The purpose of this paper is to provide a concise resource for coaches, coach educators, and coaching scientists by reviewing three common approaches to coaching: the mastery approach to coaching; autonomy-supportive coaching; and the transformational leadership approach to coaching. The theoretical foundations, purpose, evidence base, specifed behaviours, and translation into coaching and coach education of each approach are reviewed. Despite diverse theoretical foundations and variations in purpose, there is some overlap in the coaching behaviours prescribed by each approach. However, there is limited empirical evidence to support the use of the three approaches in coach education and this is detrimental to effective and evidence-based coach education. Efforts to integrate theoretical foundations are promising, and a comprehensive prescription of coaching behaviours based on an integration of the three approaches is possible. This approach can potentially lead to cumulative effects on positive athlete outcomes. Future research should elucidate the common and unique contributions of these approaches to athletes’ outcomes, and whether they differ by age, sex, type of sport, or competition level.
Stewart A. Vella and Dana J. Perlman
Stewart A. Vella, Lindsay G. Oades, and Trevor P. Crowe
This paper describes the validation of The Differentiated Transformational Leadership Inventory (DTLI) within a participation youth sports context. Three hundred and twenty-two athletes aged between 11 and 18 years completed the DTLI. Using a confirmatory factor analysis, the DTLI yielded an underlying factor structure that fell short of cut-off criteria for adjudging model fit. Subsequent theory-driven changes were made to the DTLI by removing the ‘high performance expectations’ subscale. Further data-driven changes were also made on the basis of high item-factor cross-loadings. The revised version of the DTLI was subjected to confirmatory factor analysis and proved to be a good fit for the obtained data. Consequently, a Differentiated Transformational Leadership Inventory for Youth Sport has been suggested for use within the participation youth sport context that contains 22 items, and retains six subscales.
Courtney C. Walton, Serena Carberry, Michael Wilson, Rosemary Purcell, Lisa Olive, Stewart Vella, and Simon Rice
The mental health of young people is of increasing concern, and early intervention prevention strategies are required. Youth sports are potentially effective environments within which to situate interventions due to high participation rates, familiarity to young participants, and the typically positive relationships held with adults within such spaces. However, coaches identify that they require more knowledge to better respond to mental health concerns that may be present among players. Here, we describe a research translation process in which an open-access, evidence-informed resource was developed to support coaches and sports clubs to better respond to athletes in need as well as to create environments that may protect against mental ill-health and promote well-being. The resource includes a toolkit—with an associated checklist—for recreational sport clubs to follow, a guide to responding to young people in need, and a short educational video. We suggest that these practical and applied resources, which can be immediately implemented, may assist in the provision of targeted and structured guidance for coaches’ first response intervention with vulnerable young people. Furthermore, these resources can support future efforts by being specifically tailored for the unique locations and cultures that vary among youth sport environments.
Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright, John R. Evans, and Richard J. Keegan
Assessment of physical literacy poses a dilemma of what instrument to use. There is currently no guide regarding the suitability of common assessment approaches. The purpose of this brief communication is to provide a user’s guide for selecting physical literacy assessment instruments appropriate for use in school physical education and sport settings. Although recommendations regarding specific instruments are not provided, the guide offers information about key attributes and considerations for the use. A decision flow chart has been developed to assist teachers and affiliated school practitioners to select appropriate methods of assessing physical literacy. School physical education and sport scenarios are presented to illustrate this process. It is important that practitioners are empowered to select the most appropriate instrument/s to suit their needs.
Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright, and John R. Evans
Purpose: The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method: Modified Delphi methodology. Results: Consensus was established on four defining statements: Core—Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts; Composition—Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities; Importance—Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; and Aspiration—A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion: The development of a bespoke program for a new context has important implications for both existing and future programs.