mental illness. Furthermore, stigma—or perceptions of stigma—related to care seeking may be heightened in the sport setting ( Gulliver et al., 2010 ; Jones, 2016 ; Putukian, 2016 ; Van Raalte et al., 2015 ; Wahto et al., 2016 ). Sport coaches can play an influential—positive or negative—role in
Search Results
A Content Analysis of Mental Health Literacy Education for Sport Coaches
Stephen P. Hebard, James E. Bissett, Emily Kroshus, Emily R. Beamon, and Aviry Reich
The Alberta Women in Sport Leadership Project: A Social Learning Intervention for Gender Equity and Leadership Development
Diane M. Culver, Erin Kraft, Cari Din, and Isabelle Cayer
contemporary coaching, particularly in light of the knowledge society in which ongoing learning is necessary to survive. As such CoPs have grown in visibility in sport coaching as they provide more context specific knowledge. Culver and Trudel ( 2006 ) described two examples of social learning that were
The Prevalence of Emotional Exhaustion in Professional and Semiprofessional Coaches
Erik Lundkvist, Henrik Gustafsson, Daniel Madigan, Sören Hjälm, and Anton Kalén
Burnout has been studied in relation to sport coaches for almost 40 years ( Goodger et al., 2007 ; Olusoga et al., 2019 ) and the knowledge base continues to grow yearly. Most often, research focuses on possible antecedents as well as detailed descriptions of individuals’ experiences of stress
The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review
Johannes Raabe, Katrin Schmidt, Johannes Carl, and Oliver Höner
youth sport coaches as social factors (or agents) has received particular consideration in the literature because children and adolescents are typically introduced to physical activity through either PE in school or youth sport. These social agents can foster need fulfillment by engaging in autonomy
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.
Motivations, Barriers, and Supports: An Examination of the Experiences of Women of Color Recreational Sport Coaches
Eric Legg and Rebecca Varney
times more likely to stay in coaching if they also have a woman as head coach ( Wasend & LaVoi, 2019 ). Furthermore, research suggests that traditional mothering skills including role modeling, life skill development, care, compassion, and interpersonal skills translate well to youth sport coaching
“It’s Necessary Work”: Stories of Competitive Youth Sport Coaches’ Developing Critical Praxes
Sara Kramers and Martin Camiré
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
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.
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
Volume 27 (2019): Issue 2 (Oct 2019): Special Issue: Women in Sport Coaching
WSPAJ Women in Sport and Physical Activity Journal 1063-6161 1938-1581 1 10 2019 27 2 10.1123/wspaj.2019.27.issue-2 Special Issue: Women in Sport Coaching Guest Editors: Nicole M. LaVoi (University of Minnesota), Jennifer E. McGarry (University of Connecticut), and Leslee A. Fisher (University of
