United Kingdom ( n = 24, 45.28%), followed by Canada ( n = 10, 18.87%) and Brazil ( n = 6, 11.32%). One study ( Van Hoye et al., 2015 ) involved two countries (Norway and France) and sought to establish cross-cultural transferability of a CDP. Consistent with other areas of sport coaching research, (e
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The “Face” of Coach Development: A Systematic Review of the Role of the Coach Developer
Timothy Jones, Justine Allen, and Stephen Macdonald
Transitioning Out of Esports: Exploring the Experiences of Professional Esports Players in South Korea
Hee Jung Hong and Seung Han Hong
players? By exploring these four areas, the interview guide aimed to provide a comprehensive understanding of the experiences and needs of retired or retiring esports players during the transition process. The authors of this study possess a wealth of relevant experience in esports and sport coaching. The
Final Thoughts on Women in Sport Coaching: Fighting the War
Nicole M. LaVoi, Jennifer E. McGarry, and Leslee A. Fisher
This collection of articles about and for women in sport coaching provides more evidence of the occupational landscape and experiences of women. As with countless empirical articles before, the eight articles in this special issue of Women in Sport and Physical Activity Journal (WSPAJ) further
Development and Implementation of an Autonomy Supportive Training Program among Youth Sport Coaches
Jody Langdon, Brandonn S. Harris, Glenn P. Burdette III, and Sara Rothberger
Studying perceived autonomy support, a basic tenet of self-determination theory (Deci & Ryan, 2000), provides some understanding as to how coaches can more positively influence youth athletes to enjoy and persist in youth sport. Borrowing insights from success in physical education and coaching-oriented interventions, the purpose of this paper was to highlight positive aspects and challenges of an innovative youth sport autonomy supportive training program for coaches. Positives included the initial training session and the use of an online training component. Challenges were the structure of the season, other coaches, and possibly the age of the athletes. Future training programs in youth sport coaching should increase in duration, provide specific examples of how to implement autonomy supportive coaching behaviors, as well as address solutions to the time constraints of the youth sport setting.
Volunteer Youth Sport Coaches’ Efficacy Beliefs for Working with Athletes with ADHD
Tiffanye M. Vargas-Tonsing, Margaret Flores, and Robbi Beyer
The prevalence of Attention Deficit Hyperactivity Disorder (ADHD) is between 2%-10% of children (Center for Disease Control, 2003). Participation in organized sports is beneficial to children with ADHD by increasing self-esteem, self-efficacy, peer acceptance, and social skills (Armstrong & Drabman, 2004; Bagwell, Brooke, Pelham, and Hoza, 2001). Little research exists as to preparation for youth sport coaches with regard to coaching athletes with ADHD. The study’s purpose was to investigate coaches’ efficacy beliefs for coaching athletes with ADHD. Two hundred nineteen volunteer coaches completed a questionnaire designed to measure their beliefs. The results showed that overall coaches reported fairly high feelings of efficacy for working with athletes with ADHD. However, results also indicated that coaches reporting experience with athletes with ADHD reported higher efficacy for coaching athletes with ADHD than their less experienced peers. Implications for coaching education include the incorporation of behavior management techniques into course content and the creation of ADHD resources such as weblinks and pamphlets.
Thinking About Elite Performance: The Experience and Impact of Mental Fatigue in Elite Sport Coaching
Suzanna Russell, Shona L. Halson, David G. Jenkins, Steven B. Rynne, Bart Roelands, and Vincent G. Kelly
Purpose: Mental fatigue causes decreases in aspects of athletes’ performance. Elite coaches commonly undertake cognitively demanding tasks and are seemingly at similar risk of subsequent performance impairment. However, elite sport coaches’ experiences of mental fatigue, alongside other markers of psychobiological stress, have yet to be quantified. Methods: Three elite coaching and performance staff (2 women and 1 man) provided 100-mm visual analog scale ratings of mental fatigue, physical fatigue, readiness to perform, and salivary samples for later cortisol (sCort) and alpha-amylase (sAA) analysis. Data were obtained on the same morning each week across a 16-week preseason. Data were subset by individual coach for descriptive and repeated-measures correlational analyses. Results: Fluctuating mental fatigue was observed over the 16 weeks (min–max; coach 1 = 25–86 AU; coach 2 = 0–51 AU; and coach 3 = 15 − 76 AU). Elevated levels of mental fatigue were reported at multiple time points, with individual variability observed. sCort (in nanomoles per liter), sAA (in micromoles per liter), and sAA:sCort indicated that coaches experienced psychophysiological stress (min–max; coach 1 sCort = 8.42–17.31, sAA = 52.40–113.06, sAA:sCort = 3.20–12.80; coach 2 sCort = 4.20–9.70, sAA = 158.80–307.20, sAA:sCort = 21.10–61.70; and coach 3 sCort = 6.81−19.66, sAA = 86.55–495.85, sAA:sCort = 4.90–35.50). A significant inverse relationship between mental fatigue and readiness to perform (r = −.44 [−.64 to −.17], P = .002) was identified. Conclusions: Elite sport coaches report elevated instances of mental fatigue during a preseason training period. Those involved in elite sports should act to understand the presence and potential subsequent impacts of staff mental fatigue and consider management or mitigation strategies. Optimization of the cognitive performance of coaches and performance staff presents as a potential source of competitive advantage.
Guidelines for Sport Coaches on Core-Strengthening Techniques for Athletes: Improving Performance and Decreasing the Occurrence of Lower Back Pain
Micailah Brock and Sheri Huckleberry
This paper introduces the concept of dynamic isometrics in training athletes to improve core/postural-related movements while potentially decreasing the occurrence of injury manifested as lower back pain (LBP). Moreover, suggested resistance-training exercises are provided to guide the sport coach. Lower back pain is a common musculoskeletal injury that can be caused by imbalances between anterior and posterior muscle groups. Traditional exercises such as sit-ups and crunches are insufficient as preventatives because very few athletic movements are performed with weighted trunk flexion. Alternatively, sport coaches could implement dynamic isometric training, which closely reflects athletic activities, supports the principle of training specificity, improves balance and strength, and might decrease the occurrence of LBP (Hamlyn, Behm, & Young, 2007).
Encouraging Togetherness During a National Lockdown: The Influence of Relationship-Oriented Personal-Disclosure Mutual-Sharing on Team Functioning in Academy Soccer Coaches
Harry K. Warburton and Matthew J. Slater
negatively impact one’s self-concept ( Jetten et al., 2020 ). Consequently, as COVID-19 restricted interaction among sport coaches from the same organization, it was believed PDMS may help to retain group identity. Therefore, as self-esteem (i.e., one’s sense of personal value) is a component of the self
Gratitude, Coach–Athlete Relationships, and Burnout in Collegiate Student-Athletes
Jeffrey B. Ruser, Mariya A. Yukhymenko-Lescroart, Jenelle N. Gilbert, Wade Gilbert, and Stephanie D. Moore
−0.19*** (0.04) [−0.28, −0.10] Trait gratitude → Coach–athlete relationships 0.03 (0.05) [−0.06, 0.13] State gratitude: general → Coach–athlete relationships −0.06 (0.06) [−0.18, 0.05] State gratitude: sport → Coach–athlete relationships 0.54*** (0.05) [0.45, 0.64] Note . CI = confidence interval for
Creating Value in a Sport Coach Community of Practice: A Collaborative Inquiry
Rachael Bertram, Diane M. Culver, and Wade Gilbert
Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.
