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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

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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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

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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

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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

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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

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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

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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

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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

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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

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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