, and facilitating internal competitions. Moreover, the result found that the coaching strategy used by the teachers were adjusting duration, reading the story, modelling, observing, and giving feedback. Lastly, the sources of storytelling model that the teachers used were also available.

This study examined the psychological contract of volunteer youth sport coaches to determine the content, variation, and influences to its development. Interviews were conducted with 22 volunteer coaches of team sports, representing different levels of play (recreational, competitive), coaching tenure (novice, experienced), and gender (female, male), who were sampled to account for the potential variation based on these demographic factors. The findings revealed that volunteer coaches possessed both transactional and relational expectations of themselves and their club. Coaches’ most frequently cited expectations of themselves were technical expertise (transactional), and leadership (relational), while their most frequently cited expectations of the club were fundamental resources and club administration (transactional), and coach support (relational). Variation was found by different levels of play (recreational, competitive) and coaching tenure (novice, experienced). The coaches’ psychological contract was shaped predominately by sources external to the club. Implications for managing the psychological contract of volunteer youth sport coaches and directions for future research are discussed.

Education is the learning of knowledge, information and skills during the life .The department for Education has committed to promoting flexible working among the teaching workforce within coaching institutes .Research by Raabe (1997) cited in waters & Bardoel (2006) Suggested that universities and coaching institutes are increasingly offering flexible work arrangements to obtain a competitive advantage. The research was carried by the educational sector and the coaching institutes in and around Delhi region. Various promotional approaches activities were carried out on the content as it is the medium between the buyer (students) and coaching institutes. The objective is to get an overall idea about promotional approaches of coaching institutes. It aims at developing the significance of demographics with promotional approaches and business development strategies in the fast growing educational sector and making the business efficient and smooth. In research methodology exploratory and descriptive research design was used in quantitative type of research. In Data collection, primary data was used and questionnaire using Google form was designed. Tools for data analysis is IBM SPSS software .So we could conclude that Coaching institutes are proactive in its approach and is always ready to experiment with new promotional approaches to market their product well. The sampling technique used to survey the students was Non-probability sampling (Quota sampling)m the sample size chosen was 95 students surveyed through Google form questionnaire.

The issue of too few females coaching in high-performance Canadian sport contexts is well documented. There is extensive research and programing dedicated to addressing this issue; however, the number of women in high-performance coaching positions within Canada continues to decline. Mentorship is a best practice to advance women into competitive sport coaching roles, and a more recent finding suggests that sponsorship may also be necessary. In this article Canadian national/federal sport policies were analyzed in an effort to better understand how these Canadian sport policies inform and impact the mentorship and/or sponsorship of women coaches. The analysis of four federal government sport policy documents—Actively Engaged, the Canadian Sport Policy, the Coaching Association of Canada’s and the Sport Information Resource Center’s Equity and Access Policy—revealed that none of these pertinent policy documents make explicit reference to mentorship and/or sponsorship programing with the intent to advance more women into high-performance sport coaching positions. As such, the major argument of this study is that the Canadian sport policy sector needs to create policy documents that practically inform programing geared towards nascent female sport coaches and that the voices of female coaches who have been impacted by Canadian sport policies and programing alike, need to be incorporated into these policies.

Sport coaching is marked by a pathos created by limited control and limited awareness, contradictory beliefs, and novelty. Still, coaches can enhance the likelihood of optimal outcomes through orchestration, a process marked by unobtrusive, flexible actions that enhance athletes’ ability to work toward competitive goals (Jones & Wallace, 2005). This research sought to create a detailed understanding of pathos and orchestration in collegiate coaching. Participants were 10 head coaches from National Collegiate Athletic Association universities. Analysis of semistructured interviews produced four themes: (a) true control is limited but attempted control is extensive, (b) orchestration strategies are varied in context and method, (c) relationships enhance the effectiveness of the orchestration process, and (d) planning the next step allows for relative stability in the pathos. These results expand our understanding of pathos and orchestration, suggesting the concepts have promise in educating coaches about sources of adversity and the means to mitigate them.

The paper examines one of the modern technologies that has a significant impact on the development of human resources – coaching. A certain topic is relevant for the development of any enterprise, because it is a source for discovering new prospects, innovative ideas, and stable competitive positions. It is the personnel of the enterprise and their potential that can turn the usual course of the organization's work into a creative and innovative process, provide the goods or services of the institution with uniqueness, which is so necessary to maintain its own brand and achieve sustainable development. The purpose of the paper is to highlight the features of coaching and its strategic impact on the management of the organization, clarify the main aspects of its interaction with human resources and develop recommendations for the effective implementation of coaching technologies in the activities of innovation-oriented organizations. The paper substantiates the definition of the role of coaching, focuses on the relationship between the content of the term and the components of human resources. It is noted that the set of individual elements of the concept of coaching takes into account the structural components of human resources, focusing on certain indicative elements, including organizational and targeted, personal, competence, info-communicative, creative. In the course of the study, the process of making a managerial decision on the implementation of coaching in the work of the organization was modeled. The cyclical nature of a certain process is noted. The authors noted that the key result of coaching is the formation of a strategy for developing human resources, people's awareness of their professional and personal preferences in the future. The paper presents the key steps of the coaching process. Recommendations have been developed for the effective implementation of coaching technologies in the activities of innovation-oriented organizations to strengthen human resources and their further sustainable development. The introduction of coaching technologies, taking into account the recommendations presented, will help ensure the company's competitiveness, development and achievement of strategic goals. Also, using coaching as a technology to influence the increase of human resources, you can get a synergistic effect.

Education is a field that evolves constantly in relation to the changes in the society and the needs of its beneficiaries, taking over and adapting functional models from other fields. The quality of education of today’s generations has a direct impact on the future, as tomorrow's adults need to have strong key competences, but also transversal competences needed in a dynamic and competitive labour market. Thus, the knowledge society implies opening up the education system to other social sectors, exploiting the paradigm of student-centred education, harnessing technology and virtual environments to create authentic learning and training contexts. Within this framework, educational coaching can be a means through which the individual potential of the learner can be discovered and optimised, with multiple benefits in personal, academic and professional terms. In order to achieve academic success, students need to know themselves, set short-, medium- and long-term goals and objectives, develop skills and competences in autonomous learning, communication, self-motivation, creative and critical thinking, emotion management etc. Through coaching activities, students can benefit from academic support and help in the process of self-discovery and personal development, optimising personal potential, collaborating and creating educational communities that share common goals and values. Placing the teacher in the position of a coach, this can contribute to the development of a multifaceted perspective related to the role of the teacher in the contemporary school, as a student’s partner in the process of his or her education. The present paper aims to explore students’ perceptions concerning the need for coaching activities in their academic life and to identify the students’ main needs and directions for optimizing actions and interventions.

For a long time, competitive sport has focused only on aspects related to performance. However, studies in social psychology have indicated the importance of focusing on the human development of athletes, which can occur through training environments that promote psychological well-being. Thus, this study aimed to analyze the impact of the coach-athlete attachment style, mediated by the coach’s leadership style, on the mental toughness of athletes in the world beach volleyball context. Elite beach volleyball athletes (n = 65), participants of the World Tour 2018, were part of the study. The Coach-Athlete Attachment Scale (CAAS), Mental Toughness Index (MTI) and Leadership Scale for Sport (LSS) were used as instruments. For data analyses we used polychoric correlation and a bias-corrected factor score path analysis. Path analysis showed that perceived secure attachment was positively associated with athletes’ mental toughness (0.24; 0.31; 0.25), but leadership styles did not mediate this relationship. For athletes with anxious attachment profiles, the perception of autocratic leadership style was associated with athletes’ mental toughness (1.01; p = 0.03), when their interaction style is focused on coaching-instruction. It concludes that the secure attachment relationship can bring increases in levels of athletic mental toughness, whereas for athletes with insecure attachment, the autocratic style was shown to be associated with the highest levels of mental toughness.

Numerous studies have examined the developmental activities of expert coaches. However, empirical studies on the development of mentor coaches in sport are scarce, despite literature reporting benefits of coach mentoring. The purpose of the present study was to examine the developmental experiences of mentor coaches who were involved in a structured mentoring program embedded in a level-one basketball coach education program. Four mentor coaches (one female) who met the selection criteria participated in structured retrospective interviews. Quantitative data such as mentor coaches’ demographic, athletics and coaching experiences were analyzed to calculate the means, standard deviation, and frequency of mentor coaches’ profile. Results were partially consistent with literature on expert coaches where mentor coaches (1) were competitive athletes, (2) held leadership positions as athletes, and (3) had accumulated at least 10 years of coaching experience and were successful coaches at the developmental level and beyond. Qualitative data were content analyzed using the narrative method to examine how mentor coaches learned their craft. Results show that (1) past coaches greatly influenced the development of mentor coaches’ mentoring knowledge, especially in the early stage of their coaching career, (2) exposure to different levels of mentoring appears to be useful in preparing them for eventual mentoring roles, and (3) self-directed learning helped mentor coaches to enhance their mentoring knowledge. The results are discussed in relation to literature on coach learning and development. Practical applications of the findings are also proposed.

Purpose The purpose of this study is to examine employee imagination and implications for entrepreneurs of China. In 2015, the European Group of Organization Studies released a call for papers highlighting poor knowledge of employee imagination in organizations. To address this need, the current study hypothesizes employee imagination consisting of seven conditions common to the organizational experience of Chinese Entrepreneurs. Design/methodology/approach The current paper reviews the Chinese enterprising context. Cases from China are used to illustrate the effects of proposed conditions and their value for entrepreneurs and innovators in businesses undergoing change. Findings Employee imagination underpins and conditions how Chinese employees make sense of their organizations and better understand the process of organizational change. From the viewpoint of human resource management, emphasis on coaching and developing imagination enables businesses to stay competitive and adapt to environmental demands such as lack of information, too much information or the need for new information. Research limitations/implications The proposed conditions apply to the Chinese context; however, their application to wider contexts is suggested and requires attention. Practical implications Employee imagination was found to be a powerful tool, which facilitates the process of organizational change management. Originality/value Theoretically, the research adds new insights to knowledge of a poorly understood organizational behavior topic – employee imagination. Practically, the research findings provide mangers with knowledge of conditions, which could be adopted as powerful tools in facilitating organizational change management.

The study empirically tested the relationship between managerial competencies and competitive advantage in pharmaceutical blockbusters. According to the literature, blockbuster models and competitive strategies are significant determinants in organisational performance in the pharmaceutical industry context. However, the focus of this study is to determine whether efforts to combine managerial competence and the blockbuster model will reorient pharmaceutical companies to better competitive advantage by creating blockbuster drugs for the companies. This competitive advantage will position pharmaceutical companies in the face of increasing labour turnover, daunting economic challenges and perceived customer benefits that characterise this industry. A quantitative research design was adopted for this study, and primary data were obtained through a structured questionnaire administered to 22 managers of two major pharmaceutical firms in Lagos, Nigeria. The data obtained revealed a strong positive relationship between managerial competencies, blockbuster models and competitive advantage and three out of four hypotheses were accepted. The hypotheses were tested through Pearson’s product-moment correlation and regression product of determination. Descriptive statistical tools, ANOVA and multiple linear regressions were used to assess perceptions of managerial competencies and blockbuster models on SPSS (version 23.0). Cronbach’s alpha was extracted as a reliability coefficient for the data analysis (α = 0.851). Several implications for management and policy are also discussed in light of the findings of this study. It was concluded that a deep knowledge of managerial competencies and blockbuster models are highly needed in the selected pharmaceutical companies to gain business expansion, maintain low average costs and achieve significant market share while improving on their level of service delivery and capacity to support groups or teams through training, coaching and sharing specialist knowledge. This study recommends developing strategies and deploying blockbuster models across all industries for a distinctive advantage of ineffective organisational performance and greater productivity.

Youth in sport programs are not only gaining skills in sport techniques but also observing and learning ethical attitudes such as how to treat others in competition or whether to play in accordance with sport rules. Youth sport coaches influence youth directly through the provision of guidance and feedback and indirectly through the behaviors they model and attitudes they reflect. In the sport context, gamesmanship is any in-game misconducts that stay within the boundaries of the rules but still are ethically controversial and may lead to a competitive advantage. In this study, the gamesmanship beliefs of youth sport coaches across multiple sport disciplines were analyzed. The participants of this study were 109 youth sport coaches of a variety of sports. A 20-question gamesmanship beliefs survey was used in data collection for this study in which youth sport coaches were asked to determine their opinion of the identified conduct and respond with a rating on a 4-point Likert scale. Responses of youth sport coaches in this study suggest that only a small portion of them are inclined to instruct players to act in a way that utilizes gamesmanship practices. This study’s examination of whether formal coaching training or years of coaching experience influence attitudes toward gamesmanship found that there appeared to be little effect on coaches’ attitudes. As gamesmanship situations are typically present in the youth sport context, this study provides value in understanding how youth sport coaches think about gamesmanship and their awareness of ethical concerns.

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.

Sport can present a site of exclusion for many youth who experience disability even when it has a focus on inclusion (Fitzgerald, 2009). While sport practitioners can play a critical role in creating inclusive environments, they frequently struggle to do so. As a consequence, the sport opportunities for young people who experience disability are often inadequate and inequitable. The purpose of this study was to explore the experiences of youth sport practitioners who teach and coach youth in primarily segregated settings. The overall goal was to gain a better understanding of how sport practitioners think about disability and sport within the context of their practices. Guided by the method of interpretive description, we interviewed 15 sport practitioners. Analysis of the data led to the overarching theme, ‘a part of and apart from sport’, highlighting the ways in which segregated youth sport was understood to be more or less inclusive/exclusive by sport practitioners. Within this overarching theme, four subthemes were drawn: a) authentic connections, b) diversity and adaptations, c) expectations same…but different, and d) (dis)ability and competitive sport. While highlighting the need for self-reflective and knowledgeable coaches, our findings also bring attention to the concepts of ability and ableism and their impacts on the sport opportunities of youth who experience disability. Our discussion highlights the need to question assumptions underlying segregated sport.

The basis of sports are interconnected activities: training, coaching, competitions. Achieving success in sports requires a high level of formation not only of physical qualities and motor skills, but also psychological readiness for training and competitiveloads. The inability to control one’s emotions can nullify years of training. The coach and the sports psychologist are key figures in preparing the athlete for the main starts. Their main professional responsibilities include: timely study of individual characteristics of the athlete’s psyche, development of an individual plan for the development of abilities, strategies of pre-competitive and competitive behavior, formation of necessary mental qualities to win, creating psychologically comfortable conditions in sports, identifying ways to overcome emotional burnout in crisis periods that are caused by various reasons: defeat in the competition, transfer to another team, change of coach, problems in personal life, etc. The tandem “athlete-coach” in the context of psychological interaction and mutual understanding is a basic lever in the education of personal qualities and achieving high sports results.In the context of our study, we distinguish a number of professional functions of a modern coach - educational, managerial, regulatory, formative, gnostic, socio-psychological. The main function that allows to exercise psychological influence and control over the condition of the athlete at different stages of sports training is socio-psychological. This function, on the one hand, requires the coach to be able to establish contact with students, clearly, accurately and clearly explain the requirements for athletes, and on the other - to provide psychological support, create a psychologically comfortable microclimate in the sports team and more.A detailed analysis of the socio-psychological function of the coach suggests that the coach must have a number of theoretical knowledge, professional and practical skills, language, public speaking, communication skills, ability to make managerial decisions, experience of their own sports, have a high level of empathy, stress, etc., the symbiosis of which allows him to have ahigh level of leadership, authority, competence.

Despite the significant growth of amateur/grassroots over-60s (60+) small-sided football in diverse indoor and outdoor settings around the world, scant attention has been afforded to related research, coach education, and strategic team and player development initiatives within these unique seniors‘ football contexts. Drawing upon case study methodology using multiple-case design, this paper examines whether and how Strategic Team and Player Development (STPD) initiatives are implemented in diverse amateur/grassroots 60+ small-sided football coaching contexts. Data suggest there is substantial interest among players and coaches for age-appropriate STPD initiatives, which require organization-specific support structures and integrated, progressive, and evidence-based activities customised for the unique needs and competitive circumstances of players/participants. STPD initiatives can significantly enrich participant experiences and maximize program outcomes such as player and team skills and sustained participation. STPD initiatives in these contexts are still in the early stages, both theoretically and practically. While there are many challenges and areas for improvement, strategic organizational support including a commitment to customised football coach education can be the basis for implementing STPD in diverse amateur/grassroots 60+ small-sided football contexts. Key challenges and implications for customised football coach education are discussed.

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

IntroductionInitially described in a sports context in ice hockey in 1985, the relative age effect (RAE) refers to the performance advantages of youth born in the first quarter of the birth year when trying-out for select, age-restricted sports. The competitive advantage bestowed to the relatively older athlete in their age band is the result of the older athlete being more physically and emotionally mature. These more mature players will likely go on to be exposed to better coaching, competition, teammates and facilities in their respective sport.ObjectivesOur study sought to characterise the ubiquity of this effect by examining the birth distribution of some of the world’s most elite athletes, Olympians.MethodsWe extended the exploration of the RAE beyond specific sports by examining the birth quarter of over 44 000 Olympic athlete’s birthdates, born between 1964 and 1996. Our hypothesis was that the RAE would be prominent in both Olympic athletes as a whole and in selected subcategories of athletes.Results and ConclusionThe fractions of births in the first versus the fourth quarter were significantly different (p<0.001) from each other for the summer and winter Olympians, ball and non-ball sports, and team as well as individual sports. This significant difference was not gender specific. We found the general existence of the RAE in Olympic athletes regardless of global classification. Our findings suggest that coaching staff should be cognisant of the RAE when working with young athletes and should take relative age into consideration when evaluating a burgeoning athlete’s abilities.

Psychological troubles in training competitions mainly include worry about mistakes, long-term lack of improvement in sports performance, and lack of confidence in competitions. The main troubles in daily study and life are future career development and life planning, injury and illness, insomnia, and poor emotional control. Athletes are interested in psychological skills training, hobby training, interpersonal communication and other coaching content to improve sports performance. Athletes tend to prefer one-to-one psychological counseling and group counseling activities; there are differences in the psychological distress, coping styles and expected psychological counseling content of athletes in different age groups and events. This paper firstly introduces the important role of psychological quality education in modern competitive sports. The influencing factors of athletes’ psychological quality were analyzed. At the same time, combined with relevant practical experience, it starts from various perspectives and aspects such as improving the scientific literacy of coaches and building a harmonious atmosphere for training and competition. This paper puts forward some effective strategies to strengthen athletes’ psychological quality education and improve sports performance. In addition, it expounds the author’s understanding of this, hoping to contribute to the practice of athletes’ psychological quality education.

De acordo com a realidade das organizações de saúde, a carência de profissionais qualificados, criativos, proativos e que estejam estruturados emocionalmente com vistas à necessidade do ser humano ser reconhecido em sua totalidade, é o que faz com que métodos de melhor organização e planejamento de equipe tornem-se objeto de estudo. O termo inglês “Coach” tem sua origem no mundo dos esportes, designando “o papel de treinador, preparador, técnico”, ou seja, em sua essência, o papel a ser exercido por um líder no sentido de orientar sua equipe. Assim, o Coaching é um processo de alto impacto para o aumento da produtividade, uma vez que volta-se ao compromisso com os resultados e com a realização das pessoas, pressupondo uma maior cooperação no âmbito das organizações. Logo, por ser esta uma metodologia consideravelmente nova na saúde, o objetivo deste estudo é analisar os fundamentos em que se baseia o método coaching, identificando-o como uma ferramenta no processo de liderança do profissional de enfermagem nas organizações de saúde. A metodologia utilizada foi o relato de experiência, integrando a análise de materiais obtidos por meio de consulta aos Descritores em Ciências e Saúde, sendo diferentes bases de dados acessadas a fim de nortear esta pesquisa. O contexto observado para elaboração do relato foi uma Unidade Básica de Saúde (UBS) do Município de Conselheiro Lafaiete – MG, no qual, atualmente, o Enfermeiro tem se utilizado da metodologia para melhor nortear a atuação de seus técnicos e agentes. Os principais resultados demonstraram que quando a equipe está muito competitiva, a prática de coaching pode favorecer o restabelecimento de vínculos entre as pessoas, assim como a preocupação com o desenvolvimento dos outros. No entanto, quando se trata de uma equipe que “coopera demais”, há uma provocação iminente de reflexão acerca das responsabilidades pelos resultados. Além disso, esta pode ser vista como uma ferramenta que favorece a cultura organizacional, predominando relacionamentos cooperativos, troca constante de conhecimentos, experiências, informações e feedbacks entre a equipe; sendo estes elementos relevantes para a aprendizagem, desenvolvimento pessoal e profissional dos membros da organização, uma vez que são constantemente encorajados a refletir sobre o sentido do seu trabalho, compartilhando idéias e opiniões acerca de um tema ou problema. Na UBS em na análise, além dos aspectos observados, pode-se dizer que o coaching tornou-se uma ferramenta indispensável para a organização, pois auxiliou efetivamente na atuação do profissional de enfermagem como líder da equipe, assim como norteou ações mais concisas e direcionadas com os técnicos e agentes de saúde da organização. Logo, o coaching deve ser um método utilizado por todos os gestores no dia-a-dia das organizações. Contudo, nem todos encontram-se aptos a aplicá-lo e alguns deles nem ao menos o conhecem ou reconhecem seus benefícios para com o desenvolvimento das organizações de saúde. Por este fato, estudos empíricos na área devem ser procedidos a fim de melhor nortear as ações do Enfermeiro como líder no contexto de gestão das organizações de saúde.

Innovation leadership is critical in enhancing a firm’s success in today’s changing markets. This research investigates the changes in entrepreneurial leadership attributes amid the fourth industrial revolution and the fast pace of technological advancement. This study helps to understand how leadership traits may help entrepreneurs fully exploit the advantages of this revolution and gain a competitive advantage. The content analysis method used for this research utilized written data regarding 23 leaders from 20 companies from the latest 19th century during the first industrial revolution until the current fourth industrial revolution. Results reveal noticeable leadership attributes emphasized in the fourth industrial revolution, such as communication, coaching, innovation, forecasting future, team-builder, and more. Those attributes are in tight correlation with the current novel digital leadership paradigm and the known effects of the fourth industrial revolution on the firms and leaders. Results reveal that current entrepreneurs tend to be open-minded while avoiding rejecting innovation from other firms and are willing to share the experience with the adjacent technology ecosystem.

The article deals with the analysis of an optimization possibility of a professional training process of future computer technology specialists by means of the addition of the elements of “soft skills” to an appropriate structure of professional competencies. In particular, the contents of scientific works on the mentioned problems, carried out by foreign and Ukrainian scientists, have been analyzed by the authors.The parameters of creativity, cooperation, critical thinking and communication skills, necessary for the professions of the future, have been analyzed on the basis of materials of the Educational Alliance Program “Partnership for Learning in the XXI Century”.The information represented in analyzed researchers allowed us to transform the mentioned qualities into a professional training context of Bachelors of Computer Technologies as competitive specialists. A detailed characteristic is proposed for each of these qualities.Based on the researches, a transformation algorithm of soft skills to a professional training context of Bachelors of Computer Technologies as competitive specialists is represented. According to the experience of implementation of an educational and professional training program of computer technology specialists, a list of methods and tools for resolving the issue is proposed.It is determined that at a higher education institution, “soft skills” should be formed by means of coaching, training, special educational courses; self-education; voluntary work for gaining professional experience; by the method of reporting or a presentation work; interactive teaching methods (dispute, discussion; “associative bush”, “decision tree”, “brainstorming”, “semantic map”; teamwork to create software products; case method; modelling (the application of traditional computer technologies knowledge in new conditions); business, role play at classes; work in groups, etc.).Besides, it is proposed to organize the process of soft skills formation of future Bachelors of Computer Technologies with the help of student group work. The contents of the study group activities presuppose a combination of competencies, determined by an educational program‚ and competencies, related to the issues of qualification under analysis. Keywords: professional training of specialists in computer technologies; “soft skills”; hard skills of a specialist; professional competencies of future specialists; creativity; critical thinking; communicativeness; cooperation.

The emotional coaching model uses quantitative and qualitative elements to demonstrate some assumptions relevant to new methods of treatment in physical rehabilitation, considering emotional, cognitive and behavioral aspects in patients, whether or not they are sportsmen.Through quantitative tools (Tampa Kinesiophobia Scale, Emotional Interview Test, Previous Re-Injury Test, and reports on test scores) and qualitative tools (training contracts and relationships of emotional alliance or “contagion”), we investigate initial assumptions regarding: the presence of a cognitive and emotional mental state of impasse in patients at the beginning of the rehabilitation pathway; the curative value of the emotional alliance or “emotional contagion” relationship between healthcare provider and patient; the link between the patient’s pathology and type of contact with his own body and emotions; analysis of the psychosocial variables for the prediction of possible cases of re-injury for patients who have undergone or are afraid to undergo reconstruction of the anterior cruciate ligament (ACL).Although this approach is still in the experimental stage, the scores of the administered tests show the possibility of integrating quantitative and qualitative tools to investigate and develop a patient’s physical, mental and emotional resources during the course of his rehabilitation. Furthermore, it seems possible to identify many elements characterizing patients likely to undergo episodes of re-injury or to withdraw totally from sporting activity. In particular, such patients are competitive athletes, who fear or have previously undergone ACL reconstruction.The theories referred to (the transactional analysis theory, self-determination theory) and the tools used demonstrate the usefulness of continuing this research in order to build a shared coaching model treatment aimed at all patients, sportspeople or otherwise, which is not only physical but also emotional, cognitive and behavioral.

<p class="MsoNormal" style="text-align: justify; margin: 0cm 0cm 6pt;"><span style="mso-ansi-language: EN-US;" lang="EN-US"><span style="font-size: small;"><span style="font-family: Calibri;">The topic of the article is the four core skills of how to perform the juji gatame (cross-body armlock). The purpose of the article is to present an organized series of skills that are progressively stepped. The reader will better understand the skills of juji gatame and be able to start with a fundamental skill, then progress on to a more complex skill, but all in the context that the four skills presented contitute a core base of technical ability that will help any interested person perform juji gatame more effectively. The skills presented are based on the author’s 42 years of training and coaching and based on the approach taken by numerous European judo and sambo armlock specialists. My conclusion is that if the four core skills presented in this article are sutdies, practiced and developed by the reader, the reader will have not only a better understanding of juji gatame, but also have progesssively better skill in performing the technique, especially in stress or competitive situations. </span></span></span></p>

In this paper we start by discussing how Philosophy for Children (P4C) was launched by Matthew Lipman (1922-2010) in the 1970s in order to establish philosophy as a fully-fledged school programme in the US, and has since become a movement which evolved through the last four decades, adopting different epistemological and pedagogical discourses (Vansieleghem & Kennedy, 2011). From philosophy for children we arrive at philosophy with children, swapping the fixed method for the modelling and coaching by communal reflection, contemplation and communication, thus giving a greater emphasis to dialogue, while opening up different approaches, methods, techniques and strategies. This is precisely the line of work we personally prefer, when it is articulated with Gareth Matthews’ assumption that children can ask the same questions as philosophers do, and sometimes even better ones. Along the lines of Storme and Vlieghe (2001), we think that P4C can allow the child to be philosophical and philosophy childish, an understanding that perhaps can free us from the dominant one dimensional unproblematized realm of the ideology of productivity that envisages education as a process exclusively preparing persons for labour markets, understood as the set of positions gained in an operative and ruthlessly competitive battle. This offers a context where constructing existential meaning, by and for each individual, is excluded from education. Keywords: Philosophy for children, song, tales, cinema.

This study aims to identify and analyze the impact of e-commerce adoption on the performance of micro, small and medium enterprises (MSMEs). The TOE model framework is used, but the individual context is added as a criticism of the framework as an influential factor in e-commerce adoption. Six intriguing variables were examined with five hypotheses. The questionnaires were distributed to 191 MSMEs in the food and beverage industry using Google forms and sent via WhatsApp application in order to derive their opinions or assessments, which were used as the data collection method in this study. In this study, structural equation modeling-partial least squares (SEM-PLS) was used as an analytical tool. The results of the study show that there is a significant relationship between technology, organizations, and individuals and the variable e-commerce adoption, which is expected to have a significant impact on MSME performance. MSMEs should be better able to take advantage of the opportunities presented by the business environment to improve their performance through the use of e-commerce. As a result, MSME owners are advised to use explicit competitive strategies through various activities carried out by the functional departments of the organization, such as emphasizing their advantages or expertise. In addition, the government must continue to take steps to improve human resource skills in e-commerce through various coaching, competency, and training opportunities.

The corporations perceive human capital as the greatest potential for competitive advantage, and staff training as a prerequisite for achieving the company’s strategic aim since business success and market competitiveness directly depend on the ability of employees to provide life long learning. In the context of searching the ways of optimizing this process, the aim of our study is to determine the features and opportunities for the development of individualization of learning by means of information and communication technologies in multinational corporations in Canada in order to use their experience in Ukrainian higher education. The set of interrelated general scientific research methods was used to achieve this goal: analysis, synthesis, comparison, generalization, systematization, which were used to study the scientific literature, programs and corporate training courses in multinational corporations in Canada. Analysis of training in Canadian multinational corporations shows that the use of the advanced information and communication technologies in independent non-formal learning, including mobile learning, social networks, Massive Open Online Courses, electronic coaching, corporate blogs, gamification, wikis, etc., contributes to the deepening of individualization of training, and the practice of employee’s independent planning and implementation of his/her learning process is becoming more common. The study concludes that individualization is an important aspect of training in Canadian multinational corporations. The basis of individualization of learning is self-direction, autonomy of students, their willingness to take responsibility for planning and implementation of all stages of their learning.

Purpose The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the “transformational” strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as double-loop learning. In delineating two exemplary cases of double-loop learning concerning the university-wide implementation of a new teaching formats as part their institutional strategies to develop teaching excellence, the authors want to answer the following research question: Which kind of governance is required to manage double-loop learning processes? Design/methodology/approach The purposive sample comprised four universities that had won awards for their teaching excellence. In 2014, a total of 21 semi-structured expert interviews were conducted in these universities within the following status groups: members of the rectorate, full professors, and university management professionals. The coding procedure followed a directed content analysis. Findings Both forms of governance are required for the management of double-loop learning. In the case of a top-down instigation of organizational learning, transformational governance is especially required in terms of idealized influence and inspirational motivation. In the case of a more bottom-up trigger of organizational learning, intellectual stimulation becomes more important. Transactional governance is required for the university-wide implementation of new routines (e.g. a mandatory quality management tool, obligatory coaching for newly appointed professors or competitive teaching grants). Originality/value This paper contributes to the empirical research on organizational learning in higher education institutions by adding a governance perspective.

BACKGROUND: A recent focus of the literature that has bridged the sports medicine and sport psychology domains relates to the topic of youth sport specialization. Previous work has identified specializing in one sport – particularly at an early age – to be associated with increased risks of negative physical (i.e., overuse injuries, lower extremity injuries) and psychosocial outcomes. As a result, medical organizations have advocated for a more diversified, multisport experience. Despite these recommendations, concerns regarding the rising prevalence of sport specialization have been a continued fixture of the literature, with little known regarding how underlying attitudes, beliefs, and values of sport stakeholders may be shaping this trend. One proposed avenue for better understanding this gap between recommendations and perceived participation behaviors is to examine and compare the club and high school sport contexts. Specifically, club sports have been linked to more professionalized climates of competition, in turn suggesting that specialization may be viewed more favorably than in the high school setting. Therefore, the purpose of the current study was to examine the perceptions of coaches in the high school and club sport contexts related to youth sport specialization to better understand how these youth sport leaders compare in their endorsement of attitudes and behaviors promoting this phenomenon. METHODS: This cross-sectional study examined 769 currently-practicing coaches (497 high school, 272 club; 533 male, 266 female). Participants completed a novel perceptual measure which surveyed their attitudes, values, and beliefs related to various aspects of youth sport specialization (e.g., effectiveness in developing talent, likelihood of leading to an enjoyable experience, likelihood that their competition specializes). The participant’s mean rating across the 25 items denoted their global perception of sport specialization (i.e., higher scores indicated a more favorable view of specializing). Additionally, each coach completed a questionnaire detailing their relevant demographic and sport background information. To analyze the data, an independent samples t-test was conducted between the two groups while using their perceptual score of specialization as the dependent variable. Finally, a multiple linear regression was calculated separately for each coach group to predict participants’ perceptual scores of specialization based on their demographic and sport background responses (i.e., age of athletes coached, years of experience as a coach, post-secondary education in sport, additional coaching certifications, self-rating of coaching quality). RESULTS: High school coaches (M = 2.31; SD = 0.21) and club coaches (M = 2.43; SD = 0.25) differed in their average perceptions of sport specialization (t(767) = 1.412; p < .001), meaning that the club sport coaches were more likely to rate specialization as a positive, adaptive practice in comparison to their high school counterparts. For high school coaches, the overall regression equation was significant, but explained only a small amount of variance (F(5, 491) = 2.542, p = .028, R2 = .025); however, no demographic characteristics were strong independent predictors. The multiple linear regression for the club coaches did not yield a significant equation to predict perceptual scores of specialization based on their sport background characteristics (F(5, 256) = .224, p = .952, R2 = .004). SIGNIFICANCE: This study was the first to examine sport specialization by comparing the high school and club sport contexts. These findings indicate that club sport athletes are more likely to be exposed to messaging and attitudes that posit sport specialization as favorable, despite the proliferating base of evidence detailing the physical and psychosocial risks of this pattern. Additionally, the multiple linear regression analyses specify that elements of coach education, experience, and demographic characteristics do not strongly predict perceptions of specialization, suggesting that the competitive contexts themselves (high school vs. club) may be the most salient influencer of these perceptions. Therefore, club sports appear to be a critical point-of-impact for a cultural shift to better account for the potential drawbacks of specializing in one sport stemming from previous sports medicine literature. Athletes in these contexts should also be aware of the heightened expectation of specialized participation by those leading their teams. Pediatric sport researchers and practitioners should continue to explore how these differing group perceptions manifest in terms of participation behaviors, as well as their link to overall athlete health, well-being, and development.

Under modern conditions, human resources and their motivation to work are an essential component of the success of enterprises operating in a changing and global competitive environment. It is because of the interest of the company’s employees in the results of their work, provided that appropriate working conditions are created, it is possible to increase labor productivity, as well as improve the economic and financial performance of the company. The purpose of the article is to identify the factors that affect the efficiency of the company’s employees and encourage them to work. The results of systematization of scientific research have shown that high staff productivity is not possible without a system of rewards and motivation. The study of improving the efficiency of employees in the article is carried out in the following logical sequence: analyzed modern views on personnel management, studied the relationship between the structural elements of personnel management policy: efficiency, remuneration and motivation, developed a mechanism for managing staff efficiency. The methodological basis of this study is qualitative methods, which allowed to gain a deeper knowledge of the behavior of employees. Recommendations for building a system of personnel efficiency management are offered, which will allow to retain employees, increase labor potential, as well as improve the efficiency of the whole business. Emphasis is placed on the need to introduce not only material rewards, but also to take into account other components in building the company’s personnel policy: a favorable corporate environment, quality communication between employees and management, implementation of coaching, rational division of responsibilities between employees, participation in management decisions. The obtained results have practical significance and can be useful for the top management of the company in the context of strategic personnel management. Keywords: employee performance, human resource management, motivation, organization, rewards.

Context: Medical organizations have recommended that administrators, parents, and community leaders explore every opportunity to make interscholastic athletic programs safe for participation, including employing athletic trainers at practices and competitive events. Objective: To determine the overall level of medical services provided for secondary school-aged athletes at high school athletic events in a rural southern state, to evaluate the employment of athletic trainers in the provision of medical services in secondary schools, and to compare athletic training medical services provided at athletic events among schools of various sizes. Design: Cross-sectional study. Setting: Questionnaires were sent to administrators at 199 secondary schools. Patients or Other Participants: A total of 144 administrators, including interscholastic athletic directors and school principals, from 199 secondary schools participated (72% response rate). Main Outcome Measure(s): Participants completed the Self-Appraisal Checklist for Health Supervision in Scholastic Athletic Programs from the American Academy of Pediatrics, which has been demonstrated to be valid and reliable. The Kruskal-Wallis and Mann-Whitney tests were used to measure differences in groups. Results: We found differences in cumulative scores when measuring between institutional classifications (P≤.05). Cumulative scores for the Event Coverage section of the instrument ranged from 80.5 to 109.6 out of a total possible score of 126. We also found differences in several factors identified in the Event Coverage section (P≤.05). Conclusions: The number of coaching staff certified in cardiopulmonary resuscitation or first aid was minimal. Most schools did not have a plan for providing minimal emergency equipment, ice, or water for visiting teams. We found that 88% (n = 7) of the 8 essential Event Coverage components that the American Academy of Pediatrics deems important were not addressed by schools represented in our study.

Abstract Incorporating peer and professional social support features into remotely delivered, technology-supported physical activity interventions may increase their effectiveness. However, very little is known about survivors’ preferences for potential social features. This study explored breast cancer survivors’ preferences for both traditional (e.g., coaching calls and peer support) and innovative (i.e., message boards and competitions) social support features within remotely delivered, technology-supported physical activity interventions. Survivors [N = 96; Mage = 55.8 (SD = 10.2)] self-reported demographic and disease characteristics and physical activity. A subset (n = 28) completed semistructured phone interviews. Transcribed interviews were evaluated using a thematic content analysis approach and consensus review. Following interviews, the full sample self-reported preferences for social features for remotely delivered physical activity interventions via online questionnaires. Questionnaire data were analyzed using descriptive statistics. Four themes emerged from interview data: (a) technology increases social connectedness; (b) interest in professional involvement/support; (c) connecting with similar survivors; and (d) apprehension regarding competitive social features. Quantitative data indicated that most survivors were interested in social features including a coach (77.1 per cent), team (66.7 per cent), and exercise buddy (57.3 per cent). Survivors endorsed sharing their activity data with their team (80.0 per cent) and buddy (76.6 per cent), but opinions were mixed regarding a progress board ranking their activity in relation to other participants’ progress. Survivors were interested in using a message board to share strategies to increase activity (74.5 per cent) and motivational comments (73.4 per cent). Social features are of overall interest to breast cancer survivors, yet preferences for specific social support features varied. Engaging survivors in developing and implementing remotely delivered, technology-supported social features may enhance their effectiveness.

Purpose. Сoverage of the results of theoretical analysis of scientific sources on the psychological support of adolescent athletes. The state of development of the researched problem is clarified, the maintenance of the basic stages of psychological support of sports activity is opened, the plan and tasks of the program of psychological support of preparation of sportsmen of teenage age are developed.Methods. To achieve this goal, general scientific methods of theoretical level were used: analysis, comparison, systematization and generalization of scientific and theoretical data, which made it possible to characterize the main aspects and directions in which research is conducted on this issue. The scientific article is a generalized systematic study.Results. The article considers the problem and directions of the system of psychological support and accompaniment as one of the important components of modern training of young athletes. The author's scientific view on the content of psychological support of sports activities is described, which is the foundation for the development and implementation of the program of psychological support of training athletes.Conclusions. In the course of a theoretical study of the topic of psychological support of adolescent athletes, it was concluded that this issue requires thorough study and generalization. We believe that the purpose of psychological support for the training of athletes is the organization of professional growth planning, the formation of the psychological structure of the athlete, his constant readiness for coaching. The main task of psychological support is to create an effective program of psychological influence, interaction and support of athletes at all stages of long-term training and competitive activities.Key words: psychological support, stages of psychological support and theircontent, sports activities, athletes of adolescence, the program of psychological support for the training of athletes. Метою статтіє висвітлення результатів теоретичного аналізу наукових джерел щодо психологічного супроводу спортсменів підлітково-юнацького віку. З’ясовано стан розробленості досліджуваної проблеми, розкрито зміст основних етапів психологічного супроводу спортивної діяльності, розроблено план та завдання програми психологічного супроводу підготовки спортсменів підлітково-юнацького віку.Методи. Для досягнення поставленої мети використано загальнонаукові методи теоретичного рівня: аналіз, порівняння, систематизація та узагальнення науково-теоретичних даних, що дало можливість охарактеризувати основні аспекти та напрямки, за якими ведуться наукові дослідження з даного питання. Наукова стаття є узагальнюючим систематизованим дослідженням.Результати. У статті розглянута проблема та напрямки системи психологічного забезпечення та супроводу як однієї з важливих складових частин сучасної підготовки юних спортсменів. Описано науковий погляд авторки на зміст психологічного супроводу спортивної діяльності, що є фундаментом для розробки та впровадження програми психологічного супроводу підготовки спортсменів.Висновки. У ході теоретичного дослідження теми психологічного супроводу спортсменів підлітково-юнацького віку дійшли висновку, що дане питання вимагає досконального вивчення і узагальнення. Вважаємо, що метою психологічного супроводу підготовки спортсменів є організація планування про-фесійного зростання, формування психологічної структури спортсмена, його постійної готовності до тренерської діяльності. Головним завданням психологічного супроводу вбачаємо створення ефективної програми психологічного впливу, взаємодії та підтримки спортсменів на всіх етапах багаторічної тренувальної та змагальної діяльності.Ключові слова: психологічний супровід, етапи психологічного супроводу та їхній зміст, спортивна діяльність, спортсмени підлітково-юнацького віку, програма психологічного супроводу підготовки спортсменів.

Objectives: Concern over participation in football has grown over the past decade in part due to the risk of head injury. In response, the National Football League (NFL) teamed up with USA football to develop an educational training program, the heads up (HU) program, designed to teach proper preventative blocking and tackling techniques. The seasonal risk for concussion has been estimated at approximately 10% in high school football players. Adolescent football players were estimated to have the greatest frequency of 1-year risk when compared to youth and collegiate players. These findings combined with the concern over subconcussive impacts highlights the need for prevention programs emphasizing a reduction in head impacts during player contact. The purpose of this study was to prospectively compare cumulative concussion rates between high school players on heads up (HU) trained football teams versus teams that did not institute heads up (NHU) football training. Methods: We monitored 2,514 high school football players during the 2015 competitive football season in the Upstate of South Carolina. Prior to the start of preseason football, at least one coach from 14 schools (n=1818 participating athletes) received heads up training from USA football. The HU trained schools were matched with a 10 schools (n=696 participating athletes) performing standard training and football practice. Random monitoring for proper coaching technique and instruction was performed at 3 time points during the season at each trained high school to ensure compliance with program guidelines. Therefore, 1,818 high school players participated in practices and games under the direction of a heads up trained coaches and 696 athletes participated without the benefit of heads up training. Athletic trainers at each school monitored and recorded injury information for all practices and games from the beginning of practice to the end of the playoffs for all schools. Cumulative incidence and incidence rate ratios of concussions were calculated with 95% confidence intervals to determine program effectiveness. Results: We observed 117 concussion injuries. Players on the HU training teams sustained 75 concussions compared with 42 concussions on NHU teams. The HU rate of 4.1 concussions/100 players (95% CI =3.3-5.1) was significantly lower than the 6.0 concussion rate on NHU teams (RR= 1.5; 95% CI= 1.1-2.1). The HU football group resolved their concussions and returned to full participation 27% faster than athletes in the NHU football group (time-loss: 18.2 &#177; 10.6 days (95% CI= 15.8-20.6) vs. 24.8 &#177; 15.3 days (95% CI= 19.9-29.7) respectively). Conclusion: This is the first paper to evaluate the impact of the training program on the incidence and recovery of concussion in high school football players. Our results support the use of USA football heads up training as an effective method to decrease the rate of concussions in high school football. The program also appears to reduce the concussion severity in these athletes.

Perfect vision for the path ahead? As I write this editorial it seems that once again, we stand on the threshold of yet another significant date. The fortieth anniversary of ISCPES and also that of this journal, that has been the voice of the society’s contribution over that period, has been and gone. This time it is 2020 that looms on the near horizon. It is a date that has long been synonymous with perfect vision. Many may perhaps see this as somewhat ironic, given the themes surrounding change and the directions it has taken, that have been addressed previously in these pages. Perfect vision and the clarity it can bring seem a far cry away from the turbulent world to which we seem to be becoming accustomed. So many of the divisions that we are facing today seem to be internal in nature and far different from the largely: nation against nation; system against system strife, we can remember from the cold war era. The US, for example, seems to be a nation perpetually at war with itself. Democrats v Republicans, deplorables v elites - however you want to label the warring sides - we can construct a number of divisions which seem to put 50% of Americans implacably opposed to the other 50%. In the UK, it has been the divide around the referendum to leave the European Union – the so-called Brexit debate. Nationally the division was 52% to 48% in favour of leaving. Yet the data can be reanalysed in, it seems, countless ways to show the splits within a supposedly ‘United’ Kingdom. Scotland v England, London and the South East v the English regions, young v old are just some of the examples. Similar splits seem to be increasing within many societies. Hong Kong has recently been the focus of world interest We have watched this erstwhile model of an apparently successful and dynamic compromise between two ‘diverse’ systems, appear to tear itself apart on our television screens. Iran, Brazil, Venezuela are just three further examples of longstanding national communities where internal divisions have bubbled to the surface in recent times. These internal divisions frequently have no simple and single fault line. In bygone times, social class, poverty, religion and ethnicity were simple universal indicators of division. Today ways of dividing people have become far more complex and often multi-dimensional. Social media has become a means to amplify and repeat messages that have originated from those who have a ‘gripe’ based in identity politics or who wish to signal to all and sundry how extremely ‘virtuous’ and progressive they are. The new technologies have proved effective for the distribution of information but remarkably unsuccessful in the promotion of communication. This has been exemplified by the emergence and exploitation of Greta Thunberg a sixteen-year-old from Sweden as a spokesperson for the ‘Extinction Rebellion’ climate change lobby. It is a movement that has consciously eschewed debate and discussion in favour of action. Consequently, by excluding learning from its operation, it is cutting itself off from the possibility of finding out what beneficial change will look like and therefore finding a way by which to achieve it. Put simply, it has predetermined its desired goal and defined the problem in inflexible terms. It has ignored a basic tenet of effective problem solving, namely that the key lies in the way you actually frame the problem. Unfortunately, the movement has adopted the polarised labelling strategies that place all humans into the category of either ‘believers’ or ‘deniers’. This fails to acknowledge and deal with the depth and complexity of the problem and the range of our possible responses to it. We are all the losers when problems, particularly given their potential significance, become addressed in such a way. How and where can human behaviour learn to rise above the limits of the processes we see being followed all around us? If leadership is to come, it must surely come from and through a process of education. All of us must assume some responsibility here – and certainly not abdicate it to elite and powerful groups. In other words, we all have a moral duty to educate ourselves to the best of our ability. An important part of the process we follow should be to remain sceptical of the limits of human knowledge. In addition, we need to be committed to applying tests of truth and integrity to the information we access and manage. This is why we form and support learned societies such as ISCPES. Their duty is to test, debate and promote ideas and concepts so that truth and understanding might emerge from sharing and exploring information, while at the same time applying the criteria developed by the wisdom and experience of those who have gone before. And so, we come to the processes of change and disruption as we are currently experiencing them at International Sports Studies. Throughout our history we have followed the traditional model of a scholarly journal. That is, our reason for existence is to provide a scholarly forum for colleagues who wish to contribute to and develop understanding within the professional and academic field of Comparative Physical Education and Sport. As the means of doing this, we encourage academics and professionals in our field to submit articles which are blind reviewed by experts. They then advise the editor on their quality and suitability for publication. As part of our responsibility we particularly encourage qualified authors from non-English speaking backgrounds to publish with us, as a means of providing a truly international forum for ideas and development. Where possible the editorial team works with contributors to assist them with this process. We have now taken a step further by publishing the abstracts in Portuguese, Spanish and Chinese on the website, in order to spread the work of our contributors more widely. Consistent with international changes in labelling and focus over the years, the title of the society’s journal was changed from the Journal of Comparative Physical Education and Sport to International Sports Studies in 1989. However, our aim has remained to advance understanding and communication between members of the global community who share a professional, personal or scholarly interest in the state and development of physical education and sport around the world. In line with the traditional model, the services of our editorial and reviewing teams are provided ex gratia and the costs of publication are met by reader and library subscriptions. We have always offered a traditional printed version but have, in recent years, developed an online version - also as a subscription. Over the last few years we have moved to online editorial support. From 2020 will be adopting the practice of making articles available online immediately following their acceptance. This will reduce the wait time experienced by authors in their work becoming generally available to the academic community. Readers will no doubt be aware of the current and recent turbulence within academic publishing generally. There has been a massive increase in the university sector globally. As a result, there has been an increasing number of academics who both want to and need to publish, for the sake of advancement in their careers. A number of organisations have seen this as providing a business opportunity. Consequently, many academics now receive daily emails soliciting their contributions to various journals and books. University libraries are finding their budgets stretched and while they have been, up until now, the major funders of scholarly journals through their subscriptions, they have been forced to limit their lists and become much more selective in their choices. For these reasons, open access has provided a different and attractive funding model. In this model, the costs of publication are effectively transferred to the authors rather than the readers. This works well for those authors who may have the financial support to pursue this option, as well as for readers. However, it does raise a question as to the processes of quality control. The question arises because when the writer becomes the paying customer in the transaction, then the interests of the merchant (the publisher) can become more aligned to ensuring the author gets published rather than guaranteeing the reader some degree of quality control over the product they are receiving. A further confounding factor in the scenario we face, is the issue of how quality is judged. Universities have today become businesses and are being run with philosophies similar to those of any business in the commercial world. Thus, they have ‘bought into’ a series of key performance indicators which are used to compare institutions one with another. These are then added up together to produce summative scores by which universities can be compared and ranked. There are those of us that believe that such a process belittles and diminishes the institutions and the role they play in our societies. Nonetheless it has become a game with which the majority appear to have fallen in line, seeing it as a necessary part of the need to market themselves. As a result, very many institutions now pay their chief executives (formerly Vice-Chancellors) very highly, in order to for them to optimise the chosen metrics. It is a similar process of course with academic journals. So it is, that various measures are used to categorise and rank journals and provide some simplistic measure of ‘quality’. Certain fields and methodologies are inherently privileged in these processes, for example the medical and natural sciences. As far as we are concerned, we address a very significant element in our society – physical education and sport - and we address it from a critical but eclectic perspective. We believe that this provides a significant service to our global community. However, we need to be realistic in acknowledging the limited and restricted nature of that community. Sport Science has become dominated by physiology, data analytics, injury and rehabilitation. Courses and staff studying the phenomenon of sport and physical education through the humanities and social sciences, seem to be rarer and rarer. This is to the great detriment of the wellbeing and development of the phenomenon itself. We would like to believe that we can make an important difference in this space. So how do we address the question of quality? Primarily through following our advertised processes and the integrity and competence of those involved. We believe in these and will stick with them. However, we appreciate that burying our heads in the sand and remaining ‘king of the dinosaurs’ does not provide a viable way forward. Therefore, in our search for continuing strategy and clear vision in 2020, we will be exploring ways of signalling our quality better, while at the same time remaining true to our principles and beliefs. In conclusion we are advising you, as our readers, that changes may be expected as we, of necessity, adapt to our changing environment while seeking sustainability. Exactly what they will be, we are not certain at the time of going to press. We believe that there is a place, even a demand for our contribution and we are committed to both maintaining its standard and improving its accessibility. Comments and advice from within and outside of our community are welcome and we remain appreciative, as always, of the immense contribution of our international review board members and our supportive and innovative publisher. So, to the contributors to our current volume. Once again, we would point with some pride to the range of articles and topics provided. Together, they provide an interesting and relevant overview of some pertinent current issues in sport and physical education, addressed from the perspectives of different areas across the globe. Firstly, Pill and Agnew provide an update to current pedagogical practices in physical education and sport, through their scoping review of findings related to the use of small-sided games in teaching and coaching. They provide an overview of the empirical research, available between 2006 and 2016, and conclude that the strategy provides a useful means of achieving a number of specific objectives. From Belgium, Van Gestel explores the recent development of elite Thai boxing in that country. He draws on Elias’ (1986) notion of ‘sportization’ which describes the processes by which various play like activities have become transformed into modern sport. Thai boxing provides an interesting example as one of a number of high-risk combat sports, which inhabit an ambiguous area between the international sports community and more marginalised combat activities which can be brutal in nature. Van Gestel expertly draws out some of the complexities involved in concluding that the sport has experienced some of the processes of sportization, but in this particular case they have been ‘slight’ in impact rather than full-blown. Abdolmaleki, Heidari, Zakizadeh XXABSTRACT De Bosscher look at a topic of considerable contemporary interest – the management of a high-performance sport system. In this case their example is the Iranian national system and their focus is on the management of some of the resources involved. Given that the key to success in high performance sport systems would appear to lie in the ability to access and implement some of the latest and most effective technological information intellectual capital would seem to be a critical component of the total value of a competitive high performance sport system Using a model developed by a Swedish capital services company Skandia to model intangible assets in a service based organisation, Abdolmaleki and his associates have argued for the contribution of human, relational and structural capital to provide an understanding of the current place of intellectual capital in the operations of the Iranian Ministry of Sport and Youth. An understanding of the factors contributing to the development of these assets, contributes to the successful operation of any organisation in such a highly competitive and fast changing environment. Finally, from Singapore, Chung, Sufri and Wang report on some of the exciting developments in school based physical education that have occurred over the last decade. In particular they identify the increase in the placement of qualified physical education teachers as indicative of the progress that has been made. They draw on Foucault’s strategy of ‘archaeological analysis’ for an explanation of how these developments came to be successfully put in place. Their arguments strongly reinforce the importance of understanding the social and political context in order to achieve successful innovation and development. May I commend the work of our colleagues to you and wish you all the best in the attempt to achieve greater clarity of vision for 2020!

To date, little research has explored differences between competitive and recreational youth sport contexts beyond descriptions of inherent features. The purpose of this exploratory study was to examine if differences existed between competitive and recreational youth sport on (a) observed quality delivery and (b) youth’s perceptions of basic psychological needs satisfaction and developmental experiences. Forty-six youth sport teams participated in the study from competitive ( n = 23) and recreational contexts. This study adopted a multi-method approach of self-report questionnaires and researcher observations. Teams agreed to be involved in observations ( n = 3), questionnaires ( n = 12) or both methods of data collection ( n = 31). Quality was assessed through 216 observations ( n = 134 competitive; Mper team = 6.55), while basic psychological needs satisfaction and developmental experiences were examined through two questionnaires ( N = 413) completed at season end. Descriptive statistics and MANOVAs were calculated for all measures and associated subscales. Results revealed non-significant differences between competitive and recreational programs, despite high scores across the three measures. Significant effects are discussed related to of coaches’ years of coaching experience on program quality and ethnicity ratios on positive developmental experiences. Also discussed are notable effect sizes on opportunities for belonging and choice, where recreational contexts scored higher than competitive on each factor. Results offer understandings of how coach delivery can be enhanced, regardless of context, to optimize developmental benefits for youth. Implications are discussed for how future research can explore the complexities of different sport contexts, including associated coaching practices.

In the United Kingdom, many sport coaching career paths are considered to be focused on skills development, competence, and leadership within the context of performance. However, sport coaching also sits substantially within the community and youth sectors, where sport is seen to facilitate various social policy issues. Aligning nonperformance-related coaching contexts to existing formal qualifications schemes is problematic, given they frequently emphasize athlete and team performance. While an emerging base of studies examining community sports coaching exists, further insight and perspectives of in situ learning and coach support in this context are needed. Using observations, evaluation, and feedback centered on practitioner competence and confidence, and conducted over a 2-year period with 13 new community/grassroots sports coaches working with Albion in the Community (the official charity of Brighton and Hove Albion Football Club), we present some of the key findings and principles that we believe underlined their practice. These principles related to how, despite the majority being appropriately qualified at national governing bodies Level 2, they generally needed additional support and expertise for their specific (community) operational environment in terms of outcomes, practice design, and challenging what was seen as a focus on providing competitive (team) environments above individual player development.

The world of competitive sport can present a challenging environment for Christian athletes and coaches. The culture of competitive sport, and particularly the attitude to winning, can cause athletes and coaches to question how their Christian faith should shape participation and/or whether they should participate at all. Few empirical studies have explored how Christian coaches frame their practice to align with their faith and reconcile the potential contradictions and challenges of coaching within competitive sporting environments. That said, there has been a recent increase in the number of studies exploring the potential relationship between sports coaching and the concept of servant leadership – a framework which is commensurate with a Christian world view. The aim of this paper is to contribute to these debates by presenting empirical evidence to explore the philosophies, intended practices and sociocultural factors influencing how Christian coaches sought to lead in competitive sporting environments. One hundred and ten coaches (female = 24, male = 86) completed an online qualitative questionnaire which explored their beliefs about leadership and coaching practice. This paper considers the ways in which Christian coaches’ might seek to frame their leadership behaviours within the context of competitive sport and how their approaches might align, or otherwise, with the theoretical tenets of servant leadership.

In an increasingly competitive era of trade, training is insufficient to help solve business problems and challenges that often change daily. Meanwhile, business professionals realize that the coaching process used for the past dozen years by athletes, orators, and artists to improve their performance can also be used to help entrepreneurs to help accelerate business goals and personal success. Organizations that offer coaching have grown rapidly over the past decade. Even though in Indonesia, several coaching Islamic businesses have their communities, until now there is limited literature on Islamic business coaching. This study develops definitions for Islamic business coaching along with its characteristics for the Indonesian setting. This was achieved using qualitative research. Data were collected by interviewing 5 Islamic Indonesian master coaches. The recording of interviews was transcribed and coded. Then, those were analyzed with content analysis. The paper concludes that Islamic business coaching differs from conventional coaching due to being based on Islamic religiosity and principles. In Addition, the characteristics of Islamic business coaching include Islamic business coach’s role, Islamic business coaching session focus, and Islamic business coaching results.