world” ( LaVoi, 2016a , p.3). The awareness of gender gaps for women in sport is not new; however, for women experiencing disability, exclusion and marginalization are compounded ( Hargreaves, 2000 ; Martin, 2018 ). Coaching and Inclusion in Women’s Parasport Environments perceived as supportive and
Search Results
“A Really Strong Bond”: Coaches in Women Athletes’ Experiences of Inclusion in Parasport
Jessica J. Ferguson and Nancy L.I. Spencer
A Novel Movement Assessment for Autism: The WES Scale
Janette Hynes, Julien Pineau, and Mike Ramirez
focus ( Milton, 2013 ) and one that is moving fields of research and coaching forward. Hearing these voices in coaching education allows for improvement not only in coaching quality but also in the understanding of autistic athletes. Furthermore, through coaching education teaching inclusion, the
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
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.
Over Egging the Pudding? Comments on Ojala and Thorpe
David J. Collins, Loel Collins, and Tom Willmott
In a recent paper in ISCJ, Ojala and Thorpe offered a culturally based observation that questions the role and application of coaching in action sports. Their critique is focused on the action sport of snowboarding which, despite its’ comparatively recent inclusion in the Olympics, retains a different, almost collaborative rather than competitive culture more akin to other action sports such as skateboarding and surfing. Ojala and Thorpe then present Problem Based Learning (PBL) as the solution to many of these perceived ills, describing the positive characteristics of the approach and promoting its cultural fit with action sport environments and performers. In this paper we offer a different perspective, which questions the veracity of the data presented and the unquestioningly positive view of PBL as the answer. Our alternative, data-driven perspective suggests that action sport athletes are increasingly positive, or even desirous of good coaching, of which PBL is a possible approach; suitable for some athletes some of the time.
Coaches’ Beliefs About Shy Children and Adolescents in the Context of Team Sports
Kim Nguyen, Robert J. Coplan, Kristen A. Archbell, and Linda Rose-Krasnor
-awareness 0.194 b Belongingness and inclusion 0.171 b Overcoming shyness or social anxiety 0.163 b Teamwork and fair play 0.075 c Discipline and responsibility 0.022 d Ability to adapt to different environment and people 0.018 d Helping behaviors and community service 0.008 d Having fun 0.008 d Respect for
Developing Recommendations for European Sport Coaching Policy: The PEAK Project
Louis Moustakas and John Bales
inclusion ( Council of the European Union, 2020 ; European Commission, 2020 ). Given the number and reach of sport coaches and their role in shaping and educating youth and adults on the continent, it is imperative to better understand the overall policy landscape in which coaches operate and provide
The “Face” of Coach Development: A Systematic Review of the Role of the Coach Developer
Timothy Jones, Justine Allen, and Stephen Macdonald
EndNote (version X9, 2020). Screening reduced the included papers to 42 with a further eight studies added, via reference chaining, and an additional three after the second literature search. This resulted in 53 studies included in the review. Criteria for Inclusion Inclusion criteria were established
The Role of the Coach in Action Sports: Using a Problem-based Learning Approach
Anna-Liisa Ojala and Holly Thorpe
Action sports (e.g., snowboarding, skateboarding, windsurfing, BMX) have traditionally celebrated antiauthoritarian, do-it-yourself and anticompetition cultural values. With the institutionalization and commercialization of action sports over the past two decades, and the introduction of mega-sports events such as the X Games, and the inclusion of some action sports into the Olympic Games (i.e., snowboarding, freestyle skiing, BMX), action sport athletes are increasingly working with coaches, psychologists, agents, managers and personal trainers to improve their performances. In this Insights paper we consider coaching in action sports via the case of Finnish professional snowboarders’ attitudes to coaches. Drawing upon conversations with elite freestyle snowboarders we briefly present insights into their perceptions of the various positions of coaches in professional snowboarding before we offer suggestions built upon a Problem-based learning approach for coaches interested in working with action sport athletes.
An Exploration of the Content and Quality of Online, Text-Based Coach Development Programs Specific to Parasport
Janet A. Lawson, Jennifer Turnnidge, and Amy E. Latimer-Cheung
the list of terms searched is not exhaustive, the search was terminated when results appeared saturated. At this point, new searches yielded no new and relevant results. Instead, new searches resulted in duplicate results and/or results that did not meet the inclusion and exclusion criteria. Table 1
Reviewing Original Research Articles Published in the International Sport Coaching Journal
Katherine E. Hirsch, Todd M. Loughead, Gordon A. Bloom, and Wade D. Gilbert
) identifying relevant studies; (c) selecting studies for inclusion; (d) charting the data; (e) collating, summarizing, and reporting the findings; and (f) consulting with stakeholders. Arksey and O’Malley initially noted that the sixth stage was optional. However, researchers have since argued that consultation with
