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Emily J. Sleeman and Noora J. Ronkainen

those directly impacted by the changes to the women’s game in England and to explore how coaches construct an ideal athlete pathway in terms of dual career. Our study was guided by the following research questions: (a) What characterizes coaches’ philosophies in a women’s talent development environment

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Jamie Taylor and Dave Collins

that he was lacking” (R). A similar issue arose when a steep step change in demands proved too much for the player: “I think the jump in demands and pressure was just too sudden. One minute he looked really good; the next he was under pressure” (F). Talent-development environments were also identified

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Lukas Linnér, Natalia Stambulova, Louise Kamuk Storm, Andreas Kuettel, and Kristoffer Henriksen

used the athletic talent development environment and the environment success factors (ESF) working models, originally developed to describe athletic talent development environments and their success, and pilot research ( Kuettel, Christensen, Zysko, & Hansen, 2018 ; Linnér, Stambulova, & Henriksen

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Fleur E.C.A. van Rens, Erika Borkoles, Damian Farrow, and Remco C.J. Polman

-Hall . Henriksen , K. , Stambulova , N. , & Roessler , K.K. ( 2010a ). Holistic approach to athletic talent development environments: A successful sailing milieu . Psychology of Sport and Exercise, 11 , 212 – 222 . doi:10.1016/j.psychsport.2009.10.005 10.1016/j.psychsport.2009.10.005 Henriksen , K

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Stephen Macdonald and Justine Allen

& Fonseca, 2016 ; Mills, Butt, Maynard, & Harwood, 2012 ), however, the importance of the talent development environment (TDE) and the coach’s central influence within it, have been consistently documented (e.g.,  Henriksen, Stambulova, & Roessler, 2011 ; International Council for Coaching Excellence

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International Sport Coaching Journal

DIGEST VOLUME 7, ISSUE #2

interest. Findings also suggest that coaches need more knowledge and tools to appropriately support their athletes, while talent-development environments need to better support coaches with their own mental health and create support networks of qualified health professionals for coaches and athletes

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Takashi Shimazaki, Hiroaki Taniguchi, and Masao Kikkawa

), and corrective efficacy ( Hampson & Jowett, 2014 ) may have been overlooked. Fourth, this study did not consider situational context even though the athletic talent development environment was consistent with multidimensional aspects such as cultures, organizations, and persons ( Henriksen et

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Chris G. Harwood and Sam N. Thrower

approaches ( Bronfenbrenner, 2005 ) and the recognition that young athletes lie at the center of complex social systems, researchers have focused on the quality of talent-development environments ( Henriksen, Stambulova, & Roessler, 2010 ; Martindale, Collins, & Daubney, 2005 ) and an understanding of the

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Martyn Rothwell, Joseph Stone, and Keith Davids

microsystems in the form of players transitioning between community clubs and talent development environments (mesosystem) presented challenges for talent development coaches. In some instances players would move between coaching environments that valued different pedagogical approaches to providing

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Anita Navin, Don Vinson, Alison Croad, Jennifer Turnnidge, and Jean Côté

, including facilitating high-performing teams ( Cole & Martin, 2018 ; Johnson, Martin, Palmer, Watson, & Ramsey, 2012 ), enhancing motivational climate ( Hodge, Henry, & Smith, 2014 ), and enriching talent development environments ( Henriksen, Stambulova, & Roessler, 2010 , 2011 ). Results from a