Repeated calls have been made by prominent sport and education associations for the creation of ongoing professional development networks and learning communities for youth sport coaches. The purpose of this paper is to propose a learning community approach to coach development that complements large-scale coach education programs. This concept paper is organized into three sections followed by a brief summary. The three sections are: (a) overview of the effectiveness of community-based learning research on teacher development, (b) overview of how community-based learning literature has informed coach development initiatives, and (c) suggestions for how a learning community approach could be practically implemented in a typical youth sport setting.
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Wade Gilbert, Ronald Gallimore, and Pierre Trudel
Sandrine Rangeon, Wade Gilbert, and Mark Bruner
The purpose of the present study was to use citation network analysis to identify key publications and influential researchers in coaching science. A citation network analysis was conducted on references of English-language peer-reviewed coaching research articles published in 2007 and 2008 (n=141 articles; 3,891 references). Publications were coded for type (e.g., conceptual, empirical) and topic (e.g., efficacy, coach development). The structure of the field was revealed through the creation of a co-authorship network. Results show that coaching science is highly influenced by a small set of key publications and researchers. The results provide a unique overview of the field and influential authors, and complement recent overviews of coaching science (Gilbert & Trudel, 2004; Lyle & Cushion, 2010; McCullick et al., 2009).
Michael P. Sheridan and Wade Gilbert
Michael P. Sheridan
Edited by Wade Gilbert
Paul McCarthy, Frank D. Perry, Derek Schwandt, and Wade Gilbert
Julia Allain, Gordon A. Bloom, and Wade D. Gilbert
Competitions in many team sports include short breaks (e.g., intermissions, halftime) where coaches have a unique opportunity to make tactical adjustments and communicate with athletes as a group. Although these breaks are significant coaching moments, very little is known about what successful coaches do during this time. The purpose of this study was to examine intermission routines and knowledge of highly experienced and successful National Collegiate Athletic Association (NCAA) ice hockey coaches. A thematic analysis was used to analyze semistructured and stimulated-recall interview data. Results revealed that coaching during intermissions was a continuous process influenced by the coaches’ history and personal characteristics. Drawing on these factors, the coaches created an intermission routine that guided them as they analyzed unpredictable situational factors such as their team’s performance and the athletes’ emotional state. Overall, the results offer a rare glimpse into the intermission strategies of successful coaches in a high-performance setting.
Inge Milius, Wade D. Gilbert, Danielle Alexander, and Gordon A. Bloom
There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an effective coaching strategy for enhancing relationships and athlete performance. To our knowledge, this is the first study to include both quantitative and qualitative data from multiple coaches on the same team, as well as athlete perceptions of coaches’ strategic use of positive tactile communication.
Diane M. Culver, Wade D. Gilbert, and Pierre Trudel
Part of the on-going dialogue on qualitative research in sport and exercise psychology, this review portrays the qualitative articles published in three sport psychology journals and examines how qualitative research can deepen our knowledge in applied sport psychology. Eighty-four of the 485 research articles published in these journals used a qualitative data collection technique. The interview was used in 67 studies. Peer review and reliability tests were often used for establishing trustworthiness. Member checking was mostly limited to participant verification of interview transcripts. Results were usually presented using both words and numbers. Selected studies are discussed in relation to applied sport psychology knowledge. Published qualitative articles suggest a conservative effort by sport psychology researchers to include the qualitative approach as a legitimate way to do research.