recreational sport, disability sport, youth sport, and sport for the elderly. There are, however, broad yet fine distinctions around performance and participation sport, often based upon developmental concerns. Trudel and Gilbert ( 2006 ), for instance, precisely outline the differences between recreational
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A Premier League Football in the Community Program’s “New” Coaches and Support Systems: Practitioner Reflections
Philippe Crisp and Paul Brackley
Sports Coaches’ Athlete Talent Mindset and Views Regarding Talent Identification in Norway
Dag André Nilsen, Thorsteinn Sigurjonsson, Anne Marte Pensgaard, and Stiliani “Ani” Chroni
.e., winning), they may find early sport specialisation necessary to control young athletes’ development and tailor their training loads accordingly to ensure a long developmental period ( Breitbach et al., 2014 ; Vaeyens et al., 2009 ). The idea is that the degree of success in elite sports increases with
Examination of Novice Coaches’ Previous Experience as Athletes: Examples of Autonomy Support and Controlling Behaviors as Influences on Future Coaching Practice
Diane Benish, Jody Langdon, and Brian Culp
.—Stephany Novice coaches (10) Caring and approachable Mentor, friend, and confidant Listening and empathizing Acknowledging athletes as individuals One-on-one attention and encouragement Ok to make mistakes Considering developmental stage One of the high school students, a couple weeks ago already did another
Elite Coaches’ Role in Athletes’ Retirement Transitions: A Foucauldian Discourse Analysis
Christopher J. Brown
constructed. In the extract above, athletes are positioned as different from other young people, lacking the reference points that “we all have as individuals in the real world.” The idea here is sport is unable to provide athletes with the common developmental experiences that grounds a “normal childhood
Reconceptualising Intracareer Transitions as Coach-Becomings: A Rhizomatic Narrative Case Study of an American Basketball Coach
Donka Darpatova-Hruzewicz, Robert T. Book Jr., and Anastasiya Khomutova
-Ruchti et al., 2014 ; Koh et al., 2011 ; Lara-Bercial & Mallett, 2016 ; Ryba et al., 2016 ; Stambulova et al., 2021 ). Although some argue the fluidity and nonlinearity of movements between stages, the majority of theoretical models framing these studies are underpinned by cognitive (developmental
INTERNATIONAL SPORT COACHING JOURNAL
DIGEST, Volume 11 Issue 3
Psychologist , 38 (1), 14–27. https://doi.org/10.1123/tsp.2023-0014 This study aimed to examine the relational processes that drive the functioning of parent–athlete–coach triads across three developmental stages of youth tennis. Using a collective case study design, 10 players, 10 coaches, and nine mothers
The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses
Sergio Lara-Bercial, Gary Hodgson, Pedro Lara-Bercial, Sheelagh Quinn, Declan O’Leary, and Kris Van Der Haegen
these learning opportunities. However, the skills, competencies, and developmental needs of CDs have only recently started to be investigated and promoted ( Callary & Gearity, 2019a ; Crisfield, 2020 ; Dieffenbach, 2020 ; Lara-Bercial & Bales, 2020 ; McQuade, 2020 ). The International Coach
International Council for Coaching Excellence (ICCE) 14th Global Coach Conference
Action, 5 (1), 14–27. https://doi.org/10.1080/21520704.2013.865005 Harwood, C. (2008). Developmental consulting in a professional football academy: The 5Cs Coaching Efficacy Program. The Sport Psychologist, 22 (1), 109–133. https://doi.org/10.1123/tsp.22.1.109 Steptoe, K., Barker, J., & Harwood, C
Supporting Coach Learning in Paralympic Sport: Rich Environments for Innovation
Georgia A. Askew, Ross A. Pinder, Ian Renshaw, and Adam D. Gorman
sufficient applied coaching skills to effectively enhance the performance of Paralympic athletes ( Kean et al., 2017 ). Case studies collectively exemplify that much like Paralympic athlete development ( Dehghansai, Lemez, et al., 2020 ; Dehghansai et al., 2017 ), there is no typical developmental pathway
The Professionalization of Women’s Football in England and its Impact on Coaches’ Philosophy of Practice
Emily J. Sleeman and Noora J. Ronkainen
to influence coaches’ visions of players’ broader developmental pathways. Gledhill and Harwood ( 2015 ) found that, only a few years ago, the prioritization of education over sport was emphasized by social agents (parents, teachers, and coaches) in youth female players’ lives. However, the transition