Journal articles: 'Gymnastics – Coaching – United States'

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Lytle, Joseph Benjamin, Kisan B. Parikh, Armin Tarakemeh, Bryan George Vopat, and Mary K. Mulcahey. "Epidemiology of Foot and Ankle Injuries in NCAA Jumping Athletes in the United States from 2009-2014." Orthopaedic Journal of Sports Medicine 7, no. 7_suppl5 (July 2019): 2325967119S0038. http://dx.doi.org/10.1177/2325967119s00386.

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Objectives: The purpose of this study was to describe the epidemiology of foot and ankle injuries in men’s and women’s NCAA basketball, women’s volleyball, and women’s gymnastics during the 2009-2010 through 2013-2014 seasons. Methods: Injury surveillance data was obtained from the NCAA Injury Surveillance Program (ISP) for the 2009-2010 through 2013-2014 seasons. Injuries were examined by mechanism, activity during injury, participation restriction time, and recurrence. Injury rates per 1000 athlete-exposures (AEs), injury rate ratios (IRRs), and risk ratios (RR) with 95% confidence intervals were calculated. Reported sex differences were calculated for men’s and women’s basketball. All 95% confidence intervals not containing 1.0 were considered statistically significant. Results: During the study period, 1136 players sustained foot and ankle injuries (483 male, 653 female) over 612,680 AEs. In total, these injuries resulted in a combined rate of 1.85/1000 athlete-exposures (AEs; 95% CI 1.75 -1.97). Ankle sprains were the most common injury overall (63.7%), with lateral ligamentous complex (LLC) injuries comprising 77.1% of all ankle sprains. The most common foot injury varied based on sport and sex. Ankle injury rates were higher in male vs female basketball players (IRR=1.33, 95% CI 1.13 -1.57), but foot injury rates did not differ. Foot injuries occurred at half the rate of ankle injuries, but were significantly more likely to be severe (time loss over 30+ days) (IRR=3.37, 95% CI 1.91-5.949). Among basketball and volleyball athletes, player contact was the most common mechanism of injury and occurred most often while engaging in team jumping activities (rebounding, shooting, blocking, spiking). Surface contact was the most common mechanism in gymnasts. Female gymnasts had higher chronic injury rates than all other sports examined (0.485/1000 AEs, 0.304-0.735, p<0.002). Overall, female basketball players were 1.98 times more likely to suffer an overuse injury than male athletes (95% CI 1.14-3.45, p=0.005). Conclusion: Athletes participating in jumping sports have a higher rate of lateral ligamentous complex ankle sprains than other NCAA sports. Deterring player contact during jumping and landing by way of coaching and/or rule changes may reduce injury rates and improve player safety. The increased prevalence of chronic injuries in female collegiate athletes competing in jumping sports necessitates further investigation in order to identify opportunities to reduce injury rates through prevention and training programs. [Table: see text]

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Fredricks, Dan. "The United States Gymnastics Safety Association." Journal of Physical Education, Recreation & Dance 56, no. 3 (March 1985): 45–49. http://dx.doi.org/10.1080/07303084.1985.10603723.

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Szypula, George. "The Administration of Gymnastics in the United States." Clinics in Sports Medicine 4, no. 1 (January 1985): 7–15. http://dx.doi.org/10.1016/s0278-5919(20)31255-2.

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Eagleman, Andrea N., Adam Karg, and Ryan M. Rodenberg. "Olympic Sport Governance Structures: The Case of Two National Governing Bodies in Gymnastics." Case Studies in Sport Management 1, no. 1 (January 2012): 47–58. http://dx.doi.org/10.1123/cssm.1.1.47.

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This case explores the complex multi-layered governance structure in the international Olympic sport of gymnastics, describing in detail the governance structures and operations of each layer – the International Olympic Committee (IOC), Fédération Internationale de Gymnastique (FIG), which is the international federation for gymnastics, and the national governing bodies (NGB) of gymnastics in the United States and Australia, USA Gymnastics and Gymnastics Australia. While both NGBs highlighted in this case are deemed to be successful on an international level, the case reveals many subtle differences between the two, which can be discussed in both governance and organizational behavior contexts. Finally, the timely issue of age fraud in gymnastics and the response from each level of governance are presented and provide an opportunity for further in-depth discussion.

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Hedlund, David P., Carol A. Fletcher, Simon M. Pack, and Sean Dahlin. "The Education of Sport Coaches: What Should They Learn and When Should They Learn It?" International Sport Coaching Journal 5, no. 2 (May 1, 2018): 192–99. http://dx.doi.org/10.1123/iscj.2017-0110.

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Around the world, there is a growing movement to improve sport coaching education. In recent years, the International Council for Coaching Excellence (ICCE) has begun to address questions related to the education, training and development of sport coaches through the publication of the International Sport Coaching Framework (ISCF) and the Sport Coaching Bachelor Degree Standards (SCBDS). In the United States, because sport coaches can undertake a wide variety of coaching-related educational opportunities, the United States Olympic Committee has taken steps to address the disparity in training through the publishing of the Quality Coaching Framework (QCF). All of these documents provide valuable information about the best principles for educating and training sport coaches. While principles, standards and theories provide valuable overarching information about how to organize education, specific information about what topics should actually be taught in education programs is still lacking. In this manuscript, utilizing principles of participation versus performance sport and professional knowledge, intra- and interpersonal skills, information about what and when to teach important sport coaching topics is proposed.

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W. Van Mullem, Peter, and Heather I. Van Mullem. "The learning process of a coach: Preferences of coaches in the United States." Journal of Kinesiology & Wellness 3, no. 1 (November 1, 2014): 4–24. http://dx.doi.org/10.56980/jkw.v3i1.25.

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The purpose of this study was to examine the educational methods coaches in the United States use to obtain coaching knowledge (CK) and develop a coaching philosophy (CP). Thirteen methods in learning how to coach were identified from the coaching education literature and used to develop an online survey instrument to examine the methods coaches most frequently use in obtaining CK and developing a CP. The results indicated that coaches (n = 1,082) in the United States preferred informal educational methods in acquiring CK and developing a CP. Additionally, 71.4 % of coaches in the study utilized informal discussion with other coaches multiple times throughout the year to acquire CK compared to 54.2% of coaches seeking to develop CP.

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Quinn, Ronald W. "The United States Soccer Federation’s National Youth License (NYL): A Measure of Coaching Efficacy." Journal of Coaching Education 4, no. 2 (August 2011): 100. http://dx.doi.org/10.1123/jce.4.2.100.

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The licensing of soccer coaches to coach at the teenage and adult levels have been in existence since the early 1970’s through the United States Soccer Federation (USSF) Coaching Schools. However, it has only been since 1995 that US Youth Soccer, an affiliate of the USSF created a child-centered curriculum to address the needs of children 12 and younger and the individuals who coach them, namely the parent-coach. To date over 5000 coaches have attended this five-day course. However, no such analysis has occurred to determine the impact and influence of this program on coaching efficacy. Coaching efficacy as defined by Feltz, Chase, Moritz, & Sullivan, (1999) “is the extent which coaches believe that they have the capacity to affect the learning and performance of their athletes.” The Coaching Efficacy Scale (CES) developed by Feltz, et al was used as the primary date survey instrument.

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Sepulveda, Alicia, and Matthew Birnbaum. "Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 12, 2021): 119–33. http://dx.doi.org/10.1108/ijmce-10-2020-0063.

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PurposeCoaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.Design/methodology/approachOur study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.FindingsOur findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.Practical implicationsWithout a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.Originality/valueNo studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

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Brown, Philip N. "Perceptions of Executive Coaching Among Senior United States Military Officials." Academy of Management Proceedings 2012, no. 1 (July 2012): 12027. http://dx.doi.org/10.5465/ambpp.2012.12027abstract.

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Barnson, Steven C. "The Authentic Coaching Model: A Grounded Theory of Coaching." International Sport Coaching Journal 1, no. 2 (May 2014): 61–74. http://dx.doi.org/10.1123/iscj.2013-0021.

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The purpose of this research was to: (a) describe the coaching process using language that is meaningful for practicing coaches; (b) explain how different coaches maneuver through the process of coaching; and (c) probe the paradoxical nature of the coaching process. Data gathered over a 6-month period with eight high school team sport coaches in the United States representing six different sport contexts, revealed three foundational paradoxes. Based on the results, coaching is best viewed as the convergence of three paradoxical forces: the paradox of authenticity, the paradox of purpose, and the pendulum paradox. The paper closes with the suggested definition of sports coaching: Coaching is the process of utilizing an intentional philosophic approach to simultaneously teach, motivate, and organize an athlete to attain higher levels of success over time.

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Jonnalagadda, Satya S., Dan Benardot, and Marian Nelson. "Energy and Nutrient Intakes of the United States National Women's Artistic Gymnastics Team." International Journal of Sport Nutrition 8, no. 4 (December 1998): 331–44. http://dx.doi.org/10.1123/ijsn.8.4.331.

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The nutrient intakes and dietary practices of elite, U.S. national team, artistic female gymnasts (n = 33) were evaluated using 3-day food records. The gymnasts' reported energy intake was 34.4 kcal/kg (total 1,678 kcal/day), which was 20% below the estimated energy requirement. The contributions of protein, fat, and carbohydrate to total energy intake were 17%, 18%, and 66%, respectively. All reported vitamin intakes, except vitamin E, were above the RDA. The reported mineral intakes, especially calcium, zinc, and magnesium, were less than 100% of the RDA. The overall nutrient densities of the subjects' diets were higher than expected. Eighty-two percent of the gymnasts reported taking nonprescription vitamin and mineral supplements, and 10% reported taking prescription vitamin and mineral supplements. Forty-eight percent of the gymnasts reported being on a self-prescribed diet. Compared to NHANES III, the reported nutrient intake of these gymnasts was different from that of the average U.S. adolescent female. In summary, certain key nutrients such as calcium, iron, and zinc should be given more attention to prevent nutrient deficiencies and subsequent health consequences.

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Eperthener, Amy S. "Financial and Management Barriers to Safety Education in Youth Sports in the United States." Athens Journal of Sports 9, no. 2 (May 12, 2022): 101–13. http://dx.doi.org/10.30958/ajspo.9-2-3.

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A problem exists with the lack of mandated health and safety training for youth sport coaches in the United States. Youth sport organizations rely heavily on volunteers to staff their programs, and lack of education leaves coaches unprepared to handle health and safety situations that arise. This study explored current practices in safety education for youth sport coaches in northwestern Pennsylvania. Youth sport coaches and administrators at three sites were interviewed. The results of the study showed an overall lack of consistency in health and safety education in the region. Youth sport coaches whose sport has a governing body or with additional coaching experiences had more health and safety education than those who did not. Administrators cited concerns that additional required training would deter volunteers from coaching, citing financial and management barriers. The coaches unanimously indicated additional education would not deter them from coaching. The participants viewed health and safety education as important and valuable for youth sport coaches to possess, as it increases the overall safety of youth sports. Keywords: youth sports, coach education, sports injuries, sports administration, injury prevention

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Johns, Lizy Jimmy, Sharolyn Dihigo, and Richard E. Gilder. "Collaborative Effort to Manage Childhood Obesity: Parental Employer, Health Insurance, and Employee Health Clinic." Journal of Doctoral Nursing Practice 11, no. 1 (2018): 35–42. http://dx.doi.org/10.1891/2380-9418.11.1.35.

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Background:Childhood obesity is an epidemic in the United States affecting 12.7 million children (Centers for Disease Control and Prevention, 2015a), and costing the United States $14.1 billion every year (Cawley, 2010). It also costs corporate America about $9 billion in direct costs (Adeagbo, 2015) and $4.3 billion in indirect costs for health-care expenditures (Cawley, 2010). Studies suggest interventions implemented by employers involving the whole family are twice as effective as interventions with employees alone (Adeagbo, 2015).Methods:This quality improvement pilot study used a quasi-experimental pretest and posttest design in an outpatient employee health clinic to evaluate a coaching method for empowering parents to manage childhood obesity. A convenience sample of 10 employed parents who had children between the ages of 2 and 19 years who were overweight or obese and met study criteria, were enrolled. Three coaching sessions lasting 20–30 minutes were provided before administering the posttest questionnaire.Results:The Mann–Whitney U test showed a measurable positive difference after coaching on healthy behaviors and was statistically and clinically significant (Mann–Whitney U = 80, Wilcoxon W = 125, standard error = 12.26 and p = .003).Conclusion:Findings indicate management of childhood obesity through parental education, coaching, and family-based interventions can promote healthy lifestyle changes among children.

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Collins, J. Michael, Hallie Lienhardt, and Peggy Olive. "Financial Coaching in Practice: Findings From a Survey of Financial Coaches." Journal of Financial Counseling and Planning 32, no. 3 (November 1, 2021): 479–92. http://dx.doi.org/10.1891/jfcp-19-00097.

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Financial coaching is an emerging strategy to help people enhance financial capability and well-being. However, few studies of coaching practices have been completed. A survey of 273 coaches in the United States provides insight into current coaching practice. The average coach in the survey served 19 clients per month and saw each client about four times. The range of coaches varied widely; many coaches operated at a relatively small scale, often embedded in social service programs. Coaches generally reported coaching had positive impacts on clients, especially coaches with more training and those who served more clients. Overall, this study shows the financial coaching field includes an array of approaches but may benefit from capacity building and adoption of standards of practice.

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Quinn, Ronald W., Sheri Huckleberry, and Sam Snow. "The National Youth Soccer License: The Historical Reflections, Evaluation of Coaching Efficacy and Lessons Learned." Journal of Coaching Education 5, no. 1 (May 2012): 20–40. http://dx.doi.org/10.1123/jce.5.1.20.

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Coaching education has been part of the United States soccer landscape for over 40 years. However, the education of youth soccer coaches is a recent phenomenon. The purpose of this study was threefold: a) to provide contextual reflections of the USSF National Youth Coaching License (NYL); b) to share the impact of the course on coaching efficacy; and 3) to critically discuss the implications of the lessons learned through these reflections and research on the design of quality coach education for youth sport coaches. The statistical evidence in conjunction with reflective comments demonstrate that The Game in the Child model and the NYL curriculum provide the contextual framework for an effective L-S coaching education program.

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Gillham, Andy, Keith Hansen, and Connor Brady. "Coach Evaluation From Three Perspectives: An Athletic Director, a Coach and a Consultant." International Sport Coaching Journal 2, no. 2 (May 2015): 192–200. http://dx.doi.org/10.1123/iscj.2014-0149.

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Coaches are evaluated and judged on a large number of factors (Gillham, Burton, & Gillham, 2013). The purpose of this paper is to describe the views of three different professionals on coach evaluation. An athletic director and a coach from different Canadian colleges and a coaching consultant responded to the same series of questions regarding coach evaluation at the college level. Across the three professionals, the views expressed are more similar than dissimilar, with each professional emphasizing a different piece of the coach evaluation process. The information presented aligns both with coaching standards in the United States and at the International level. Stakeholder views are compared with the coaching science literature and recommendations for athletic directors and coaching scientists are provided.

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Wang, Qing, Ziyi Xu, Jingjing Tao, and Scott Brown. "A cross-cultural investigation of the impact of USA and Chinese teachers’ classroom-coaching behaviours on undergraduate students’ learning." International Coaching Psychology Review 18, no. 2 (2023): 70–95. http://dx.doi.org/10.53841/bpsicpr.2023.18.2.70.

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Educational coaching can positively influence student learning in various ways. This study focuses on specific teachers’ classroom-coaching behaviours (TCCBs) and explores their influence on student learning from a cross-cultural perspective. The study was conducted based on two samples of undergraduate students from China (N = 288) and the United States of America (N = 325). The results show that although TCCBs positively influenced students’ learning variables in both samples, significant cultural differences in TCCB existed as perceived by Chinese and American students. Furthermore, TCCBs had stronger positive impacts on the American students’ deep learning and academic buoyancy than on the Chinese students. The study attempts to explain cross-cultural differences in the impact of classroom coaching on student learning and offers practical recommendations for classroom coaching.

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Lee, Ye Hoon, Packianathan Chelladurai, and Chanho Kang. "Emotional Labor in the Dual Role of Teaching and Coaching." Psychological Reports 121, no. 5 (November 24, 2017): 952–73. http://dx.doi.org/10.1177/0033294117741656.

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This study investigated the emotional labor involved in two forms of sport services—teaching and coaching—as perceived by high school teacher–coaches regarding required emotional displays and the use of emotional labor strategies. A total of 403 high school teacher–coaches from 47 states in the United States completed the online questionnaires measuring their perceptions of required emotional displays and their uses of emotional labor strategies in the two occupational roles. Results showed that there was no significant difference in the perception of positive emotional displays as required among participants. However, participants perceived that the expressions of friendliness and cheerfulness were more required in teaching than in coaching. On the other side, negative emotional displays were perceived to be more required in coaching than in teaching. That is, expressing upset, disappointment, anger, unhappiness, and frustration were perceived differently among participants. Also, participants utilized more surface acting when teaching and employed more genuine expression when coaching. The findings of this study highlight that differences do exist in the perception of required emotional displays and the utilization of emotional labor strategies in the two roles of teaching and coaching. These results were discussed in light of the task and group differences between teaching and coaching.

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Kraft, Matthew A., David Blazar, and Dylan Hogan. "The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence." Review of Educational Research 88, no. 4 (February 22, 2018): 547–88. http://dx.doi.org/10.3102/0034654318759268.

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Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers in the United States. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.

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Singh, S., G. A. Smith, S. K. Fields, and L. B. McKenzie. "Gymnastics-related Injuries to Children Treated in Emergency Departments in the United States, 1990-2005." PEDIATRICS 121, no. 4 (April 1, 2008): e954-e960. http://dx.doi.org/10.1542/peds.2007-0767.

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McGaha, Patrick, and David C. Barney. "A Qualitative Exploration of Successful High School Baseball Coaches' Silence During Practice." Physical Educator 79, no. 4 (July 21, 2022): 361–74. http://dx.doi.org/10.18666/tpe-2022-v79-i4-10753.

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For athletic coaches, there are many methods to coach athletes. One method that may not be as common, or even thought of as coaching, is silence. Silence is when the coach does not speak but is thinking of specific team, player, and competitor items. The purpose of this study was to interview consistently successful high school baseball coaches with an emphasis on their silence as a coaching behavior. Five successful high school baseball coaches in the southeastern United States were interviewed. Generally, it was found baseball coaches were strategizing, or thinking of baseball-related items while being silent during practice. The results from this study are a valuable addition to the literature, showing that coaching is not only about talking or yelling but also about a coach’s silence, a powerful form of coaching.

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Mardorossian, Carine M. "Laboring Women, Coaching Men: Masculinity and Childbirth Education in the Contemporary United States." Hypatia 18, no. 3 (2003): 113–34. http://dx.doi.org/10.1353/hyp.2003.0067.

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Mardorossian, Carine M. "Laboring Women, Coaching Men: Masculinity and Childbirth Education in the Contemporary United States." Hypatia: A Journal of Feminist Philosophy 18, no. 3 (October 2003): 113–34. http://dx.doi.org/10.2979/hyp.2003.18.3.113.

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Mardorossian, Carine M. "Laboring Women, Coaching Men: Masculinity and Childbirth Education in the Contemporary United States." Hypatia 18, no. 3 (2003): 113–32. http://dx.doi.org/10.1111/j.1527-2001.2003.tb00824.x.

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Hospitals have adopted a rhetoric of family-centered maternity care, and one of the ways in which they show their commitment to it is through the integration of the husband-as-coach model of childbirth (the Bradley method) into delivery practices. I argue that this model's widespread popularity testifies less to the culture's endorsement of a woman-centered approach than to healthcare's appropriation of “natural” childbirth as a site for the production and reproduction of patriarchal and capitalist power.

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Cervin, Georgia. "Ringing the Changes: How the Relationship between the International Gymnastics Federation and the International Olympic Committee Has Shaped Gymnastics Policy." Sport History Review 51, no. 1 (May 1, 2020): 46–63. http://dx.doi.org/10.1123/shr.2019-0041.

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This paper examines the governing body of international gymnastics, the Fédération Internationale de Gymnastique (FIG) and its relationship with the International Olympic Committee (IOC). It outlines the nature of the relationship between the two bodies and how that relationship has historically impacted the resulting policy of both organizations. In particular, this research focuses on three main areas of policy. The first is economics and the shift from amateur to professional and commercial gymnastics. When the IOC began to develop commercial interests, the FIG feared losing its purity if it was to follow suit. Second, it explores policy surrounding gender. This is particularly relevant in a sport where each discipline is not only categorized by gender, but also contested on the basis of performance-gendered ideals. And finally, this research examines athlete welfare. Gymnastics is known for its young, docile participant base and, more recently, cases of sexual abuse in the United States. While a range of protective policies have since been created, what existed at an international level before then? I argue that the FIG has had to work within the confines of its Olympic remit in order to retain its relevance to the Olympic behemoth and its inclusion in the Games as gymnastics’ pinnacle event. At the same time, the FIG has mediated Olympic policy and exerted the will of the IOC over stakeholders in gymnastics. Moreover, this relationship is symbiotic: gymnastics is one of the top three most popular Olympic sports, attracting viewership and its attendant commercial benefits to the Games. This research is based on FIG bulletins and IOC correspondence, and it builds on a range of secondary works about the role of International Federations, their policies, and their rules in shaping the sports they govern.

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Gilbert, Wade, Luke Lichtenwaldt, Jenelle Gilbert, Lynnette Zelezny, and Jean Côté. "Developmental Profiles of Successful High School Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 415–31. http://dx.doi.org/10.1260/174795409789623928.

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The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.

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O’Grady, Eileen, Jean Johnson, and Susan Hassmiller. "The Nurse as Coach." Nursing Administration Quarterly 48, no. 3 (June 8, 2024): 218–24. http://dx.doi.org/10.1097/naq.0000000000000649.

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The provision of modern health care in the United States faces significant challenges, as evidenced by multiple national reports of a workforce in distress. In response to these challenges, the practice of coaching emerges as a transformative skill, recommended for individuals in high-stress environments. Coaching in health care focuses on developing nurses and building teams by fostering self-understanding, deploying strengths, improving relational strategies, and gaining moral clarity. It serves as a potent strategy for nurse leaders to navigate the complexities of their systems. This paper explores the practice of coaching as an important mindset and skill. A coaching mindset is characterized by trust, deep listening, curiosity, embracing both/and thinking, discernment over judgment, and fosters an environment where nurses can flourish. It promotes a shift from telling to asking, empowering individuals to contribute innovative ideas and solutions. Additionally, the paper provides guidance for coaching and tools for maintaining a coaching mindset in the face of chronic stress. By fostering a coaching mindset, employing powerful questions, and using tools to sustain emotional integrity, leaders can empower nurses to thrive in complexity, enhance workplace well-being, and contribute to a resilient health care culture.

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Lochmiller, Chad R. "Coaching Principals for the Complexity of School Reform." Journal of School Leadership 28, no. 2 (March 2018): 144–72. http://dx.doi.org/10.1177/105268461802800201.

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This multi-case qualitative study describes how leadership coaches working in a university-based coaching program provided support to school principals in three urban elementary schools in the western United States. Drawing on qualitative data collected during a single school year, the study examines which issues leadership coaches prioritized and how they provided coaching support. A thematic analysis of the data produced four findings. These findings suggest that coaches focused their work on classroom instruction and adopted differentiated responses to support based on principal and school needs. The article concludes by discussing the implications for leadership preparation and school reform.

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Gould, Daniel, Scott Pierce, Ian Cowburn, and Andrew Driska. "How Coaching Philosophy Drives Coaching Action: A Case Study of Renowned Wrestling Coach J Robinson." International Sport Coaching Journal 4, no. 1 (January 2017): 13–37. http://dx.doi.org/10.1123/iscj.2016-0052.

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This case study examined the coaching philosophy of J Robinson, one of the most respected and successful NCAA wrestling coaches in the United States, and the founder of J Robison Intensive Wrestling Camps. Research has that shown that his camps foster short and long term psychological development in its youth participants (Driska et al., in press; Pierce, et al., 2016). He has established a well-delineated system for developing psychological skills in young athletes. The researchers were therefore interested in understanding the link between his coaching philosophy and coaching behavior, and in identifying factors that have influenced the development of this coaching philosophy over his lifetime. Using a case study approach, in-depth interviews at several points in time with Robinson were conducted. These were supplemented with interviews with camp staff and observations of the camp and Robinson’s coaching. Results revealed that Robinson had a clearly defined philosophy, was very intentional in developing mental skills, and had clearly thought out rationales that guided his coaching actions. The coaching philosophy and approach to developing psychological skills in youth evolved over 35 years of implementing these camps and from Robinson’s own life experiences. Implications for studying coach development and delivering coaching education are provided.

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McLeod, Ragan, Zhen Chai, Debra Berry Malmburg, Ya-Chih Chang, Nancy Hunt, Courtney O'Grady, Kimberly Tomeny, Jisun Oh, and Ankita Bhattashali. "Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings." Journal of Special Education Preparation 4, no. 1 (May 1, 2024): 86–97. http://dx.doi.org/10.33043/a4yz726r.

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Field experiences provide opportunities for early childhood and early childhood special education (EC/ECSE) educators to implement effective practices in learning settings, and are, therefore, a vital part of EC/ECSE teacher preparation. In this article, we describe field placement models from four universities in the United States: The Bridge Project, Getting Started Early, Peer Coaching to Increase Naturalistic Developmental Behavioral Interventions, and University Supervisors Coaching Teacher Candidates: Supporting Young Bi/Multilingual Children with Disabilities. Although there is variety in the settings and effective practices supported through these field placements, performance feedback and collaboration are clear themes across models.

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Burke, Anne Marie. "Raising the Bar: Increasing Protection for Athletes in the Olympic Movement from Sexual Harassment and Abuse." Journal of Legal Aspects of Sport 31, no. 1 (February 10, 2021): 60–93. http://dx.doi.org/10.18060/24920.

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After the Larry Nassar and USA Gymnastics scandal surfaced in 2016, the United States enacted a federal act titled “Protecting Victims from Sexual Abuse and Safe Sport Authorization Act of 2017.” This Act requires immediate mandatory reporting to the U.S. Center for SafeSport for any alleged child abuse of an amateur athlete who is a minor. An increasing amount of legislation is being passed to address sexual harassment and abuse in sports in the United States; however, the International Olympic Committee (IOC), which governs the Olympic Movement, is lacking in its sexual harassment and abuse policies. This article will address how the IOC’s sexual harassment and abuse policies are not as robust as they should be. The amount of attention that the Olympics receives worldwide gives the IOC a global platform to be a leader in taking a stance on sexual harassment and abuse policies.

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Rentner, Terry, and Cory Young. "Tumbling into a Crisis: Use of Corporate Apologia after USA Gymnastics Falls off the Balance Beam." Volume 2 2, no. 2019 (March 2019): 27–30. http://dx.doi.org/10.30658/icrcc.2019.8.

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In an open letter to U.S. gymnasts on Nov. 5, 2018, United States Olympic Committee (USOC) CEO Sarah Hirshland told its more than 150,000 members “You deserve better” as it launched the Nuclear Clause that would revoke USA Gymnastics (USAG) as a governing body for the sport at the Olympic level [1]. This announcement comes in the wake of USAG’s ongoing crisis that includes a failure to protect athletes from team doctor Larry Nassar, imprisoned for sexually abusing more than 350 female gymnasts; investigations tied to Michigan State University; and the turnover of several USAG CEO’s in just two years. The research question addressed in this study asks how gymnastics can recover from a crisis that was decades in the making and two years in the public spotlight. Benoit’s (1997) Image Repair theory as well as Hearit and Courtright’s (2004) social constructionist approach and apologia discourse inform our critical analysis on how and why USAG has tumbled.

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Meeter, Wesley, and Kristen Dieffenbach. "Essential Tools for the Evolution of Expertise in Coaching." Journal of Coaching Education 4, no. 2 (August 2011): 97. http://dx.doi.org/10.1123/jce.4.2.97.

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Stone, Stone and Sands (2005) noted the critical lack of sport science and research based coaching practices in the United States. They noted that current practices are commonly not based on a systematic approach to coaching that allows for both intentionally applied evidence based scientific principles and valid and reliable evaluation methods. Coaching is a profession that requires strong decision making skills, constant assessment, and consistent integration of new information for successful talent development and performance management. Like athletic talent development, the development of these professional skills and the overall development of coaching expertise takes time and deliberate effort (Schempp, 2006). Unfortunately, while formal coaching education program and sport science studies emphasize the physiological, technical and tactical sides of preparing athletes, less attention is paid to the formal development of critical thinking and self-assessment necessary for professional growth and development as a coach. Further, the prevalent grass roots ‘athlete to coach’ and ‘assistant to head’ mentorship models of coach development provide even fewer opportunities for the systematic and deliberate development of these crucial skills.

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Beyer, Stephen. "Commentary on “Employment for all: United States Disability Policy”." Tizard Learning Disability Review 21, no. 3 (July 4, 2016): 162–64. http://dx.doi.org/10.1108/tldr-04-2016-0013.

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Purpose – The purpose of this paper is to reflect on Rebecca Monteleone’s paper “Employment for all: United States Disability Policy” and provides a commentary on its implications for the UK. Design/methodology/approach – The approach is to provide a comparison of the situation described in the article for the USA with that of the UK. Findings – There has been significant progress in legislation and policy relevant to the employment of people with intellectual disabilities (IDs) in the USA. They have achieved higher employment rates than the UK, but are still at lower levels of employment than other citizens. The importance of collecting data on the employment rates of people with ID to monitor policy effectiveness is clear. The US has a more comprehensive approach to transition to employment that the UK could learn from. The importance of job coaching to community-based employment is highlighted. The balance of investment between community and sheltered jobs appears to be the key to further growth of community-based employment rates. The detailed impact of welfare benefit regulation is important to motivation to work and changes need to be monitored from an ID perspective. Originality/value – This paper contributes to cross-cultural policy comparisons and underlines the value of comparing and contrasting legislation, policy and outcomes across countries.

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Siegele, Jessica L., Robin Hardin, Elizabeth A. Taylor, and Allison B. Smith. "“She is the Best Female Coach”: Female Swimming Coaches’ Experiences of Sexism." Journal of Intercollegiate Sport 13, no. 1 (September 8, 2020): 93–118. http://dx.doi.org/10.17161/jis.v13i1.11676.

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Sport participation for women and girls is at an all-time high in the United States, but women are still widely underrepresented in leadership positions and coaching (Acosta & Carpenter, 2014). Women hold approximately 50% of head coaching positions of women’s teams in the National Collegiate Athletic Association, and only 18% of the head coaching positions of women’s swimming and diving teams (LaVoi & Silva-Breen, 2018). Numerous barriers have been identified through previous research on the factors that inhibit upward career mobility for female coaches. Semi-structured interviews were used to examine the career experiences of 21 current or former female swimming coaches at the NCAA Division I level. The theme of sexism in coaching was pervasive and identified in five different categories: (a) misidentification, (b) differential treatment, (c) isolation, (d) tokenism, and (e) motherhood. The sexism that female coaches experience hinders upward career mobility which can lead to career dissatisfaction and early exits from the field, contributing to the underrepresentation of women in the profession.

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Masen, Elizabeth, David Hedlund, and Jacob K. Tingle. "use of DISC behavioral profiling and training: An innovative pedagogical strategy to enhance learning and future career opportunities in sport management and sport coaching higher education classrooms." Journal of Higher Education Athletics & Innovation 1, no. 9 (November 8, 2022): 82–103. http://dx.doi.org/10.15763/issn.2376-5267.2021.1.9.82-103.

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Implementing effective training and education programs is of critical importance for sport management and sport coaching academic education programs. This exploratory research examined the implementation and effectiveness of DISC behavioral profiling in sport management and sport coaching classrooms at the university level. Over four academic years (eight semesters), pre- and post-tests were collected from multiple samples of sport management and sport coaching students (N = 216) at two universities in the United States. Students received a personalized DISC behavioral profile and educational activities were used to enhance the value of the behavioral profiling initiatives. Using pre- and post-activity surveys of the knowledge and skills gained during in-course activities, paired sample t-test showed positive and significant results for 11 of 16 measured areas. The findings suggest that behavioral profiling tools and activities within sport management and sport coaching curricula can enhance student’s self-awareness and help develop leadership skills which will prepare for future career opportunities. Limitations and opportunities for future research are also presented.

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Dendrino, Dragoș-Daniel, and Marius-Florin Ghiberdic. "Executive Coaching and Organizational Performance – A Bibliometric Approach." Proceedings of the International Conference on Business Excellence 18, no. 1 (June 1, 2024): 2472–91. http://dx.doi.org/10.2478/picbe-2024-0208.

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Abstract The study examined from a bibliometric approach the published materials concerning executive coaching and the link with organizational performance from the last 5 years. There are almost no bibliometric analyses regarding the executive coaching topic and there is a need to have an overview of this topic to further analyze it. The research was performed using the bibliometric methodology and had as the main objective to gain an overview of the research literature on executive coaching and explore the study materials concerning the relationship between coaching and organizational performance. The analysis focused on the WoS Core Collection and revealed an elevated interest in research on executive coaching with a constant increase in the number of published materials every year. United States, UK and South Africa were the leading countries in the study of executive coaching. The study analyzed 250 sources and revealed that UK and Sout Africa published most of the materials on the subject. The affiliation analysis revealed that South Africa has the leading affiliation for the executive coaching topic. The study analyzed the basic biometric metrics as the structure of relevant sources, authors, affiliations and documents and also advanced analysis as clustering and thematic map. This bibliometric analysis can serve as an alternative approach for summarizing datasets on executive coaching topics, allowing for the mapping of existing knowledge and the identification of potential avenues for future research.

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Mazurkiewicz, Grzegorz, and John M. Fischer. "Crossing the frontiers. Peer coaching and self-managing in the process of the professional development in multicultural environment." Journal of Intercultural Management 5, no. 3 (September 1, 2013): 49–61. http://dx.doi.org/10.2478/joim-2013-0018.

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Abstract Our effort focuses on the development of a process of cross-cultural peer coaching through which we have sought to grow as reflective practitioners and strengthen authentic conversations between two individuals, from Poland and the United States. By building a theoretical framework around peer coaching, intercultural interaction, and auto-ethnography we have worked to make explicit our development as educators working to enrich the process of the organizational learning and to make education more open, democratic and human. As Kottler [1997] claims, it is possible to find stages that a tourist goes through during the process of recognizing and knowing another culture that was used to mirror the sensation of the professional growth. The findings shed light on how peer coaching might be strengthened, as well as the development of an observation protocol to structure such reflective and, ultimately, life changing work.

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Machida-Kosuga, Moe, John M. Schaubroeck, Daniel Gould, Martha Ewing, and Deborah L. Feltz. "What Influences Collegiate Coaches’ Intentions to Advance Their Leadership Careers? The Roles of Leader Self-Efficacy and Outcome Expectancies." International Sport Coaching Journal 4, no. 3 (September 2017): 265–78. http://dx.doi.org/10.1123/iscj.2016-0120.

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The purpose of the current study was to examine the influences of leader self-efficacy and coaching career outcome expectancies on intentions for advancement in leadership careers of collegiate assistant coaches in the United States. We also investigated psychosocial antecedents of these factors and explored gender differences. Female and male collegiate assistant coaches (N = 674) participated in an online survey consisting of measurements of leadership career advancement intentions, leader self-efficacy, and coaching career outcome expectancies, and their putative antecedents (i.e., developmental challenges, head coach professional support, family-work conflicts, and perceived gender discrimination). Results showed that leader self-efficacy and coaching career outcome expectancies were related to coaches’ leadership career advancement intentions. Developmental challenges and head coach professional support were positively related to leader self-efficacy, while family-work conflicts and perceived gender discrimination were negatively related to coaching career outcome expectancies. Findings also suggested that female assistant coaches may have higher coaching career outcome expectancies, but lower intentions toward leadership career advancement, leader self-efficacy, and developmental challenges than male assistant coaches. The study findings suggest ways to advance junior coaches’ leadership careers.

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Martin, Eric M., Scott J. Moorcroft, and Tyler G. Johnson. "Backwards Design and Program Level Approaches to Coach Development in Higher Education." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 329–38. http://dx.doi.org/10.1123/iscj.2018-0071.

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Because there is no single governing sport body in the United States devoted to coaching education, coaching requirements can vary greatly state-to-state and between organizations within the same state. Therefore, it often is up to club programs or universities to devise individual curriculum for coaching education. For those responsible for coaching education, utilizing backwards design can ensure programs meet the learning and professional development needs of coaches. In backwards design, identifying coaches’ needs and creating program-level learning outcomes occurs prior to specific content selection. Additionally, backwards design encourages instructors to select assessments and learning activities that align with the program-level learning outcomes. In this article, a group of faculty describe their experience utilizing backwards design in creating a college/university certificate program focused on sport coaching. Specifically, a description of the following is included: (a) the process used to create program-level learning outcomes, (b) how to emphasize the program-level learning outcomes throughout the program’s coursework, and (c) a specific example from one course in the curriculum. Finally, we provide lessons learned throughout the process and recommendations for program development in hopes that coach developers can utilize this process in designing their own curricula.

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Vesela Ivanova, Ivanova. "SPORTS PROFILE OF ELITE ATHLETES IN RHYTHMIC GYMNASTICS." Science of Gymnastics Journal 14, no. 1 (March 1, 2022): 73–88. http://dx.doi.org/10.52165/sgj.14.1.73-88.

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Elite athletes are competitors who combine in themselves exceptional talent, many years of hard work and distinctive psychological qualities. Highly qualified rhythmic gymnasts do not differ from this definition, as their sports profile includes all these characteristics. The aim of this study is to develop a methodology to create the sports profile of elite competitors in rhythmic gymnastics on the basis of current competitors from the USA, Singapore and Taiwan and to compare the obtained results. This could help us assess the current habits of these gymnasts, the positive or negative impact of those habits on their performance, and the necessary changes that need to be made to optimize the training process. The results of the current study and the statistical data processing from the conducted experiment showed that the three studied teams of elite athletes (total of 63 gymnasts) demonstrated strong commitment and engagement in the training process. Generally, the Singaporean and Taiwanese athletes had difficulties in communication with their coach and lagged behind in the development of technical qualities and mental skills for effective adaptation compared to their colleagues from the United States. At the same time, however, they showed a higher degree of self-awareness for improvement. On the other hand, the athletes from the US demonstrated shortcomings in Consistency in training. The numerical values also showed that some of the US athletes demonstrated limitations in the development of physical qualities which could affect their professional sports development in the future.

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Ivanova, Ivanova Vesela. "SPORTS PROFILE OF ELITE ATHLETES IN RHYTHMIC GYMNASTICS." Science of Gymnastics Journal 14, no. 1 (February 27, 2022): 73–83. http://dx.doi.org/10.52165/sgj.14.1.73-83.

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Elite athletes are competitors who combine in themselves exceptional talent, many years of hard work and distinctive psychological qualities. Highly qualified rhythmic gymnasts do not differ from this definition, as their sports profile includes all these characteristics. The aim of this study is to develop a methodology to create the sports profile of elite competitors in rhythmic gymnastics on the basis of current competitors from the USA, Singapore and Taiwan and to compare the obtained results. This could help us assess the current habits of these gymnasts, the positive or negative impact of those habits on their performance, and the necessary changes that need to be made to optimize the training process. The results of the current study and the statistical data processing from the conducted experiment showed that the three studied teams of elite athletes (total of 63 gymnasts) demonstrated strong commitment and engagement in the training process. Generally, the Singaporean and Taiwanese athletes had difficulties in communication with their coach and lagged behind in the development of technical qualities and mental skills for effective adaptation compared to their colleagues from the United States. At the same time, however, they showed a higher degree of self-awareness for improvement. On the other hand, the athletes from the US demonstrated shortcomings in Consistency in training. The numerical values also showed that some of the US athletes demonstrated limitations in the development of physical qualities which could affect their professional sports development in the future.

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Martin, Donna, Jim Dreaver, and Willow Rain. "*Quantum Healing: Exploring the Frontiers of Mind-Body Healing, *Yoga for the West & *Science of Stretching." International Journal of Yoga Therapy 1, no. 1-2 (January 1, 1990): 49–55. http://dx.doi.org/10.17761/ijyt.1.1-2.a6h2277571g05315.

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Deepak Chopra, author of Quantum Healing, a practicing endocrinologist who trained both in India and the United States, brings together in this book both Western medical understanding and research with the insights of Ayurveda as given to him by Maharishi Mahesh Yogi. *Ian Rawlinson's Yoga for the West is a beautifully presented, easy-to-read manual for the serious yoga student. The book opens with a foreword by T.K.V. Desikachar, one of India's leading yoga teachers and the main inspiration behind the author's work. *Deconditioning the body, relaxing the mind, freeing perception: these are some of the benefits of a regular yoga practice. Studying for intellectual clarity is an essential part of that practice, and information is available from a dizzying selection of sources and disciplines. The subject of this book is flexibility within the context of gymnastics and kinesiology. Author Michael J. Alter, of theScience of Stretching, is a former gymnast, coach and nationally certified men's gymnastics judge. Then reading this book from the perspective of a yoga teacher and therapist

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Meixner, Cory, and Randall T. Loder. "The Demographics of Fractures and Dislocations Across the Entire United States due to Common Sports and Recreational Activities." Sports Health: A Multidisciplinary Approach 12, no. 2 (November 22, 2019): 159–69. http://dx.doi.org/10.1177/1941738119882930.

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Background: There exists little nationwide data regarding fracture and dislocation patterns across a wide variety of sporting activities for all ages and sexes. Hypothesis: Participant demographics (age and sex) will vary with regard to fracture and joint dislocation sustained during sport-related activities. Study Design: Descriptive epidemiology study. Level of Evidence: Level 3. Methods: The National Electronic Injury Surveillance System All Injury Program data 2005 through 2013 were accessed; 18 common sports and recreational activities in the United States were selected. Statistical software was used to calculate the numbers of fractures and dislocations, and incidence was calculated using US Census Bureau data. Multivariate logistic regression analysis determined the odds ratios (ORs) for the occurrence of a fracture or dislocation. Results: A fracture occurred in 20.6% and a joint dislocation in 3.6% of the emergency department visits for sports-related injuries; annual emergency department visit incidence was 1.51 for fractures and 0.27 for dislocations (per 1000 people). Most of the fractures occurred in football (22.5%). The OR for fracture was highest for inline skating (OR, 6.03), males (OR, 1.21), Asians, whites, and Amerindians compared with blacks (OR, 1.46, 1.25, and 1.18, respectively), and those older than 84 years (OR, 4.77). Most of the dislocations occurred in basketball (25.7%). The OR for dislocation was highest in gymnastics (OR, 4.08), males (OR, 1.50), Asians (OR, 1.75), and in those aged 20 to 24 years (OR, 9.04). The most common fracture involved the finger, and the most common dislocation involved the shoulder. Conclusion: Inline skating had the greatest risk for fracture, and gymnastics had the greatest risk for joint dislocation. Clinical Relevance: This comprehensive study of the risks of sustaining a fracture or dislocation from common sports activities across all age groups can aid sports health providers in a better understanding of those sports at high risk and be proactive in prevention mechanisms (protective gear, body training).

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Gano-Overway, Lori, Pete Van Mullem, Melissa Long, Melissa Thompson, Bob Benham, Christine Bolger, Andrew Driska, Anthony Moreno, and Dan Schuster. "Revising the National Standards for Sport Coaches Within the USA." International Sport Coaching Journal 7, no. 1 (January 1, 2020): 89–94. http://dx.doi.org/10.1123/iscj.2019-0058.

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As the sport coaching profession continues to grow, there is a need to reflect upon and revise the knowledge and competencies coaches should possess to support quality sport experiences. The purpose of this paper is to document the revision process of the National Standards for Sport Coaches (NSSC) which were established to outline professional sport coaching standards in the United States of America (USA). The 3-year revision process involved two separate task forces organized by SHAPE America and several public reviews. The final revision aligns the NSSC with quality coaching frameworks and documents seven core responsibilities of sport coaches. Additionally, the NSSC includes standards meant to provide guidance on what a coach should know (e.g., professional knowledge, interpersonal knowledge, and intrapersonal knowledge), what a coach should be able to do (e.g., expectations of performance and developed competencies), and what common practices occur among coaches (e.g., shared values) to meet each core responsibility. It is hoped that the revised version of the NSSC continues to provide direction for all stakeholders to improve coaching practices within the USA.

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R Richards, K. Andrew, Nicholas S. Washburn, and Michael A. Hemphill. "Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction." European Physical Education Review 25, no. 2 (November 29, 2017): 389–408. http://dx.doi.org/10.1177/1356336x17741402.

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Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included 500 physical educators (251 females, 249 males) from the United States. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using latent variable modeling procedures. Results supported the conceptual framework, χ2(214) = 511.49, p < .001, RMSEA = .052 (90% CI = [.046, .058], p = .216), SRMR = .06, NNFI = .95, CFI = .96, and commonly experienced pathways were invariant across coaching and non-coaching groups. A key goal for schools should be to increase teacher perceived mattering and reduce role stress and emotional exhaustion.

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Burden, Joe W., and Glenn W. Lambie. "Sociocultural Competencies for Sport Coaches: A Proposal for Coaches and Coach Education." Journal of Coaching Education 4, no. 3 (December 2011): 3–28. http://dx.doi.org/10.1123/jce.4.3.3.

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As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.

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Johnson, Carra G., Tiffanye M. Vargas, Jack C. Watson, and William C. Pedersen. "Coaching efficacy, moral disengagement, and responses to hostile aggression among high school coaches." International Journal of Sports Science & Coaching 13, no. 6 (July 5, 2018): 828–40. http://dx.doi.org/10.1177/1747954118787065.

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This mixed-methods study examined the association between high school sport coaches’ moral disengagement and their perceived coaching efficacy, and began to explore coaches’ justifications of and consequences for the hostile aggression exhibited by their athletes. High school coaches in the United States ( N = 449) completed online surveys that included the Moral Disengagement in Sport Scale, Coaching Efficacy Scale II-High School Teams, and questions regarding their beliefs about and responses to athlete’s hostile aggressive behaviors. Hierarchical regression analyses were conducted to determine the association between coaches’ moral disengagement and their perceived coaching efficacy, and multiple analysis of variance explored differences in moral disengagement and coaching efficacy based on coaches’ justifications for athletes’ hostile aggression. Qualitative analyses involved coding coaches’ responses to questions of when they believed hostile aggression displayed by athletes was justified, and their typical responses to athletes’ hostile aggression. Results suggested that coaches’ moral disengagement was a negative predictor of their total perceived coaching efficacy, as well as specific aspects of their perceived coaching efficacy. Further, a majority of coaches indicated that hostile aggression was never acceptable or justified. Based on these results, differences in moral disengagement were found between coaches who did and did not justify athlete hostile aggression. The most common consequences for hostile aggression involved reduced playing time and additional physical conditioning. The current findings highlight the significance of coaches’ moral disengagement as it relates to their coaching, supporting a need for greater coaching education around coaching philosophies and approaches to disciplining athletes.

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Shipherd, Amber M., Joann C. Wakefield, Sarah Stokowski, and Edson Filho. "The influence of coach turnover on student-athletes' affective states and team dynamics: An exploratory study in collegiate sports." International Journal of Sports Science & Coaching 14, no. 1 (March 30, 2018): 97–106. http://dx.doi.org/10.1177/1747954118766465.

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Coach turnover is frequent, especially in collegiate sports in the United States. To date, however, there is limited research on how coach turnover might affect student-athletes. Accordingly, we aimed to qualitatively explore how coach turnover might influence student-athletes’ psychosocial states and team dynamics in collegiate sports. Eleven athletic teams at a Midwestern Division I National Collegiate Athletic Association institution having undergone coach turnover during the past four years participated in the study. Four coaches and 21 student-athletes representing both individual and team sports, as well as two administrative staff members, participated in semi-structured interviews (coaches and administrators) and focus groups (student-athletes). Inductive data analysis revealed four first level themes: coach style and background, athlete affective states, team dynamics, and program culture. Our analysis suggested that, depending on their gender and coaching style, coaches might have a positive or negative impact on athletes’ affective states (e.g. positive and negative affect), team dynamics (e.g. cohesion; athlete leadership), and the program culture. Thus, practitioners might facilitate the positive impact of coaching turnover by assessing whether the new coach is a ‘good fit’ at the individual (micro), team (meso), and environmental (macro) level of analysis.

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Mills, Joseph P., and Jim Denison. "How power moves: A Foucauldian analysis of (in)effective coaching." International Review for the Sociology of Sport 53, no. 3 (June 27, 2016): 296–312. http://dx.doi.org/10.1177/1012690216654719.

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Knowing how to coach effectively is one ever-present truth across all sports and yet our previous research based on the work of Michel Foucault has illustrated how the effectiveness of endurance running coaches’ everyday coaching practices is limited by their use of various disciplinary techniques. Missing from these analyses was any consideration of Foucault’s conceptualization of how modern power works through the disciplinary instruments or the confession to progress coaches’ practices. To address this gap in this paper, we present data from interviews and observations with 15 male high-performance endurance running coaches in the United Kingdom and the United States to examine how the exercise of disciplinary instruments along with the confession affects endurance running coaches’ understanding of how to coach. In our analysis we show how discipline’s instruments and the confession operate in ways that significantly restrict and limit endurance running coaches’ efforts to develop their athletes and progress their practices. In order to develop effective coaches it is therefore essential that coaches become aware of how power operates in and around their coaching environment.

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Journal articles on the topic 'Gymnastics – Coaching – United States'

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