David P. Hedlund
Michael M. Goldman and David P. Hedlund
Beginning in early March 2020, sport in the United States entered an unprecedented period of hiatus due to the COVID-19 pandemic. The postponement, suspension, and cancellation of live sporting events impacted every professional and amateur sport organization, from the National Basketball Association to the National Association for Stock Car Auto Racing, high school sports to college football, and even esports leagues. Although the abrupt cancellation of live sporting events was disruptive, it did create opportunities for the production of new media and consumption opportunities for sport leagues, teams, and their fans through different types of sport media broadcasts. This commentary examines how the U.S. sport industry developed media content strategies using new, mixed, and rebroadcasted content, across multiple broadcast and streaming platforms, to provide sport consumption opportunities to fans who were largely quarantined at home. This research contributes to the existing scholarship on live and rebroadcasted mediated content, while providing guidance to content owners and rights holders facing uncertainty in the marketplace.
David P. Hedlund, Carol A. Fletcher, Simon M. Pack, and Sean Dahlin
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.