Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semistructured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.
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Exploring How Well UK Coach Education Meets the Needs of Women Sports Coaches
Don Vinson, Polly Christian, Vanessa Jones, Craig Williams, and Derek M. Peters
Evaluating a Multiplier Approach to Coach Education Within the German Football Association’s Talent Development Program: An Example of an Intervention Study Targeting Need-Supportive Coaching
Svenja Wachsmuth, Johannes Raabe, Tucker Readdy, Damir Dugandzic, and Oliver Höner
support for young people. The current project presents such a coach education initiative within the German Football Association’s talent development program. Following a multiplier approach, coach coordinators were trained to deliver a self-determination theory ( Ryan & Deci, 2017 ) informed educational
Coaches’ Provision of Structure for Players’ Competence Development: Perspectives of Professional Soccer Coaches and Players in Norway
Kevin Nicol and Justine B. Allen
development” ( ICCE, 2013 , p. 14) focused on the purposeful improvement of performance in sport ( Lyle & Cushion, 2017 ). This suggests athletes’ competence development is central to coaching. According to self-determination theory (SDT; Deci & Ryan, 2000 ; Ryan & Deci, 2000 , 2017 ), the psychological
The reROOT Coaching Program: A Pilot Randomized Controlled Trial Evaluating Its Impact on Coaching Style and Athlete Sports Development
Emilie Lemelin, Joëlle Carpentier, Sophie Gadoury, Élodie Petit, Jacques Forest, Jean-Paul Richard, Mireille Joussemet, and Geneviève A. Mageau
disorders; Bartholomew et al., 2011 ). Self-determination theory (SDT) proposes positive alternatives that could promote athlete sports development without relying on controlling behaviors ( Deci & Ryan, 2000 ; Lemelin et al., 2022 ; Mageau & Vallerand, 2003 ; Ryan & Deci, 2017 ). Yet, these alternative
Exploring Virtual Coach Education in USA Lacrosse
Jody Langdon, Johanna Van Arkel, and Kevin Greene
’ (hereafter referred to as coaches) satisfaction with and engagement in the training as well as motivation to coach. The researchers were using self-determination theory as a framework to provide the Sport Development Team with feedback. Understanding that these new coaching workshops were not fully tested
Coaches’ Use of Need-Supportive and Need-Thwarting Behaviors Across the Developmental Continuum: A Qualitative Investigation in Figure Skating
Diane Benish, Tucker Readdy, and Johannes Raabe
environment created by the coach ( Kipp & Weiss, 2015 ). As such, efforts to perpetuate healthy and high-performing coach–athlete relationships should not only focus on athletes’ physical and skill development but also consider ways in which coaches can promote athlete’s psychological functioning. Self-determination
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.
Talent Identification in Youth Basketball: Talent Scouts’ Perceptions of the Key Attributes for Athlete Development
Paul Larkin, Madison Sanford, Scott Talpey, Adam D. Gorman, and Matthew J. Reeves
= 12), psychological (e.g., determination, leadership, aggression; n = 8), and miscellaneous (e.g., consistency, versatility, adaptability; n = 3) domains. Participants were asked to consider each attribute and their perceived importance of the attribute when identifying talented youth
An Exploration of National Collegiate Athletic Association Division I Assistant Coaches’ Basic Psychological Need Satisfaction and Frustration
Johannes Raabe, Kim Tolentino, and Tucker Readdy
level, just like the athletes for whom they are responsible. The Role of Basic Psychological Needs According to Ryan and Deci’s (2017 ) basic psychological needs theory—one of the six mini theories of self-determination theory—the quality of individuals’ cognition, affect, and behavior is determined by
Olympic and Paralympic Coaches Living With Stress—Is It Such a Problem? Potential Implications for Future Coach Education in Sport
Simon Loftus, Robin Taylor, David Grecic, and Damian J. Harper
stress Physiological (9) Anxiety (4) Lack of control (11) Job security (16) Conflict (6) Work–home interference (41) Self-doubt (23) Table 3 Coping Mechanisms Used to Mitigate the Impact of Stress Overarching theme Subthemes Data themes Coping mechanisms Self-determination Learning process (45
