Positive youth development (PYD) is a framework that has been widely used within sport research to outline sport’s potential as a developmental context. Past research has indicated how coaches play important roles in facilitating PYD through sport and yet, PYD-related material remains largely absent from mainstream coach education courses (CEC). The purpose of the current study was to examine youth sport coaches’ perspective on PYD and its worth in mainstream coach education courses. The participants were twelve Portuguese youth field hockey coaches (one female and eleven males) who coached athletes between four and eighteen years of age. Findings indicated that coaches valued PYD within their coaching philosophy, but were also highly motivated by performance and improving their players’ motor skills. The participants deemed that CEC generally lack PYD-related material, adding that practical strategies informed by the PYD approach should be inherently part of CEC delivery. The findings have practical implications for coach educators, indicating a need and a desire on the part of coaches to have PYD-related content in mainstream CEC.
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Youth Sport Coaches’ Perspective on Positive Youth Development and its Worth in Mainstream Coach Education Courses
Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição, and Patricia Silva
Evaluation of Stakeholders of Athletic Programs: A connection to Standard 40, National Standards for Sport Coaches
Anita N. Lee
Coaches’ achievement is commonly evaluated by competition results or winning percentages. Teams with high winning percentages, rankings, or outstanding competition results are not only contributed by coaches, but also efforts of athletes and other stakeholders. The Standard 40 of the National Standards for Sport Coaches (2006) is to “utilize an objective and effective process for evaluation of self and staff,” which requires coaches to have the knowledge, abilities, and skills (KASs) to “collect direct feedback from athletes and identify ways to improve techniques and coaching style” and being able to perform “self-evaluation for professional growth and development” (NASPE, 2006, p. 23). The benchmarks of Standard 40 include input that should be collected from all stakeholders, such as athletes, parents, guardians, athletic administrators, and other coaches (NASPE, 2006). An effective program requires a coach to have effective communication skills, inter- and intra-personal interaction skills, leadership, and administrative skills, be able to provide positive and corrective feedback to athletes, and have the KASs to coach a sport in a selected competitive level. Evaluation methods are categorized into self-evaluation and evaluation by others, which include journals/dairies, video-analyses, checklists, surveys, and meetings/discussions. The advantages of journals/diaries are short and easy to write, and easy to retrieve and re-read, but coaches may not spend time to re-read them again. Video analyses are a great tool to allow multiple evaluators to observe coaching performance without time limit. Videos can be replayed, played in slow motion, placed online, and emailed to other evaluators to save travel time and cost. However, video analyses are time consuming to watch. It also requires video-taping equipments and skills. Checklists and surveys are easy to use, and can be used with a large number of participants, but they require specific skills to develop valid and reliable instruments. The response rate may be low unless the stakeholders are mandated to complete and return the checklists and surveys. Meetings and discussions allow direct feedback collection and conversations, but they could be redundant unless concise meeting agenda and discussion questions are designed.
Coaching in Brazil Sport Coaching as a Profession in Brazil: An Analysis of the Coaching Literature in Brazil From 2000-2015
Larissa Galatti, Otavio Baggiotto Bettega, Vinícius Zeilmann Brasil, Antonio Evanhoé Pereira de Souza Sobrinho, Rachael Bertram, Alexandre Vinicius Bobato Tozetto, Heitor Andrade Rodrigues, Carine Collet, Juarez Nascimento, and Michel Milistetd
Sport coaches in Brazil have been recognized as professionals since the implementation of law 9696 in 1998. However, little is known about the impact of this law on the production of coaching science in this country. In an attempt to situate the sports coaching research produced in Brazil since then, the aim of the current study was to show an overview of Brazilian publications from 2000 to 2015. Eight journals were selected and a review was performed in 425 issues of the journals from 2000 to 2015. As a result, 82 published articles were analyzed. On average, five articles were published each year, with 81.7% of the articles published from 2009 to 2015. The findings illustrate that 37.7% of the articles were focused on coaches’ thinking and 29.5% on coaches’ behaviors, 48.7% used qualitative methods, while 40.3% used quantitative methods and 20.9% used mixed methods. Only two articles attempted to explore the impact of the 1998 legislation on the development of sport coaches in Brazil. In general, research on sport coaching in Brazil seems to be emerging on an international level, as there has been an increase in publications over the past seven years, especially in the lead-up to the Rio2016 Summer Olympic Games.
Integrating Psychosocial Skill and Characteristic Development Into an English Academy Soccer Coaching Program: A Preliminary Investigation
Tom O. Mitchell, Ian H.J. Cowburn, Dave B. Alder, Kevin Till, Martin A. Littlewood, Tony Cook, and David Piggott
differentiators surrounding funding received, full-time staffing, infrastructure, and the age of player selection. To support psychosocial development efforts, current frameworks exist to for youth sport coaches to create facilitative environments and practices. These frameworks include UNIFORM, which is an
Fostering Psychosocial Characteristics Within an English Soccer Academy
Tom O. Mitchell, Ian H.J. Cowburn, David Piggott, Martin A. Littlewood, Tony Cook, and Kevin Till
role have been reported ( Johnson et al., 2011 ; Pain & Harwood, 2004 ). As a result, there remains a lack of clear consensus about “what works” in academy soccer contexts from an applied practice perspective. Second, sport coaches themselves have a role to play in supporting psychosocial development
Practice Design and Coaching to Support Learning in Elite Youth Soccer Players: Recommendations From International Coaches, Coach Educators, and Researchers
Fynn Bergmann, Svenja Wachsmuth, Donna O’Connor, Paul Larkin, Damir Dugandzic, and Oliver Höner
learning, skill acquisition, and coaching practice (i.e., considering broad expertise ), can facilitate a better understanding on how to integrate different approaches to sport coaching. Linking recommendations from researchers and practitioners may inform research embedded within different scientific
Celebrating 10 Years of Sport Coaching Research Publications: Past Context and Future Directions
Bettina Callary
Volume 10 is a big birthday celebration for the International Sport Coaching Journal ( ISCJ )! Now beginning the 10th year since its inception, ISCJ has undergone growth and maturation that deserve some attention. Therefore, when Hirsh and colleagues told me about their scoping review of
Exploring Youth Sport Coaches’ Perspectives on the Use of Benching as a Behavioral Management Strategy
Anthony Battaglia and Gretchen Kerr
therefore the perspectives of coaches, the individuals who are employing benching practices, require consideration. Examining coach perspectives is of particular importance at the youth level as youth sport coaches are primarily responsible for implementing athlete and/or team behavioral management
A Transformational Coaching Workshop for Changing Youth Sport Coaches’ Behaviors: A Pilot Intervention Study
Sarah Lawrason, Jennifer Turnnidge, Luc J. Martin, and Jean Côté
, 2019 ). Although coaches perceived as being transformational can facilitate positive athlete outcomes (e.g., enhanced motivation, Charbonneau et al., 2001 ), few attempts to teach transformational behaviors (i.e., the 4 Is) to youth sport coaches have been undertaken. While there is evidence
What Is Known About Mindfulness and Self-Compassion Among Sport Coaches? A Scoping Review
Karin Hägglund, Göran Kenttä, Christopher R.D. Wagstaff, and Marte Bentzen
that aimed to explore and study mindfulness and/or self-compassion among sport coaches and included peer-reviewed articles as well as gray literature (i.e., dissertations, commentaries, and book chapters). The literature screening process is presented in the Preferred Reporting Items for Systematic
