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.
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Coaching Efficacy and Volunteer Youth Sport Coaches
Deborah L. Feltz, Teri J. Hepler, Nathan Roman, and Craig Paiement
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.
“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
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
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.
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
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
Fostering Psychosocial Characteristics Within an English Soccer Academy
Tom O. Mitchell, Ian H.J. Cowburn, David Piggott, Martin A. Littlewood, Tony Cook, and Kevin Till
role have been reported ( Johnson et al., 2011 ; Pain & Harwood, 2004 ). As a result, there remains a lack of clear consensus about “what works” in academy soccer contexts from an applied practice perspective. Second, sport coaches themselves have a role to play in supporting psychosocial development
Korean Dual-Career Judokas’ Junior-to-Senior Transition: A Longitudinal Study
Hee Jung Hong and Seung Han Hong
This study adopts the athletic career transition model to explore the experiences of Korean dual-career (DC) judokas during their junior-to-senior transition using a longitudinal approach. We recruited 12 Korean elite judokas, all of whom were in their first year of university during their initial interview. Participants were organized into three focus groups, with three rounds of interviews conducted over approximately 2 years, totaling nine focus-group sessions. Thematic analysis was applied, which led to the identification of three key themes: (a) multifaceted challenges, (b) coping strategies, and (c) perceived needs of DC athletes prioritizing sport over study. The results indicate that Korean DC judokas share some common challenges (e.g., increased training demands, balancing their studies with training demands) with their European counterparts, but they also face unique challenges (e.g., managing weight control, laundry duties, and relationships with senior judokas) specific to the Korean judokas. Their coping strategies include both internal resources (e.g., focusing on performance target, utilizing resilience) and external ones (e.g., seeking social support), emphasizing the critical role of psychological support during their junior-to-senior transition. Proactive psychological support is recommended through a specialized system tailored to this group. Given that Korean DC judokas significantly prioritize sport over education, this system should also address balancing both sport and education.
Sport Experiences, Milestones, and Educational Activities Associated with High-Performance Coaches’ Development
Karl Erickson, Jean Côté, and Jessica Fraser-Thomas
What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.
