meaningfully address social justice issues in sport, coaches can use the CPYD framework to intervene in ways that allow them and their athletes to develop their critical consciousness ( Gonzalez et al., 2020 ). Bishop et al. ( 2023 ) recently used the CPYD framework to explore a high school coach’s attitude
Search Results
“It’s Necessary Work”: Stories of Competitive Youth Sport Coaches’ Developing Critical Praxes
Sara Kramers and Martin Camiré
Coaching Efficacy and Volunteer Youth Sport Coaches
Deborah L. Feltz, Teri J. Hepler, Nathan Roman, and Craig Paiement
The Coaching Efficacy Scale (CES) measures beliefs coaches have to affect the learning and performance of their athletes. While previous research has provided support for the model of coaching efficacy and the CES as an adequate measure of the construct, these studies have used paid high-school and college coaches. It is possible that the factor structure of the CES may not replicate for volunteer youth sport coaches. The purpose of this study was to explore coaching efficacy sources used by volunteer youth sport coaches. In addition, the validity of the CES was examined, using a 5-point condensed rating scale, among volunteer youth sport coaches before exploring the sources. The study involved 492 volunteer youth sport coaches from various team sports. Confirmatory factor analysis indicated that the CES had an acceptable fit to the data. The sources of coaching efficacy were examined via multivariate multiple regression and canonical correlation. Results indicated that more confident coaches had more extensive playing and coaching backgrounds, felt their players improved more throughout the season, and perceived more support than did less confident coaches, particularly in regard to technique and game strategy efficacy.
A Reflection on the State of Sport Coaching Research, Its Community, and Representation: The 2020 International Council for Coaching Excellence Research Committee Consultation
Julian North, Bettina Callary, Kristen Dieffenbach, Larissa Galatti, Sergio Lara-Bercial, Christine Nash, and Donna O’Connor
An Overview of the Sport Coaching Research Landscape The importance of sport coaching can be understood in terms of the scale of activity and its potential reach and impact on the lives of individuals and communities. Coaching research is still relatively young, 40–50 years old at most. Gilbert and
What the Empirical Studies on Sport Coach Education Programs in Higher Education Have to Reveal: A Review
Pierre Trudel, Michel Milestetd, and Diane M. Culver
notwithstanding, Google Scholar can be “an attractive supplement to hand searching, further increasing comprehensiveness of searches for evidence”. Our exercise was quite simple. After opening the advanced search, we searched for articles with the words “sport coaching” in the title. Sport coaching is considered
Reality Check for High-Performance Football: A Study of Coaching Competences Based on the International Sport Coaching Framework
Matheus Galdino, Lara Lesch, and Pamela Wicker
Coaching has a significant impact on sport performance improvements at all levels ( Crisfield et al., 2003 ; Robinson, 2010 ). Beyond game results and winning achievements, sport coaching essentially represents a dynamic social activity that vigorously engages coaches and athletes ( Bowes & Jones
Why Do Sport Coaches Adopt a Controlling Coaching Style? The Role of an Evaluative Context and Psychological Need Frustration
Sofie Morbée, Maarten Vansteenkiste, Nathalie Aelterman, and Leen Haerens
ways. Simply asking for the outcome of a game may suffice for some sport coaches to feel evaluated and pressured. In an evaluative sport context, not only coaches’ own coaching performance but also the performance of their athletes may form the basis for evaluating coaches (e.g., Cunningham & Dixon
Supporting Coaches to Learn Through and From Their Everyday Experiences: A 1:1 Coach Development Workflow for Performance Sport
Bob Muir and Julian North
overview of the underpinning principles; and the 1:1 coach development workflow itself. Origin and Development of the Workflow The first and second authors have been professional colleagues since the mid-to-late 2000s. The first author established the sport coaching degree program at Leeds Beckett
How Youth-Sport Coaches Learn to Coach
François Lemyre, Pierre Trudel, and Natalie Durand-Bush
Researchers have investigated how elite or expert coaches learn to coach, but very few have investigated this process with coaches at the recreational or developmental-performance levels. Thirty-six youth-sport coaches (ice hockey, soccer, and baseball) were each interviewed twice to document their learning situations. Results indicate that (a) formal programs are only one of the many opportunities to learn how to coach; (b) coaches’ prior experiences as players, assistant coaches, or instructors provide them with some sport-specific knowledge and allow them to initiate socialization within the subculture of their respective sports; (c) coaches rarely interact with rival coaches; and (d) there are differences in coaches’ learning situations between sports. Reflections on who could help coaches get the most out of their learning situations are provided.
Basic First Aid Qualifications and Knowledge Among Youth Sport Coaches
Jay M. Albrecht and Brad N. Strand
The inception of organized youth sport in the United States began during the mid to late 1800s. With continual growth of organized youth sport throughout the twentieth century and into the twenty-first, youth sport has not been without important, and at times, serious implications. One of the implications involves injury in youth sport and the basic need for qualified youth sport coaches to care for injury situations that might arise during the course of regular season practices and games.
One hundred fifty-four youth sport coaches from seven different youth sport organizations were surveyed to determine whether the coaches had the basic first aid (FA) and cardiopulmonary resuscitation/automated external defibrillation (CPR/AED) training to serve their young athletes in the event of an emergent or non-emergent injury or sudden illness. Additionally, coaches were asked whether they had the confidence to manage a basic emergency injury or illness situation should such an occurrence arise during the course of a sports season involving regular practices or game competition. Major findings of this study revealed that only 19% and 46% of the 154 youth sport coaches surveyed were formally trained with basic first aid and cardiopulmonary resuscitation certifications, respectively. Additional findings indicated that youth sport coaches holding one or two of the suggested certifications possessed more knowledge and confidence than those youth sport coaches who did not hold certification to use that knowledge when faced with FA injury or illness situation. In consideration of these findings, recommendations should be made to encourage or mandate youth sport coaches involved with organized youth sport to become FA and CPR/AED certified.
“Two Heads are Better Than One”: How Supporting Staff Complement High School Sport Coaches in Promoting Positive Youth Development
Si Hui Regina Lim, Koon Teck Koh, and Melvin Chan
development ( Duda & Balaguer, 2007 ; Fraser-Thomas et al., 2005 ; Holt, 2016 ). These concerns have spurred intervention efforts to educate high school sport coaches on the need to move away from performance-focused coaching, while equipping athletes with positive skills that better promote PYD ( Camiré
