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1
Werthner, Penny, and Pierre Trudel. "Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 433–49. http://dx.doi.org/10.1260/174795409789623946.
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Researchers have investigated how coaches, from the recreational to the elite level of coaching, learn to coach. Many different learning situations have been identified in the research, yet the question remains: How is it that one coach's learning path emphasizes certain learning situations as key, and yet another coach's learning path emphasizes quite different situations? Fifteen Canadian Olympic coaches were interviewed to better understand the coaches' idiosyncratic learning-path phenomena. The findings provide an example of: (a) how coaches within a specific and similar context, in this case Olympic level sport, can differ dramatically regarding the importance that common learning situations have played in their development, and (b) how previous learning and experiences influence what coaches choose to pay attention to and therefore choose to learn. The coaches' idiosyncratic learning paths are also discussed in terms of coach development.
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Werthner, Penny, and Pierre Trudel. "A New Theoretical Perspective for Understanding How Coaches Learn to Coach." Sport Psychologist 20, no. 2 (June 2006): 198–212. http://dx.doi.org/10.1123/tsp.20.2.198.
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The purpose of this paper is to present, using Moon’s (1999, 2004) generic view of learning, a new theoretical perspective in order to understand how coaches learn to coach. After presenting her main concepts, a case study of an elite Canadian coach is used to illustrate the different learning processes in three types of learning situations: mediated, unmediated, and internal. We believe this new view of how coaches learn provides a way to see coach development from the coach’s perspective and helps us understand why the path to becoming a coach is often idiosyncratic. Finally, the potential of this conceptual research framework for the study of coaches’ development, specifically at the elite/expert level, is discussed.
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Gowling, Callum. "Accepting the pressures of coaching: Insights into what experienced coaches learn with over 10 years-experience working with elite junior tennis players." ITF Coaching & Sport Science Review 28, no. 80 (April 30, 2020): 27–30. http://dx.doi.org/10.52383/itfcoaching.v28i80.66.
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Despite a growing body of research into sports coaching there is little understanding of what it is like to coach elite junior tennis players. The purpose of this study was to examine the experiences of 8 UK, experienced tennis coaches and describe what it is like to coach elite junior tennis players. An Interpretative Phenomenological Analysis (IPA) of 8 experienced tennis coaches (over 10 years-experience) shows their insights into elite junior tennis coaching and provides avenues of comparison with the experiences of younger tennis coaches (Gowling, 2019). This study found that (a) experienced tennis coaches described a panoramic view of coaching, (b) experienced coaches were confident in their coaching effectiveness, and (c) acceptance of challenges in coaching helped experienced coaches develop effective coping mechanisms to sustain their emotional well-being and motivation to coach for long careers. The findings of this research contribute to an evolving, problematic epistemology of sports coaching and confirms that the experiences of existing coaches could contribute to more effective training of coaches. The findings present governing bodies opportunities to inform coach education literature and help tennis coaches to sustain themselves in an emotionally challenging role.
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Kegelaers, Jolan, Paul Wylleman, I. (Belle) N. A. van Bree, Francesco Wessels, and Raôul R. D. Oudejans. "Mental Health in Elite-Level Coaches: Prevalence Rates and Associated Impact of Coach Stressors and Psychological Resilience." International Sport Coaching Journal 8, no. 3 (September 1, 2021): 338–47. http://dx.doi.org/10.1123/iscj.2020-0066.
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Coaching in elite sports can be a highly volatile and stressful profession. Nevertheless, limited knowledge is available on how coach stressors impact elite-level coaches’ mental health. The present study therefore aimed to assess the self-perceived impact of coach stressors on coaches’ mental health, in terms of psychological and social well-being, as well as the prevalence of symptoms of a number of common mental disorders. Furthermore, the role of resilience was examined as a potential protective resource against mental health issues in coaches. Data were collected cross-sectionally, using an online survey with 119 elite-level coaches from the Netherlands and Belgium. Results showed that, although coach stressors were commonly experienced, the self-perceived impact on mental health was low to moderate. Nevertheless, symptoms of common mental disorders were prevalent within the coaches, ranging from 39% for depression/anxiety to 19% for distress and adverse alcohol use. Furthermore, organizational stressors were found to be a positive predictor for symptoms of depression/anxiety, whereas resilience was a negative predictor. The results highlight the need for more research and attention to the mental health of coaches in elite sports.
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Gowling, Callum. "Understanding the pressures of coaching: insights of young UK coaches working with elite junior tennis players." ITF Coaching & Sport Science Review 27, no. 79 (December 31, 2019): 27–30. http://dx.doi.org/10.52383/itfcoaching.v27i79.81.
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Despite a growing body of research into sports coaching there remains little understanding of what it is like to coach elite junior tennis players. The purpose of this study was to examine the lived coaching experience of 8 UK, less experienced tennis coaches and describe what it is like to be a coach of an elite junior tennis player. An Interpretative Phenomenological Analysis (IPA) of 8 less experienced tennis coaches (1 – 4 years-experience) provides a description of how they described elite junior tennis coaching. This study found that (a) self-employment makes coaching competitive, (b) less experienced coaches were surprised by the nature of parental interactions, and (c) less experienced coaches struggled to cope with the reality of coaching and this triggered disillusionment with coaching. The findings of this research contribute to an evolving, problematic epistemology of sports coaching and highlight a need for tennis coach education to improve the preparation of new coaches for their initiation into coaching. The findings present governing bodies opportunities to inform coach education literature and help tennis coaches to sustain themselves in an emotionally challenging role.
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He, Chao, Pierre Trudel, and Diane M. Culver. "Actual and ideal sources of coaching knowledge of elite Chinese coaches." International Journal of Sports Science & Coaching 13, no. 4 (January 10, 2018): 496–507. http://dx.doi.org/10.1177/1747954117753727.
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Globalization and advances in technology have created a context where knowledge changes and circulates faster than ever. In high-performance sport coaching, coaches increasingly move from country to country to join national teams – becoming ‘migrant coaches’. From a coach development perspective, it becomes relevant to investigate how coaches from different countries learn to coach and what would be their ideal sources of knowledge acquisition. Unfortunately, there is a major gap in the English literature regarding Asian coaches. Thus, a study with Chinese gymnastics (Gym) and rhythmic gymnastics (R-Gym) coaches has been conducted. Eighty coaches completed a questionnaire on their actual and ideal sources of knowledge acquisition; 16 of these were interviewed. Data show that the coaches acquired their knowledge (actual) mainly through ‘being an athlete’ and ‘having a mentor’. Ideally, they would like to have a better balance between these two sources and formal learning situations (courses, seminars, etc.). Another key finding is the barrier resulting from the lack of English knowledge, which is an important limit for Chinese coaches wishing to gather information from abroad, especially through the Internet.
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Padrão dos Santos, Ana Lúcia. "Olympic Games Rio 2016: The Legacy for Coaches." Physical Culture and Sport. Studies and Research 81, no. 1 (March 1, 2019): 87–98. http://dx.doi.org/10.2478/pcssr-2019-0007.
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AbstractThe purpose of this study is to identify the legacy of the Olympic Games for sports coaches with a special focus on professional education. Thus, in framing this study, two research questions are posed: 1) How did Olympic Games affect the characteristics of the educational activities for coaches? 2) What was the perception about the coaches' education in Brazil, and the legacy of the event for coach's education and career? The methodology used was the content analysis of the websites of National Sports Confederations, Institutions of Higher Education in the State of Rio de Janeiro, and the National and Regional Professional Councils in Brazil, totaling 70 institutions. Concomitantly, interviews were conducted with members of the Ministry of Sport, the Brazilian Olympic Academy, and the Federal Council of Physical Education. The interview questions were grounded on the theoretical framework of Sports Policy Factors Leading To International Sporting Success - SPLISS, which included: 1) the existence of well-trained and experience elite coaches in the country; 2) opportunities to develop their coaching career to become a world-class elite coach; 3) the status of coaches and the recognition of their work as valuable throughout the country. The results indicated that the event brought few benefits to coaches. In addition, according to the interviews, coaches play a secondary role in the organization of the Olympic Games, although they are considered fundamental for the development of the sport. Based on the results, this study discusses the education of coaches and the perceived importance of coaches according to the sports and educational institutions.
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Leung, Mee lee. "Attitudes of Elite Athletes Toward Female Coaches in Hong Kong." Women in Sport and Physical Activity Journal 11, no. 2 (October 2002): 101–14. http://dx.doi.org/10.1123/wspaj.11.2.101.
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The purpose of this study was to investigate the attitudes of 130 male and female athletes toward female coaches in Hong Kong. Athletes, selected from 14 individual sports, responded to a questionnaire that included 34 attitudes’ items using a 5-point Likert Scale and a question involving preference, in which subjects indicated their preferences toward male or female coaches. An independent t-test analysis (p < .05) revealed that athletes reported a favorable attitude toward female coaches. Chi-Square analysis revealed that athletes preferred a male coach to a female coach.
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Fasting, Kari, Trond S. Sand, and Mari K. Sisjord. "Coach–athlete sexual relationships: Coaches’ opinions." International Journal of Sports Science & Coaching 13, no. 4 (January 12, 2018): 463–70. http://dx.doi.org/10.1177/1747954117753807.
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The focus of this article is the opinions and attitudes towards coach–athlete sexual relationships presented through the voices of female (n = 24) and male (n = 12) elite-level coaches in Norway. The results are based on in-depth interviews and the data were developed around the following question: “There are examples of athletes that fall in love with their coach and about sexual relationships between a coach and an athlete—what are your reflections around such coach–athlete relationships?” The coaches found such relationships very problematic and unacceptable. When it occurs, openness, i.e. to talk about it, is important. But the rule of thumb was that the coach–athlete relationship had to come to an end. In their elite-coaching role, these coaches believed it is important to have strict rules and clear boundaries. Furthermore, they should be aware of the power that they have and not exploit it. The results are discussed with respect to the professionalization of the coaching role, and the importance of including ethics in the education of coaches.
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Hodgson, Laura, Joanne Butt, and Ian Maynard. "Exploring the psychological attributes underpinning elite sports coaching." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 439–51. http://dx.doi.org/10.1177/1747954117718017.
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The influential role of the coach in athlete performance and development has long been acknowledged, and coaches are now considered ‘performers’, just like their athletes. The purpose of the present study was to explore the psychological attributes elite coaches perceived to underpin their ability to coach most effectively and factors perceived to influence attribute development. Qualitative research methods were implemented where 12 elite coaches (eight male, four female) participated in semi-structured interviews. Inductive thematic analysis generated nine higher order themes related to psychological attributes: (a) attitude, (b) confidence, (c) resilience, (d) focus, (e) drive for personal development, (f) being athlete-centred, (g) emotional awareness, (h) emotional understanding, and (i) emotional management. In addition, three higher order themes were generated related to factors perceived to influence attribute development: (a) education, (b) experience, and (c) conscious self-improvement. Findings indicated that several attributes perceived to be essential to coaching effectiveness related to the emotional nature of coaching, where coaches’ abilities to identify, understand, and manage emotions in both themselves and others had many positive effects.
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Szedlak, Christoph, Matthew J. Smith, Bettina Callary, and Melissa C. Day. "Examining How Elite S&C Coaches Develop Coaching Practice Using Reflection Stimulated by Video Vignettes." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 295–305. http://dx.doi.org/10.1123/iscj.2019-0059.
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The purpose of this study was to identify narrative types that illuminate how strength and conditioning (S&C) coaches used video vignettes in a guided reflection process to support the development of effective coaching practices. At the beginning of each week, over a 4-week period, 11 elite S&C coaches were sent a short video vignette clip of an S&C coach’s practice. They subsequently engaged in daily reflections in which they were guided to explore how the topic of the vignette aligned (or not) with their coaching practice. After the intervention, each S&C coach was interviewed regarding their process of learning from the vignette and from their reflections. Using a holistic narrative analysis of form and structure, the results exemplified three narrative types: performance, achievement, and helper. The S&C coaches whose reflections fitted the performance narrative type focused on their own practice, with limited consideration of the athletes’ perspective or the vignette. The S&C coaches whose reflections fitted the achievement narrative type strove to accomplish goals with their athletes and were selective in considering the vignette. The S&C coaches whose reflections fit the helper narrative type found that the vignette helped them consider an athlete-centered coaching approach focusing on the athletes’ well-being, as well as athletic abilities. Thus, S&C coach developers should utilize a guided reflection process that focuses on encouraging a coaching approach based on the helper narrative type.
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Hassmén, Peter, Göran Kenttä, Sören Hjälm, Erik Lundkvist, and Henrik Gustafsson. "Burnout symptoms and recovery processes in eight elite soccer coaches over 10 years." International Journal of Sports Science & Coaching 14, no. 4 (May 20, 2019): 431–43. http://dx.doi.org/10.1177/1747954119851246.
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Elite sport can be stressful, which increases the risk for burnout symptoms to develop, especially when not balanced with sufficient recovery. To study the burnout–recovery process, eight elite soccer coaches were followed for 10 years. All eight were active elite coaches at the inception of this study and reported elevated emotional exhaustion scores on Maslach’s Burnout Inventory Educators Survey (MBI-ES). The coaches completed MBI-ES three additional times (year 3, 7, and 10), and they were also interviewed on the same occasions. At the 3-year follow-up, seven of the eight coaches reduced their exhaustion scores. The coach presenting with unchanged scores both at the 3 - and 7-year follow-up was the only one still coaching at the elite level. All coaches revealed during the interviews that they struggled to manage their work–life balance well; some worked too many hours, some experienced difficulty in managing conflicting role-demands, and some wrestled with external pressures. Their approach to recovery was, however, similar. Apart from moving away from coaching at the elite level, they unanimously mentioned that they changed their approach to coaching to make recovery possible. They achieved the latter by, for example, increasing control and delegating responsibility. According to our longitudinal results, burnout frequently regarded as an end-state can decrease over time, provided that decisive action is taken to change situational factors and personal demands. This frequently meant withdrawing from coaching, which in turn explains why coach retention remains a serious challenge for most organizations with teams/athletes competing at the elite level.
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Blackett, Alexander David, Adam B. Evans, and David Piggott. "“Active” and “Passive” Coach Pathways: Elite Athletes’ Entry Routes Into High-Performance Coaching Roles." International Sport Coaching Journal 5, no. 3 (September 1, 2018): 213–26. http://dx.doi.org/10.1123/iscj.2017-0053.
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This study sought to analyse the lived experiences of so-called “fast-tracked” coaches from men’s association football and rugby union by seeking to understand how these individuals prepared for and then transitioned into a post-athletic coaching career. Semi-structured interviews were conducted with 13 male coaches. All participants were former elite athletes and had followed a fast-tracked pathway into their current post-athletic coaching roles. Participants were based in England and had retired from an athletic career within 12 months of being interviewed. Two general categories of “active” and “passive” coach pathways were identified for the career trajectory. Active coaches purposefully prepared for a coaching career during their athletic careers, whereas passive coaches did not. Passive coaches’ decisions to become a coach were often reactive and made after retiring from a competitive athletic career. Results indicate that only the career trajectory of passive coaches reflects a fast-track pathway. None of the active or passive coaches negotiated any formalised recruitment processes into their first post-athletic coaching roles. The suggestion is that prejudicial recruitment practices are enacted by senior club management which creates a homogenous coaching workforce. This furthers the need for greater governance of high-performance coach recruitment within England for these sports.
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Gould, Daniel, John Giannini, Vikki Krane, and Ken Hodge. "Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches." Journal of Teaching in Physical Education 9, no. 4 (July 1990): 332–44. http://dx.doi.org/10.1123/jtpe.9.4.332.
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The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.
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Macquet, Anne-Claire. "Time Management in the Context of Elite Sport Training." Sport Psychologist 24, no. 2 (June 2010): 194–210. http://dx.doi.org/10.1123/tsp.24.2.194.
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This article reports on time management in an elite sports context. It aims at characterizing how coaches experience dealing with athletes’ time management in a sport and academic institute and their constraints. Ten male coaches participated in this study. Each coach was asked to describe his time management activity during the season. Inductive and deductive analysis revealed two main results. The first showed the coaches dealt with a stringent set of constraints concerned with: (a) season organization, (b) training period and task sequencing, (c) the institute’s set times, and (d) the uncertainty linked to the evolution of training. The second emphasized that the coaches used three complex operating modes: (a) the use of organizational routines based on reference to past experience, (b) season shared time management, and (c) time management based on flexible plans. The results are discussed in relation to research that has considered planning and time management.
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Orlowski, Johannes, Pamela Wicker, and Christoph Breuer. "Labor migration among elite sport coaches: An exploratory study." International Review for the Sociology of Sport 53, no. 3 (June 2, 2016): 335–49. http://dx.doi.org/10.1177/1012690216649778.
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Coaches are critical to elite sport achievements because they represent the link between sport policies and athletes. Yet, labor migration of elite sport coaches challenges the competitiveness of the sport system of the sending country and brain drain is a concern for policy-makers. Previous research on labor migration in sport has focused on athletes in professional team sports. Based on the push–pull framework, this study seeks to explore the factors affecting labor migration of elite sport coaches in less commercialized sports. Semi-structured interviews with nine elite sport coaches employed in Germany were conducted. The following migration factors emerged from the analysis: job-related factors (salary, workload, financial planning security, pressure, politics within the sport federation, and recognition of the coaching job in society); social factors (family support, and children’s education); competitive factors (training environment, and sport equipment); and seeking new experiences (new culture/language, and challenging task). Networks were found to be critical to the reception of job offers. A combination of various push and pull factors from several levels (i.e., individual, household, organizational, and national level) is at work when examining potential coach migration. Policy- makers should consider these factors when they strive to create a more attractive working environment for coaches.
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de Haan, Donna, and Annelies Knoppers. "Gendered discourses in coaching high-performance sport." International Review for the Sociology of Sport 55, no. 6 (February 17, 2019): 631–46. http://dx.doi.org/10.1177/1012690219829692.
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One of the most important sources of knowledge coaches draw on to inform their practice is their experience of being coached themselves. These experiences are gendered. To date, however, relatively little research is available that indicates how coaches do gender in their discursive coaching practices. We used a Foucauldian lens to explore discourses drawn on by 12 international elite rowing coaches to legitimate their ‘regimes of truth’ in their thinking about elite women rowers. Although they professed to treat everyone the same regardless of gender, they drew on discourses that constituted their women athletes as inferior to various implicit male norms. We suggest that coaches are reproducing the discourses about gender into which they were disciplined during their athletic careers and regard these as ‘regimes of truth’ in their own coaching practice. We discuss the implications of these findings with regard to the perpetuation of the gendering of coaching and conclude that the normalization of men and the gendered hierarchy in sport remains largely unchallenged.
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Hansen, Per Øystein, and Svein S. Andersen. "Coaching elite athletes: How coaches stimulate elite athletes' reflection." Sports Coaching Review 3, no. 1 (January 2, 2014): 17–32. http://dx.doi.org/10.1080/21640629.2014.901712.
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Lemyre, François, Pierre Trudel, and Natalie Durand-Bush. "How Youth-Sport Coaches Learn to Coach." Sport Psychologist 21, no. 2 (June 2007): 191–209. http://dx.doi.org/10.1123/tsp.21.2.191.
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Researchers have investigated how elite or expert coaches learn to coach, but very few have investigated this process with coaches at the recreational or developmental-performance levels. Thirty-six youth-sport coaches (ice hockey, soccer, and baseball) were each interviewed twice to document their learning situations. Results indicate that (a) formal programs are only one of the many opportunities to learn how to coach; (b) coaches’ prior experiences as players, assistant coaches, or instructors provide them with some sport-specific knowledge and allow them to initiate socialization within the subculture of their respective sports; (c) coaches rarely interact with rival coaches; and (d) there are differences in coaches’ learning situations between sports. Reflections on who could help coaches get the most out of their learning situations are provided.
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Driska, Andrew P., Cindra Kamphoff, and Suzannah Mork Armentrout. "Elite Swimming Coaches’ Perceptions of Mental Toughness." Sport Psychologist 26, no. 2 (June 2012): 186–206. http://dx.doi.org/10.1123/tsp.26.2.186.
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Using the mental toughness framework of Jones, Hanton and Connaughton (2007), the authors interviewed thirteen highly-experienced swimming coaches in a two-part study to determine the specific mental toughness subcomponents present in mentally tough swimmers, and to examine the factors that led swimmers to develop mental toughness. Interviews were transcribed and analyzed using methods outlined by Creswell (2007). While confirming eleven of thirteen subcomponents of mental toughness previously identified by Jones et al. (2007), the participants identified (a) “coachability” and (b) “retaining psychological control on poor training days” as previously unidentified subcomponents of mental toughness. In the second part of the study, the authors identified six higher-order themes describing how both the coach and the swimmer acted to develop mental toughness in the swimmer. Implications for researchers, swimming coaches, and sport psychology consultants are discussed.
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Santos, Sofia, Robyn L. Jones, and Isabel Mesquita. "Do Coaches Orchestrate? The Working Practices of Elite Portuguese Coaches." Research Quarterly for Exercise and Sport 84, no. 2 (June 2013): 263–72. http://dx.doi.org/10.1080/02701367.2013.784722.
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Bentzen, Marte, Göran Kenttä, and Pierre-Nicolas Lemyre. "Elite Football Coaches Experiences and Sensemaking about Being Fired: An Interpretative Phenomenological Analysis." International Journal of Environmental Research and Public Health 17, no. 14 (July 18, 2020): 5196. http://dx.doi.org/10.3390/ijerph17145196.
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Background: Chronic job insecurity seems to be a prominent feature within elite sport, where coaches work under pressure of dismissals if failing to meet performance expectations of stakeholders. The aim of the current study was to get a deeper understanding of elite football coaches’ experiences of getting fired and how they made sense of that process. Method: A qualitative design using semi-structured interviews was conducted with six elite football coaches who were fired within the same season. Interpretative phenomenological analysis was chosen as framework to analyze the data. Results: The results reflected five emerging themes: Acceptance of having an insecure job, working for an unprofessional organization and management, micro-politics in the organization, unrealistic and changing performance expectation, and emotional responses. Conclusion: All coaches expressed awareness and acceptance regarding the risk of being fired. However, they experienced a lack of transparency and clear feedback regarding the causes of dismissal. This led to negative emotional reactions as the coaches experienced being evaluated by poorly defined expectations and by anonymous stakeholders. Sports organizations as employers should strive to be transparent during dismissal. In addition, job insecurity is a permanent stressor for coaches and should be acknowledged and targeted within coach education.
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Gencer, Eylem. "The Relationship between Self-Esteem, Satisfaction with Life and Coach-Athlete Relationship." Journal of Educational Issues 6, no. 2 (January 4, 2021): 493. http://dx.doi.org/10.5296/jei.v6i2.18028.
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The purpose of the study was to examine the relationships between the self-esteem, satisfaction with life and coach-athlete relationship, and to examine these structures according to gender, international/national status, educational status, and sport experience in an elite sport context. 206 elite judoists participated in the study. Data collected by adapted and validated forms of Rosenberg Self-Esteem Scale (RSES), Satisfaction with Life Scale (SWLS), and Coach-Athlete Relationship Questionnaire (CART-Q). Positive significant relationships were found between the constructs of RSES, SWLS, and CART-Q. Besides, female judoists’ self-esteem scores were higher than their male counterparts. National judoists were closer to their coaches than international judoists in terms of coach-athlete relationship, and high-school judoists were closer and more committed towards their coaches than university judoists regarding educational status. In conclusion, positive relationships established between athletes and coaches may promote self-esteem and satisfaction with life of the athletes, and high self-esteem and satisfaction with life may enhance coach-athlete relationships.
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Ferreira Celestino, Tadeu, José Carlos Gomes Leitão, Hugo Borges Sarmento, Ash Routen, and Antonino Almeida Pereira. "Elite coaches views on factors contributing to excellence in orienteering." cultura_ciencia_deporte 10, no. 28 (March 1, 2015): 77–86. http://dx.doi.org/10.12800/ccd.v10i28.517.
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Sarkar, Mustafa, and Nathan K. Hilton. "Psychological Resilience in Olympic Medal–Winning Coaches: A Longitudinal Qualitative Study." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 209–19. http://dx.doi.org/10.1123/iscj.2019-0075.
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Although there is burgeoning research on resilience in elite athletes, there has been no empirical investigation of resilience in elite coaches. The purpose of this study was to explore psychological resilience in world-class coaches and how they develop resilience in athletes. A longitudinal qualitative design was adopted due to the dynamic and temporal nature of resilience. Five Olympic medal–winning coaches (four males and one female) were interviewed twice over a 12-month swimming season. Reflexive thematic analysis was employed to analyze the data. Findings revealed 14 higher order themes, which were categorized into the following three general dimensions: coach stressors (managing the Olympic environment, preparation for major events, coach personal well-being, directing an organization); coach protective factors (progressive coaching, coaching support network, maintaining work/life balance, secure working environment, durable motivation, effective decision making); and enhancing resilience in athletes (developing a strong coach–athlete relationship, creating a facilitative environment, developing a resilience process, athlete individual factors). The results are presented to demonstrate the interplay between coach stressors and protective factors over time, which offers an original and significant contribution to the resilience literature by providing a unique insight into the dynamic and temporal nature of resilience in Olympic medal–winning coaches.
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Ekstrand, Jan, Daniel Lundqvist, Lars Lagerbäck, Marc Vouillamoz, Niki Papadimitiou, and Jon Karlsson. "Is there a correlation between coaches’ leadership styles and injuries in elite football teams? A study of 36 elite teams in 17 countries." British Journal of Sports Medicine 52, no. 8 (October 22, 2017): 527–31. http://dx.doi.org/10.1136/bjsports-2017-098001.
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BackgroundDo coaches’ leadership styles affect injury rates and the availability of players in professional football? Certain types of leadership behaviour may cause stress and have a negative impact on players’ health and well-being.AimTo investigate the transformational leadership styles of head coaches in elite men’s football and to evaluate the correlation between leadership styles, injury rates and players’ availability.MethodsMedical staff from 36 elite football clubs in 17 European countries produced 77 reports at four postseason meetings with a view to assessing their perception of the type of leadership exhibited by the head coaches of their respective teams using the Global Transformational Leadership scale. At the same time, they also recorded details of individual players’ exposure to football and time-loss injuries.ResultsThere was a negative correlation between the overall level of transformational leadership and the incidence of severe injuries (rho=−0.248; n=77; p=0.030); high levels of transformational leadership were associated with smaller numbers of severe injuries. Global Transformational Leadership only explained 6% of variation in the incidence of severe injuries (r2=0.062). The incidence of severe injuries was lower at clubs where coaches communicated a clear and positive vision, supported staff members and gave players encouragement and recognition. Players’ attendance rates at training were higher in teams where coaches gave encouragement and recognition to staff members, encouraged innovative thinking, fostered trust and cooperation and acted as role models.ConclusionsThere is an association between injury rates and players’ availability and the leadership style of the head coach.
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Gorgulu, Recep, İlhan Adilogullari, and Hakkı Ulucan. "The Effect of Perceived Managerial Support of Coaches’ Organizational Commitment in Professional Football." Journal of Education and Training Studies 7, no. 3 (January 28, 2019): 29. http://dx.doi.org/10.11114/jets.v7i3.3913.
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The present study utilized the concept of commitment to explain the impact of managerial support on elite coaches’ behaviour in professional football. Specifically, we aimed to examine the level of organizational commitment and managerial support according to the coaching level as well as the league categories of those elite football coaches. Furthermore, we hypothesized that managerial support would predict organizational commitment in elite football. Our sample comprised 300 football coaches drawn from the professional league categories. They completed the organizational commitment scale developed by Allen and Meyer (1990; 1991) and the perceived managerial support questionnaire developed by Giray and Sahin (2012) followed by the inform consent in addition to the information sheet. Results of the present study revealed a significant difference between the level of elite coaches’ organizational commitment and the perceived managerial support especially in terms of their coaching level and the league category. More interestingly, the results from the current study provide the evidence that managerial support predicts elite coaches’ organizational support in professional football. The significance of this research rests in the insight provided into the managerial support that how coaches’ organizational commitment effects and therefore their behaviour through the commitment to the club. We discuss the results in the context of specific dimensions in organizational behaviour in a coaching environment.
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Gould, Daniel, Ken Hedge, Kirsten Peterson, and John Giannini. "An Exploratory Examination of Strategies Used by Elite Coaches to Enhance Self-Efficacy in Athletes." Journal of Sport and Exercise Psychology 11, no. 2 (June 1989): 128–40. http://dx.doi.org/10.1123/jsep.11.2.128.
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Two studies were conducted to assess strategies elite coaches use to enhance self-efficacy in athletes, in particular the degree to which coaches use 13 strategies to influence self-efficacy and their evaluation of the effectiveness of those strategies. Self-efficacy rating differences between categories of coaches were also examined. Intercollegiate wrestling coaches (iV=101) surveyed in Study 1 indicated they most often used instruction-drilling, modeling confidence oneself, encouraging positive talk, and employing hard physical conditioning drills. Techniques or strategies judged most effective by these coaches included instraction-drilling, modeling confidence oneself, liberal use of reward statements, and positive talk. In Study 2, 124 national team coaches representing 30 Olympic-family sports served as subjects. The strategies they most often used were instruction-drilling, modeling confidence oneself, encouraging positive talk, and emphasizing technique improvements while downplaying outcome. The techniques judged most effective were instruction-drilling, encouraging positive talk, modeling confidence onself, and liberal use of reward statements. Few between-coach differences were found in efficacy use and effectiveness ratings. Findings are discussed in light of Bandura's (1977) theory of self-efficacy.
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Kenttä, Göran, Marte Bentzen, Kristen Dieffenbach, and Peter Olusoga. "Challenges Experienced by Women High-Performance Coaches: Sustainability in the Profession." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 200–208. http://dx.doi.org/10.1123/iscj.2019-0029.
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High-performance (HP) coaching is a demanding profession. The proportion of woman HP coaches is reported to be in the range of 8.4–20%. Mental health concerns in elite sports have recently gained attention, but mainly focusing on athletes. Beyond coach burnout, limited attention has been given to coaches’ mental health. A recent coach burnout review included only one paper that focused exclusively on women. It has been argued that women HP coaches face greater challenges in a male-dominated coaching culture. The purpose of this study was to explore challenges experienced by women HP coaches and their perceived associations with sustainability and mental health. Thirty-seven female HP coaches participated by answering a semistructured, open-ended questionnaire. All responses were analyzed using inductive thematic analysis, which resulted in two general dimensions: challenges of working as women HP coaches and sustainability and well-being as women HP coaches. Overall, results indicate that challenges reported might be common not only for all HP coaches, but also highlight gender-specific elements. Consequently, coach retention and sustainability would benefit from more attention on well-being and mental health among HP coaches.
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Norman, Leanne. "Feeling Second Best: Elite Women Coaches’ Experiences." Sociology of Sport Journal 27, no. 1 (March 2010): 89–104. http://dx.doi.org/10.1123/ssj.27.1.89.
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This study centers upon accounts of master women coaches in the UK, connecting the participants’ experiences of the structural practices within the coaching profession to their feelings of being undervalued and marginalized. By going beyond previous positivist and interpretive approaches to the issue of women coaches’ underrepresentation, I locate the participants’ narratives and their oppression within the wider sociocultural context of sport. The strength of patriarchy within sport and coaching is revealed in the private lives of the coaches. Consequently, the findings provoke methodological and theoretical implications for an alternative approach to understanding women’s long standing minority status within sports leadership.
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McNamara, Justin, and Marita P. McCabe. "Exercise Dependence and Elite Athletes: Perceptions of Coaches of Elite Athletes." International Journal of Sports Science & Coaching 1, no. 4 (December 2006): 361–70. http://dx.doi.org/10.1260/174795406779367792.
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Gould, Daniel, Nicole Damarjian, and Russell Medbery. "An Examination of Mental Skills Training in Junior Tennis Coaches." Sport Psychologist 13, no. 2 (June 1999): 127–43. http://dx.doi.org/10.1123/tsp.13.2.127.
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The effects of mental skills training in youth sport have been well documented (Efran, Lessor, & Spiller, 1994; Li-Wei, Qi-Wei, Orlick, & Zitzelsberger, 1992; Wanlin, Hrycaiko, Martin, & Mahon, 1997). This investigation focused on understanding why mental skills training information is not being used by junior tennis coaches and identifying better ways to convey this information to coaches. Focus-group interviews were conducted with 20 elite junior tennis coaches. Results revealed a need for more mental skills training coach education on content information. Understanding how to teach mental skills was also emphasized, as was the need for coaches to become more comfortable with this process. Coaches suggested that mental skills training information could be made more user-friendly through development of hands-on concrete examples and activities, increased mental skills training resources (particularly audio and video formats), and involvement in mental skills coach education efforts.
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Subijana, Cristina López de, Luc J. Martin, Obdulia Tejón, and Jean Côté. "Adolescent Athletes’ Perceptions of Both Their Coachs’ Leadership and Their Personal Motivation." Perceptual and Motor Skills 128, no. 2 (January 11, 2021): 813–30. http://dx.doi.org/10.1177/0031512520985760.
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Previous studies, framed within the full range leadership approach, have described how the coach’s interpersonal behaviors affected athletic outcomes. However researchers have yet to explore how specific leadership behaviors (transformational vs transactional), as perceived by athletes, may affect athletes’ motivation. The aim of this study was to further examine the link between coaches’ leadership behaviors and athletes’ motivation among high achieving adolescent athletes. Two-hundred and twenty-three elite youth athletes ( M = 15.4 years; SD = 1.6; 53.4% male and 46.6% female) responded to questionnaires pertaining to their coaches’ leadership and their individual motivation levels. We found a direct and linear relationship between transformational leadership and intrinsic motivation, and between transactional leadership and external regulation. None of the moderators we studied (age, gender, age group category, and sport skill level) moderated relations between coaches’ leadership and personal motivation. This research re-emphasized the important interpersonal role that coaches play in athletes’ sport development. We recommend that coaches include more interpersonally focused educational programs that emphasize transformational leadership.
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Biggin, Isobelle J. R., Jan H. Burns, and Mark Uphill. "An Investigation of Athletes’ and Coaches’ Perceptions of Mental Ill-Health in Elite Athletes." Journal of Clinical Sport Psychology 11, no. 2 (June 2017): 126–47. http://dx.doi.org/10.1123/jcsp.2016-0017.
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Research suggests elite athletes have an equal—or, in some circumstances, possibly higher—probability of developing mental ill-health as the general population. However, understanding of these issues among athletes and coaches remains largely limited. The perceptions of mental-health problems among 19 elite athletes and 16 coaches were explored using two concurrent three-round Delphi surveys whose responses were compared. Athletes and coaches expressed different opinions and experiences of mental ill-health among elite athletes. However, both groups felt the pressure athletes place on themselves is a significant contributing factor and that obsessional compulsive tendencies and anxiety may be particularly prevalent. While associated stigma was thought to be a barrier to seeking support, both groups felt sport and clinical psychologists would provide the most appropriate support, with coaches playing an important signposting role. Implications for athletes, coaches, and clinical and sport psychologists are explored and suggestions for future research are presented.
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Diz, José Carlos, Santiago Iglesias Sueiro, Eva Diz Ferreira, Miguel Adriano Sanchez-Lastra, and Carlos Ayán. "Mortality of Spanish Former Elite Soccer Players and Coaches." International Journal of Sports Medicine 42, no. 07 (February 1, 2021): 662–68. http://dx.doi.org/10.1055/a-1308-3116.
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AbstractWe analyzed whether male Spanish elite soccer players live longer than the general population. Secondly, we compared their mortality with a cohort of soccer players who continued working as soccer elite coaches after retirement. Using age and calendar-date adjusted life tables, we analyzed the mortality hazard ratio of 1333 Spanish male players born before 1950, and who played in elite leagues from 1939, compared with the Spanish population. Using Cox proportional hazards model we compared their mortality with a cohort of 413 players who continued as coaches. Players showed significantly lower mortality than the general population, but this advantage decreased with advanced age, disappearing after 80 years. Coaches showed a similar pattern. Comparing players versus coaches, date of birth and years as professional were associated with survival, but debut age and player position were not. Unadjusted median survival time was 79.81 years (IQR 72.37–85.19) for players and 81.8 years (IQR 74.55–86.73) for coaches. Kaplan-Meier estimator adjusted for covariables showed no difference between cohorts (p=0.254). In conclusion, former Spanish male players showed lower mortality than the general population, but this effect disappeared after 80 years of age. Continuing their career as coaches after retirement from playing did not confer major benefits.
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Purdy, Laura G., and Robyn L. Jones. "Choppy Waters: Elite Rowers’ Perceptions of Coaching." Sociology of Sport Journal 28, no. 3 (September 2011): 329–46. http://dx.doi.org/10.1123/ssj.28.3.329.
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The aim of this study was to examine the relationship between elite rowers and their coaches. We were particularly interested in how the rowers constructed and negotiated the interactions and pedagogical actions of the coaches. Drawing upon participant observation and the principal researcher’s reflexive journal, data were collected over a five-month period while ten rowers participated in a preparatory training camp for subsequent selection to compete at upcoming major events. The data were analyzed inductively (Rubin & Rubin, 1995). The findings demonstrate the importance of social expectations within the coaching context. Such expectations have to be at least partially met if the coaching “contract” is to be honored (Jones, 2009). Not doing so, puts at risk the respect of athletes, without which coaches simply cannot operate (Potrac, Jones & Armour, 2002).
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Leidl, Dan, Joe Frontiera, and James Siestreem. "A Qualitative Analysis of Motivational Efforts Employed by Elite Lacrosse Coaches." Journal of Coaching Education 2, no. 1 (October 2009): 73–98. http://dx.doi.org/10.1123/jce.2.1.73.
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While motivation has long been a topic of intrigue in coaching and sport, it has been subject to little qualitative analysis. Coaches are often regarded as motivators by trade (Hardy, Burke, & Crace, 2005), and there is seemingly a tremendous amount to learn from such expert practitioners. In talking with coaches about how they motivate, one may gain further insight regarding the successful mechanisms they rely on. Through this study, six elite lacrosse coaches were interviewed regarding their motivational tactics. In these interviews the coaches provided like-minded responses that were categorized (i.e., Personal Responsibility, Tools, Transcendence) and further discussed herein. Such information could provide the foundation for further inquiry into the motivational efforts of expert coaches, affording a better understanding of successful motivational tactics.
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Bradbury, Steven, Jacco van Sterkenburg, and Patrick Mignon. "The under-representation and experiences of elite level minority coaches in professional football in England, France and the Netherlands." International Review for the Sociology of Sport 53, no. 3 (July 7, 2016): 313–34. http://dx.doi.org/10.1177/1012690216656807.
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This article will examine the previously under-researched area of the under-representation and experiences of elite level minority (male) coaches in (men’s) professional football in Western Europe. More specifically, the article will draw on original interview data with 40 elite level minority coaches in England, France and the Netherlands and identify a series of key constraining factors which have limited the potential for and realization of opportunities for career progression across the transition from playing to coaching in the professional game. In doing so, the article will focus on three main themes identified by interviewees as the most prescient in explaining the ongoing under-representation of minority coaches in the sport: their limited access to and negative experiences of the high level coach education environment; the continued existence of racisms and stereotypes in the professional coaching workplace; and the over-reliance of professional clubs on networks rather than qualifications-based frameworks for coach recruitment. Finally, the article will contextualize these findings from within a critical race theory perspective and will draw clear linkages between patterns of minority coach under-representation, the enactment of processes and practices of institutional racism, and the underlying normative power of hegemonic Whiteness in the sport.
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Kim, Simon Sang Yeob, Bruce Hamiliton, Sarah Beable, Alana Cavadino, and Mark L. Fulcher. "Elite coaches have a similar prevalence of depressive symptoms to the general population and lower rates than elite athletes." BMJ Open Sport & Exercise Medicine 6, no. 1 (March 2020): e000719. http://dx.doi.org/10.1136/bmjsem-2019-000719.
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ObjectiveThe primary aim of this study was to estimate the prevalence of depressive symptoms and life stress in elite coaches. The secondary aim was to explore the associations of depressive symptoms and life stress with demographic and lifestyle variables.MethodsNational-level coaches were invited to participate in an online survey. Depressive symptoms were measured by the Centre for Epidemiological Studies Depression Scale-Revised (CESD-R). Life stress was measured using daily life hassle frequency and severity scores calculated from the Daily Hassles Questionnaire, with associations evaluated using linear regression.ResultsOf 110 potential participants, 69 completed and two partially completed surveys were received. The majority of respondents were male (77%), coaching individual sports (70%) and aged under 50 (71%). Overall, 14% of coaches reported at least moderate depressive symptoms according to the CESD-R. Those contemplating retirement were more likely to show depressive symptoms. Reported life stress was higher in females and in those contemplating retirement. There was a strong association between life stress and the odds of experiencing depressive symptoms (p=0.006).ConclusionsDepressive symptoms are as prevalent in elite coaches as in general population, with potential risk factors including high levels of life stress and impending retirement.
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Zotova, F., A. Alhusni, R. Valiullin, V. Martynova, V. Chemov, V. Cherkashin, and M. Shubin. "THE CURRENT STATE AND ISSUES OF PREPARATION OF AN ATHLETIC RESERVE (BASED ON THE SOCIOLOGICAL RESEARCH)." Human Sport Medicine 20, no. 1 (June 2, 2020): 89–99. http://dx.doi.org/10.14529/hsm200111.
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Aim. The article deals with the analysis of the current state and issues of training sports reserve in track and field. Materials and methods. A questionnaire consisting of 12 questions and 57 subquestions of open-ended, close-ended and multiple choice types was developed. The questionnaire-based survey was carried out among Russian and Chinese coaches (n = 161) aged 20–72 years including Honored coaches of the Russian Federation (n = 7) and elite coaches (n = 38). Results. The questionnaire-based survey for coaches demonstrated that they worried about: declining popularity of track-and-field compared to other sports; early specialization and related risks; low qualification of coaches working with children and teenagers. Respondents pay special attention to negative consequences of early specialization such as early retirement from sport, loss of promising athletes; short career in elite sports; growing number of sports-related injuries in young athletes. According to coaches, the main factors contributing to early specialization are the following: a) specialized training, which results in a rapid growth of sport results; b) achievements in sports are so high that a coach has to search for sports reserve among children. According to the respondents, young athletes should participate in competitions to learn how to overcome themselves and accumulate competitive experience. The majority of respondents think that integrated training in track-and-field is one of the important factors of successful career. Conclusion. A social survey of coaches has revealed peculiarities and issues typical for training sports reserve in track-and-field, which have to be considered and resolved.
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Gomes, A. Rui, Vasco Araújo, Rui Resende, and Vera Ramalho. "Leadership of elite coaches: The relationship among philosophy, practice, and effectiveness criteria." International Journal of Sports Science & Coaching 13, no. 6 (August 21, 2018): 1120–33. http://dx.doi.org/10.1177/1747954118796362.
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Coaching philosophy is an important topic in both coaching literature and education. However, there is little research regarding the way that coaches’ philosophies translate into their practices. Additionally, there is very little information about the specific effectiveness criteria coaches use to evaluate their philosophies and practice. This study addresses the complex set of relationships among coaches’ philosophies, perceptions of their practice, and effectiveness criteria. Ten elite coaches were selected for the study (nine males; one female), all of whom had successful careers in their respective sports. The coaches responded to an interview guide that addressed the topics of philosophy, practice, and effectiveness criteria. Deductive and inductive data analysis procedures were used to organize the collected information. The results indicated four main themes: (a) the importance of athlete motivation, (b) the importance of building a relationship with athletes based on personal respect, (c) the presence of high levels of cohesion among the team, and (d) the need for formal and informal rules that regulate the team’s functioning. There were several areas in which coaches did not establish a relationship linking philosophy, practice, and effectiveness criteria. The results suggest the need to educate coaches regarding methods of establishing a relationship among their philosophies, their practices, and the effectiveness criteria they use to evaluate their performance as coaches.
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Hodge, Ken, Graham Henry, and Wayne Smith. "A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team." Sport Psychologist 28, no. 1 (March 2014): 60–74. http://dx.doi.org/10.1123/tsp.2013-0037.
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This case study focused on the New Zealand All Blacks rugby team during the period from 2004 to 2011, when Graham Henry (head coach) and Wayne Smith (assistant coach) coached and managed the team. More specifically, this case study examined the motivational climate created by this coaching group that culminated in winning the Rugby World Cup in 2011. In-depth interviews were completed with Henry and Smith in March 2012. A collaborative thematic content analysis revealed eight themes, regarding motivational issues and the motivational climate for the 2004–2011 All Blacks team: (i) critical turning point, (ii) flexible and evolving, (iii) dual-management model, (iv) “Better People Make Better All Blacks,” (v) responsibility, (vi) leadership, (vii) expectation of excellence, and (viii) team cohesion. These findings are discussed in light of autonomy-supportive coaching, emotionally intelligent coaching, and transformational leadership. Finally, practical recommendations are offered for coaches of elite sports teams.
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Murphy, Alistair P., Rob Duffield, Aaron Kellett, and Machar Reid. "Comparison of Athlete–Coach Perceptions of Internal and External Load Markers for Elite Junior Tennis Training." International Journal of Sports Physiology and Performance 9, no. 5 (September 2014): 751–56. http://dx.doi.org/10.1123/ijspp.2013-0364.
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Purpose:To investigate the discrepancy between coach and athlete perceptions of internal load and notational analysis of external load in elite junior tennis.Methods:Fourteen elite junior tennis players and 6 international coaches were recruited. Ratings of perceived exertion (RPEs) were recorded for individual drills and whole sessions, along with a rating of mental exertion, coach rating of intended session exertion, and athlete heart rate (HR). Furthermore, total stroke count and unforced-error count were notated using video coding after each session, alongside coach and athlete estimations of shots and errors made. Finally, regression analyses explained the variance in the criterion variables of athlete and coach RPE.Results:Repeated-measures analyses of variance and interclass correlation coefficients revealed that coaches significantly (P < .01) underestimated athlete session RPE, with only moderate correlation (r = .59) demonstrated between coach and athlete. However, athlete drill RPE (P = .14; r = .71) and mental exertion (P = .44; r = .68) were comparable and substantially correlated. No significant differences in estimated stroke count were evident between athlete and coach (P = .21), athlete notational analysis (P = .06), or coach notational analysis (P = .49). Coaches estimated significantly greater unforced errors than either athletes or notational analysis (P < .01). Regression analyses found that 54.5% of variance in coach RPE was explained by intended session exertion and coach drill RPE, while drill RPE and peak HR explained 45.3% of the variance in athlete session RPE.Conclusion:Coaches misinterpreted session RPE but not drill RPE, while inaccurately monitoring error counts. Improved understanding of external- and internal-load monitoring may help coach–athlete relationships in individual sports like tennis avoid maladaptive training.
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Bastos, Tânia, Rui Corredeira, Michel Probst, and António M. Fonseca. "Do Elite Coaches from Disability Sport Use Psychological Techniques to Improve Their Athletes’ Sports Performance?" International Journal of Psychological Studies 10, no. 4 (September 24, 2018): 11. http://dx.doi.org/10.5539/ijps.v10n4p11.
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Goal-setting, imagery, relaxation and self-talk are psychological strategies crucial for successful psychological preparation and consequently for the improvement of the athlete’s sport performance. The coaches have an important role in the implementation of psychological skills training and may contribute to increase the use of psychological strategies by their athletes. Therefore, the purpose of this study was to examine the importance assigned to a group of psychological strategies (i.e., goal-setting, imagery, relaxation and self-talk) and its use in practice and competition setting by top elite coaches from disability sport. In-depth semi-structured interviews were conducted on ten elite Portuguese coaches. Content analysis was the qualitative methodology used for data analysis. Globally, the coaches acknowledge the importance of all four psychological strategies approached. However, the examination of the coaching routines on the application of psychological strategies suggested an undeveloped use of most of the strategies, specifically in the practice setting. Relaxation and self-talk were the most underused strategies. All the coaches reported the use of goal-setting in both the practice and competition setting. Overall, the present findings raise concerns about the effective contribution of Portuguese elite coaches for the development of successful psychological preparation among athletes with disabilities.
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Bennett, Gregg, and Mark Maneval. "Leadership Styles of Elite Dixie Youth Baseball Coaches." Perceptual and Motor Skills 87, no. 3 (December 1998): 754. http://dx.doi.org/10.2466/pms.1998.87.3.754.
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Orlowski, Johannes, Pamela Wicker, and Christoph Breuer. "Determinants of labour migration of elite sport coaches." European Journal of Sport Science 16, no. 6 (January 8, 2016): 711–18. http://dx.doi.org/10.1080/17461391.2015.1130751.
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Shang, I.-Wei, and Gordon Chih-Ming Ku. "How youth athletes satisfy their team? Identifying significant predictors of perceived coach leadership and team cohesion, team commitment: A hierarchical regression analysis." International Journal of Sports Science & Coaching 13, no. 6 (September 18, 2018): 883–90. http://dx.doi.org/10.1177/1747954118801133.
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The purpose of this study was to identify how youth athletes’ perceptions of coach leadership behavior, team cohesion, and team commitment influenced team satisfaction. Purposive sampling was used to select athletes from 77 athletic teams at 27 middle schools in Hualien County, Taiwan. Five-hundred questionnaires were distributed to students and 403 questionnaires were collected, representing an effective response rate of 80.6%. Descriptive analysis and hierarchical regression analysis were utilized to analyze the data. Results indicated that emotional commitment, coach training, and instructional behavior increased the team satisfaction for both elite and non-elite youth athletes. Moreover, the team satisfaction of elite youth athletes increased with camaraderie whereas that of non-elite youth athletes increased with positive feedback from coaches. We recommend that governments and school administrators conduct coaching workshops to improve instructional behavior.
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Callow, Nichola, Ross Roberts, Joy D. Bringer, and Edel Langan. "Coach Education Related to the Delivery of Imagery: Two Interventions." Sport Psychologist 24, no. 3 (September 2010): 277–99. http://dx.doi.org/10.1123/tsp.24.3.277.
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Two studies explored coach education imagery interventions. In Study 1, 29 performance coaches were randomly assigned to either an imagery workshop group (n = 13) or an imagery-reading comparison control group (n = 16). Pre and post intervention, coaches completed the CEAIUQ (Jedlic, Hall, Munroe-Chandler, & Hall, 2007) and a confidence questionnaire designed for the study. Further, coaches’ athletes completed the CIAIUQ (Jedlic et al., 2007) at pre and post intervention. Due to a poor response rate (n = 9), an exploratory case study approach was employed to present the data. Results revealed that, while all coaches found the workshop to be interesting and useful, with certain coaches, encouragement of specific aspects of imagery decreased as did confidence to deliver imagery. To overcome the limitations of Study 1, Study 2 employed a needs based approach. Five elite coaches completed a performance profile related to imagery and the CEAIUQ. Four individualized sessions were then conducted. Inspection of post intervention data indicated that the intervention increased encouragement of imagery use, imagery constructs identified as important by the individual coaches, and, when identified, confidence to deliver imagery. The results are discussed in terms of the importance of coach education from both an applied and research perspective.
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Castaldelli-Maia, João Mauricio, João Guilherme de Mello e. Gallinaro, Rodrigo Scialfa Falcão, Vincent Gouttebarge, Mary E. Hitchcock, Brian Hainline, Claudia L. Reardon, and Todd Stull. "Mental health symptoms and disorders in elite athletes: a systematic review on cultural influencers and barriers to athletes seeking treatment." British Journal of Sports Medicine 53, no. 11 (May 15, 2019): 707–21. http://dx.doi.org/10.1136/bjsports-2019-100710.
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ObjectiveTo summarise the literature on the barriers to athletes seeking mental health treatment and cultural influencers of mental health in elite athletes.DesignSystematic reviewData sourcesPubMed, Cochrane, Scopus, SportDiscus (Ebsco), and PsycINFO (ProQuest) up to November 2018.Eligibility criteria for selecting studiesQualitative and quantitative original studies of elite athletes (those who competed at the professional, Olympic, or collegiate/university levels), published in any language.ResultsStigma, low mental health literacy, negative past experiences with mental health treatment-seeking, busy schedules, and hypermasculinity are barriers to elite athletes seeking mental health treatment. Cultural influencers of mental health in elite athletes include: (1) the lack of acceptance of women as athletes; (2) lower acceptability of mental health symptoms and disorders among non-white athletes; (3) non-disclosure of religious beliefs; and (4) higher dependence on economic benefits. Coaches have an important role in supporting elite athletes in obtaining treatment for mental illness. Brief anti-stigma interventions in elite athletes decrease stigma and improve literary about mental health.ConclusionThere is a need for various actors to provide more effective strategies to overcome the stigma that surrounds mental illness, increase mental health literacy in the athlete/coach community, and address athlete-specific barriers to seeking treatment for mental illness. In this systematic review, we identified strategies that, if implemented, can overcome the cultural factors that may otherwise limit athletes seeking treatment. Coaches are critical for promoting a culture within elite athletes’ environments that encourages athletes to seek treatment.
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Clarkson, Beth G., Elwyn Cox, and Richard C. Thelwell. "Negotiating Gender in the English Football Workplace: Composite Vignettes of Women Head Coaches’ Experiences." Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 73–84. http://dx.doi.org/10.1123/wspaj.2018-0052.
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Historically, men have dominated the English football workplace; as a result, the number of women in coaching positions has been limited. The aim of the present study was to explore the lived experiences of women head coaches to identify the extent that gender influences the English football workplace. Semi-structured interviews (N = 12) were conducted with women head coaches operating at the (a) youth recreational, (b) talent development, and (c) elite levels of the English football pyramid. An inductive thematic analysis was performed which informed the development of composite vignettes, a form of creative nonfiction. Three vignettes were developed comprising women head coaches’ stories at each pyramid level. Findings from the thematic analysis identified themes of gender stereotyping, proving yourself, and confidence at the youth recreational level; work-life conflicts, limited career mobility, and marginalization at the talent development level; and tokenism, undercurrents of sexism, and apprehensions of future directives at the elite level. The vignette stories demonstrate that gender negatively influences coaches’ interactions and confidence early in their career in youth recreational football; gender bias is embedded within discriminatory organizational practices which limit career mobility for coaches working in talent development; and gender is used to hold elite level women coaches to higher scrutiny levels than male colleagues. Recommendations (e.g., [in]formal mentoring, male advocacy, recruitment transparency) are made to practitioners for a targeted occupational-focused approach regarding support, retention, and career progression of women head coaches in football.