Despite its prevalence as a sensitizing concept for research in psychology, the sociology of sport literature on microaggressions is limited and it has not been used to understand sociocultural aspects of sport coaching. In this poststructural creative analytic practice, we provide three short stories of microaggressions in men’s sport coaching and their plausible negative effects on mental health. An aim of this paper is to begin to map an understanding of the intersection of sport coaching, mental health, and social identities. To achieve this aim, we weave together scholarship on microaggressions and the sociology of sport and sport coaching with our stories and interpretations. Practical implications are offered and a new, strength based discourse is introduced to the field in the form of microaffirmations.
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Intersectionality, Microaggressions, and Microaffirmations: Toward a Cultural Praxis of Sport Coaching
Brian T. Gearity and Lynett Henderson Metzger
Are Women Coached by Women More Likely to Become Sport Coaches? Head Coach Gender and Female Collegiate Athletes’ Entry into the Coaching Profession
Matea Wasend and Nicole M. LaVoi
National Collegiate Athletic Association (NCAA) intercollegiate teams, compared to about 16,000 in 1970 ( Acosta & Carpenter, 2014 ). As Schull ( 2017 ) notes, increased participation rates would seem to bode well for gender equity in sport coaching. However, despite the increasing athletic capital and
What Do We Know About Research on Parasport Coaches? A Scoping Review
Marte Bentzen, Danielle Alexander, Gordon A. Bloom, and Göran Kenttä
athletes, especially athletes with disabilities, having a sound understanding on how to effectively communicate and interact with athletes is an underrated component of athletic success ( Cregan, Bloom, & Reid, 2007 ). Similar to understanding the interpersonal relationships within the sport coaching
Coaching on the Talent Pathway: Understanding the Influence of Developmental Experiences on Coaching Philosophy
Graham G. Williams and Áine MacNamara
interpersonal relationship that allows the coach to open the door to more conducive and proactive coach–athlete interactions, as the key component of effective youth sport coaching. More specifically, higher quality coach–athlete interactions have been shown to influence perceptions of skill and competence in
The International Sport Coaching Bachelor Degree Standards of the International Council for Coaching Excellence
Sergio Lara-Bercial, Andy Abraham, Pascal Colmaire, Kristen Dieffenbach, Olivia Mokglate, Steven Rynne, Alfonso Jiménez, John Bales, José Curado, Masamitsu Ito, and Lutz Nordmann
Sport coaching is at a pivotal moment in its short history. The publication of the International Sport Coaching Framework by the International Council for Coaching Excellence (ICCE) in 2013 has drawn attention to coaching world-wide and fostered a step change in the way coaching systems are understood and built. Within this evolving context, higher education institutions are increasingly playing a greater role in the education and development of coaches in many countries. One way in which they are doing so is through the delivery of partial or full sport coaching degrees. ICCE recognises this emerging landscape. In this article we present an introduction to the newly developed International Sport Coaching Bachelor Degree Standards. The Standards are the culmination of a 12-month process of cooperation and consultation between an expert group and the coaching community at large. They aim to respond to the needs of higher education institutions and serve as an internationally accepted reference point to aid the development of bachelor coaching degrees that prepare coaches to effectively support athletes and participants.
Understanding the Leadership and Environmental Mechanisms in a Super League Netball Club
Don Vinson, Anita Navin, Alison Lamont, Jennifer Turnnidge, and Jean Côté
. ( 2014 ). Development of civic engagement: Theoretical and methodological issues . International Journal of Developmental Science, 8 ( 3–4 ), 69 – 79 . https://doi.org/10.3233/DEV-14130 Light , R.L. , & Harvey , S. ( 2017 ). Positive Pedagogy for sport coaching . Sport, Education and Society
Role of the Coach: How Model Youth Team Sport Coaches Frame Their Roles
Wade D. Gilbert and Pierre Trudel
Similar to a belief system, a role frame acts as a perceptual filter that influences how practitioners define their professional responsibilities (Schön, 1983). The purpose of this article is to present the role frame components of model youth team sport coaches. The results are based on a two-year multiple-case study with six coaches. On average, the coaches’ role frame comprised two boundary components and nine internal components. Boundary components are objective environmental conditions that can influence an individual’s approach to coaching. Internal role frame components are personal views a coach holds regarding youth sport coaching. A discussion of how role frames can be examined and used by researchers, coaches, and coach educators is provided.
The Industrial Organization of Sport Coaches: Road Cycling as a Distinguished Case
Daniel J. Larson and Joel Maxcy
The structural components of sports competitions and the characteristics of sport practices vary significantly. These differences may translate into different optimal employment arrangements for the professional coaches (those who prepare teams and athletes for competitions). While there has been academic inquiry into the practice of sport coaching, there has been little apparent research into the industrial organization of sport coaches. This paper presents a formal model of the coaching practice. The coaching roles as strategists and trainers are distinguished, variation in the significance of the connections in the nexus of team to individual relations is identified, and the various methods of sport preparation are classified. Predictions of the employment arrangements based on model parameters are made and related to some established stylized facts and survey results from both cycling training coaches and athletes. The model and data corroborate that cycling coaches be hired by the individual athletes not their cycling teams. JEL classifications: J22, J24, L23, L83
Learning to Coach through Experience: Reflection in Model Youth Sport Coaches
Wade D. Gilbert and Pierre Trudel
The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
Coaches’ Perceived Knowledge of the National Standards for Sport Coaches: Insights into Coach Development
Lindsey C. Blom, Steven R. Wininger, Rebecca Zakraj sek, and Kurtis Kirkpatrick
To help develop consistent training for coaches, the National Association for Sport and Physical Education created the National Standards for Sport Coaches (NSSC), which consists of eight domains and 40 standards. The purpose of this study was to examine high school coaches’ perceived knowledge related to the NSSC, continuing education, and sources of feedback. Information was gathered from 162 male and female team sport coaches from Mississippi and Kentucky. Four main findings emerged: 1) coaches perceived themselves to be above average in all 40 standards; 2) there were no significant differences between states of Kentucky and Mississippi for perceived knowledge in any domain 3) a difference in perceived knowledge based on years of coaching was found for Domain 5: Teaching and Communication; and 4) coaches reported most frequently using assistant coaches, their self, athletic directors, and athletes as sources of coaching feedback.
