This study provided a descriptive analysis of the interactive decision making factors considered by coaches of youth ice hockey (aged 10–15 years) during games. Using a multiple–case study design, data were collected using a combination of semistructured interviews and an adapted version of stimulated recall interviews. An inductive analysis of the interview transcripts revealed 5 types of interactive decisions, 5 types of goals, and 21 types of factors. The factors were regrouped into two categories (Field Information and Coach Knowledge) and four subcategories (Objective Information, Subjective Information, Player Characteristics, and Knowledge of the Game). Although individual coach differences were found, important cross-coach similarities also emerged. On average, between 2.6 and 3.2 factors were cited for each interactive decision. The adoption of dichotic (yes-no) decision making models based exclusively on player performance, and the ecological validity of conducting lab-based studies to examine the interactive decision making of coaches, is challenged.
Wade D. Gilbert, Pierre Trudel, and Leon P. Haughian
Kelly A. Wilson, Jenelle N. Gilbert, Wade D. Gilbert, and Scott R. Sailor
Seventy-two college athletic directors (ADs) participated in a survey about (a) previous experience with sport psychology consultants (SPCs), (b) previous exposure to the field, and (c) attitudes toward sport psychology consulting. ADs were confused about appropriate training for SPCs, highlighted by the fact that 66.7% were unaware of any certification for SPCs. Although ADs’ attitudes toward SPCs did not differ based on previous experience with SPCs, there was a statistically significant difference between ADs who were aware of the Association for Applied Sport Psychology (AASP) and those who were unaware. Results demonstrate the need to educate potential employers regarding appropriate qualifications for SPCs. The discussion culminates with suggestions for future research and recommendations for enhancing effectiveness of outreach programs.
Jeffrey B. Ruser, Mariya A. Yukhymenko-Lescroart, Jenelle N. Gilbert, Wade Gilbert, and Stephanie D. Moore
This study investigated whether gratitude predicted burnout directly and indirectly through coach–athlete relationships. National Collegiate Athletic Association (NCAA) Divisions I (n = 305), II (n = 202), and III (n = 89) student-athletes (N = 596, 76.5% women) completed a survey regarding athlete burnout, coach–athlete relationships, trait gratitude, and state gratitude (sport and general). Structural equation modeling revealed that gratitude predicted athletes’ burnout. Sport state gratitude was the most accurate negative predictor of burnout. In addition, indirect associations between sport state gratitude and burnout emerged through coach–athlete relationships, suggesting that sport state gratitude was positively associated with coach–athlete relationships, which in turn, negatively predicted burnout. Coach–athlete relationships were positively predicted by sport state gratitude. These findings suggest that grateful student-athletes may experience less burnout, and athletes who have strong coach–athlete relationships may experience more gratitude.
Colleen M. Horn, Jenelle N. Gilbert, Wade Gilbert, and Dawn K. Lewis
The present study examined a 10-week psychological skills training (PST) intervention called UNIFORM (Johnson & Gilbert, 2004) with a community college softball team. The intervention was based on the transtheoretical model (Prochaska & Marcus, 1994). Results showed that the athletes learned the skills, enjoyed the intervention, and significantly increased their application of relaxation and goal setting during practice and their application of relaxation, imagery, and self-talk during competition as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Though there were some positive changes, decisional balance and self-efficacy scores (DB-PST, SE-PST; Leffingwell, Rider, & Williams, 2001) were not statistically significant. The UNIFORM approach enabled community college athletes to learn psychological skills and apply them during practice, competition, and in their everyday lives.
Phil Ferrar, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff, and Wade Gilbert
The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.
Mark Siwik, Alan Lambert, Doug Saylor, Rachael Bertram, Cara Cocchiarella, and Wade Gilbert
Katherine E. Hirsch, Todd M. Loughead, Gordon A. Bloom, and Wade D. Gilbert
The purpose of this commentary is to provide a broad overview of the empirical research-based articles published in the International Sport Coaching Journal from its inception in 2014 through 2020. Data from 101 publications were collected and analyzed using Arksey and O’Malley’s six-stage framework for conducting scoping reviews. Data were extracted on the size and scope of research, populations and perspectives studied, and methodologies and data collection methods used. The results show that empirical research publications grew more prominent over time (i.e., 24.0% of 2014 publications vs. 58.1% of 2020 publications) compared with other publication types. The most commonly researched topics included coach development and coach behaviors. The participants most studied were male coaches, performance sport coaches, and adult sport coaches, featuring primarily European and North American coaches. The majority of studies used a qualitative methodology with the most common research designs being phenomenological and case studies. A variety of data collection methods were used that involved one-on-one interviews and questionnaires. Several recommendations are advanced to stakeholders, including strategies to promote racial and gender diversity and to collect and report demographic data on race and coaching experience.