The purpose of this paper is to demonstrate the importance of using developmentally appropriate serving strategies that will promote the game of volleyball and facilitate learning while minimizing injury. A critical review of serving discusses the main developmental, maturational, and technical issues related to socialization and long-term development in volleyball. Teaching complex serving styles (such as the jump serve to athletes under the age of 14) might have implications for athletes’ long-term development and might lead to injury. The adoption of developmentally appropriate practices in coaching young athletes is still a novelty for many coaches. Therefore, this article stresses the importance of implementing adapted or modified games and of teaching skills in a progressive fashion to aid development.
Gylton Da Matta, Linda Gagen and Michael C. Rhoads
Carlos Capella-Peris, Jesús Gil-Gómez and Òscar Chiva-Bartoll
The competence-based approach to train preservice teachers (PTs) promotes the implementation of active and experiential methodologies, allowing students to apply learning in real conditions ( Chambers & Lavery, 2012 ). In accordance with this view, service-learning (SL) is a teaching methodology
Hedda Berntsen and Elsa Kristiansen
, as shown in the physical education context ( Jang, Reeve, & Deci, 2010 ; Tessier, Sarrazin, & Ntoumanis, 2010 ), MAPS was developed specially around teaching coaches how to support their athletes’ basic psychological needs. A set of explicit ‘how to’ skills was drawn from self-determination theory
Alisa Boon and Wade Gilbert
The purpose of this paper is to share recommendations from youth sport coaches and administrators on using the United Nation’s Millennium Development Goals (UN MDGs) for teaching citizenship through youth sport. Fourteen semi-structured interviews were conducted with coaches and administrators from one region of the American Youth Soccer Organization. Although only one of the 14 participants was aware of the UN MDGs, every one of them was able to provide at least some specific recommendations for integrating citizenship into youth soccer. Opportunities and challenges for integrating citizenship into coach education programs are discussed based on the results of the present study and related literature on teaching life skills through sport.
Simon J. Sebire, Mark J. Edwards, Kenneth R. Fox, Ben Davies, Kathryn Banfield, Lesley Wood and Russell Jago
The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.
Anita N. Lee and Mei-Lin Yeh-Lane
This study shares the best practice in teaching fiscal management in athletic programs with the compliance of the National Standards for Sport Coaches (NSSC; 2006). The objective of this presentation is to provide ideas, resources, and course activities in fiscal management of athletic programs. Topics in financial operation, purchasing and inventory distribution, fund-raising, and managing financial records, as well as different modules of fiscal management in athletic programs will be covered.
Kristen D. Dieffenbach, Larry Lauer and Dennis A. Johnson
Ethical concerns regarding fair play, coach athlete relationships, use of ergogenic aids, and the power dynamic inherent in coaching have been raised by those inside and outside the profession. Standards of coaching behavior and written coaching ethics are a part of most youth through elite level sport organizations. For example, the ethics code of the National Federation of High Schools and the U.S. Olympic Code of Ethics for Coaches are posted on the organization websites. Unfortunately, the “sticky” or gray situations that occur in real life often are not clearly covered in coaching ethical codes. The pressure to make decisions for reasons other than “right thing to do” is immense. These situations often do not have a straightforward answer, and the skills necessary to navigate the gray areas are often underdeveloped. This presentation discusses three approaches to teaching and reinforcing ethical thinking and problem-solving skills within different coaching education models. Best practices for teaching ethical guidelines both in and out of the coaching education classroom are discussed, and an emphasis is placed on the role of coaching education in teaching the skills critical for positive coach behavior.
Lindsey C. Blom, Steven R. Wininger, Rebecca Zakraj sek and Kurtis Kirkpatrick
To help develop consistent training for coaches, the National Association for Sport and Physical Education created the National Standards for Sport Coaches (NSSC), which consists of eight domains and 40 standards. The purpose of this study was to examine high school coaches’ perceived knowledge related to the NSSC, continuing education, and sources of feedback. Information was gathered from 162 male and female team sport coaches from Mississippi and Kentucky. Four main findings emerged: 1) coaches perceived themselves to be above average in all 40 standards; 2) there were no significant differences between states of Kentucky and Mississippi for perceived knowledge in any domain 3) a difference in perceived knowledge based on years of coaching was found for Domain 5: Teaching and Communication; and 4) coaches reported most frequently using assistant coaches, their self, athletic directors, and athletes as sources of coaching feedback.
Ronald W. Quinn
This presentation will describe through lecture and video the first Urban Soccer Collaborative National Youth Leadership Institute, a weeklong residence program held at Xavier University to assist future leaders within underserved communities. This program could serve as a model for teaching sport leadership and service to children between the ages of 14-18. The weeklong program consisted of a youth soccer coaching education certification course, goal-setting sessions, personal and career development workshops, service through soccer training, and a cultural experience via a field trip to the Freedom Center on the Underground Railroad. Upon completion of the program the students made a commitment to design and implement a service-learning project within their undeserved community within the calendar year. An update of their service projects will also be presented.
Christopher L. Kowalski and Wade P. Kooiman
Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.