Little in-depth knowledge is known about the person behind successful coaching. Therefore, the current study was designed to comprehensively examine the personality of a successful Olympic coach. Using McAdams’ whole-person framework, we sought to elicit a coherent description of this coach’s personality by integrating data drawn from three layers of personality: (i) dispositional traits, (ii) personal strivings, and (iii) narrative identity. The findings suggest that, compared with the norm, the participant coach is emotionally stable, agreeable, conscientious, and open to new experiences. His achievement and power strivings shape his motivational agenda as a coach. His narrative identity identifies many redemptive sequences that speak of a coach who is seeking to redeem his failures as an athlete, to feel special, and who invests himself wholeheartedly into developing others to help fulfill their potential. Overall, the study, incorporating McAdams’ personality framework, provided a deep understanding of the person as a coach. We were able to garner insights about how this individual typically behaves, what guides and structures his coaching priorities, and how he has made sense of his life experiences that are fundamental to his investment in coaching and winning. Tentative implications for coaches and coach developers are presented.
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The Anatomy of a Successful Olympic Coach: Actor, Agent, and Author
Clifford J. Mallett and Tristan J. Coulter
The Element of Surprise: How Predictive Processing Can Help Coach Practitioners Understand and Develop Skilled Movement in Sport Settings
Katherine A. O’Brien, Andrew Kennedy, and Michael J. O’Keeffe
cognitive conflicts between prior performance knowledge and incoming sensory data to rapidly decide their best course of action ( Pezzulo & Cisek, 2016 ). Based on the notion that prior performance knowledge is harnessed in internal structures and that the development of stable, yet flexible, movement
An Exploration of Recruitment of Elite Athletes to Coaching Within Federations
Stiliani “Ani” Chroni, Kristen Dieffenbach, and Sigurd Pettersen
a good match Find a good match Resources for a stable start Upon hiring resources Provide handbook (where available) Give clear and precise guides Provide and plan for educational opportunities Plan and support education Fast tracking Provide monitoring, meetings, and feedback Coach the coach
Reimagining the Coach–Athlete–Environment Relationships in the Digital Communications Era
Sarah Taylor, Ian Renshaw, Ross Pinder, Remco Polman, Keith Davids, and Adam D. Gorman
perspective provided coaches with a clearer, stable, and unobstructed view of the athletes in a safe environment when compared with in-person. Therefore, if viewed positively, rather than through a deficit lens, remote coaching can provide opportunities to reimagine or create shifts in the coaching process
The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses
Sergio Lara-Bercial, Gary Hodgson, Pedro Lara-Bercial, Sheelagh Quinn, Declan O’Leary, and Kris Van Der Haegen
-consuming task spanning an 8-week period. This role was undertaken mainly by the first author for the purposes of developing a single and stable voice and feel as well as accelerating the process. CD Learning. Throughout the editing process, we realised the importance of accounting for the time it takes to go
Value Creation in a Coach Developer Social Learning Space: Stories of Openness and Making a Difference
Don Vinson, Andrew Bradshaw, and Andrew Cale
attention to data ( Kraft & Culver, 2021 ). This is a discrete concept from a community of practice ( Wenger, 1998 ), which is a more distinct, stable, and abiding social structure. Within social learning spaces, value creation is the negotiation of meaning assigned by an individual to either explicit or
How Do Adult-Oriented Coaching Practices Change Over Time and Correspond With Changes in Key Criterion Outcomes? An 8-Week Study
Derrik Motz, Bradley W. Young, Scott Rathwell, and Bettina Callary
remarkably stable over time. One interpretation could be that two time points, 8 weeks apart, were not sufficient to capture the ebb and flow of adult-oriented coaching practices. It may be that adult-oriented practices are employed in instances, or “coachable moments,” which may mean that they would be
Interaction Between Coaches and Athletes in African Nations During the Lockdown Period of COVID-19
Austin W. Luguterah, Usman Abonyi, Rita Yeboah, and Alliance Kubayi
long-distance athlete retorted that, “The internet service in my community was not stable so I couldn’t get in touch with my coach.” The responses of the participants exposed some of the challenges of using technology in Africa. Experiences of Coaches and Athletes After the Interactions Again, when the
Appropriateness Applied: A Renewed Coaching Perspective to Reach Out to Every Athlete
Ana Ramos, João Ribeiro, José Afonso, and Isabel Mesquita
.e., relevant, understandable, achievable, and needed) for the athlete at each moment. For instance, in football, a triangle is considered the most stable geometric shape, and it provides balance in both attack and defense. Also, triangles are very efficient in terms of using and controlling space and enable players to
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
: middle childhood (6–11 years), early adolescence (11–14 years), mid-adolescence (15–17 years; Vernon & Chen, 2019 ), and early adulthood (18–25 years; Bee & Bjorklund, 2000 ). During middle childhood (6–11 years), overall physical growth is slow and relatively stable and gross and fine motor skill
