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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva

skills development and transfer consisting of six levels, with the inherent premise that athletes “have a greater likelihood of experiencing positive development outcomes as coaches move up the continuum” (p. 3). Specifically, coaches who actively discuss and practice life skills development and transfer

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Jonathon Edwards, Diane Culver, Ross Leadbetter, Kate Kloos and Luke Potwarka

An understanding of the relationship between the key stakeholders such as sport organizations, coach developers (CDs), and coaches and their roles within a system is imperative for ensuring the effective delivery of key programs and activities. This is particularly the case in the delivery of a

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Victoria McGee and J.D. DeFreese

Coaches have a noted ability to affect technical development, motivation, and psychological experiences in athletes ( Riley & Smith, 2011 ; Vella, Oades, & Crowe, 2013 ). Relative to sport psychology practice, the coach is an important member of the sport-related social environment with great

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Michel Milistetd, Pierre Trudel, Isabel Mesquita and Juarez Vieira do Nascimento

In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have acquired the same knowledge and developed the same competencies. Therefore, a broad inquiry of what is provided by different universities was needed to create a picture of the curriculum that future sport coaches will experience. In an effort to situate the Brazilian coaching and coach education system within a worldwide perspective, the data collected are interpreted using the International Sport Coaching Framework (ISCF).

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Bettina Callary and Brian Gearity

In our special issue, we are very pleased to publish the work of fellow researchers around the world, but we also note that while there is work being done by coach developers worldwide, the authors in our special issue are concentrated in only five countries (Canada, USA, United Kingdom, Australia

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David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin

As issues continue to arise in sport (e.g., concussions, bullying, doping, sexual abuse, analytics), sport coaches must continually undertake a process of education in order to be knowledgeable and well-prepared for situations that arise. During the early years of their coaching careers, sport

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Emily J. Sleeman and Noora J. Ronkainen

Women’s football is globally experiencing unprecedented growth and public interest, and in many countries, both players and coaches have emerging possibilities to make a full-time income from the game. In England, The Football Association proposed a new strategy for women’s football, focusing on

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Sean H. Kerr, Tiffanye M. Vargas, Mimi Nakajima and Jim Becker

). Due to the increasing prevalence and risk, concussions are beginning to be viewed as a major public health priority ( Wiebe, Comstock, & Nance, 2011 ), highlighting a need for research on prevention. Within youth sports, the coach is a potential means of prevention and intervention. Volunteer youth

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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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Gretchen Kerr, Anthony Battaglia, Ashley Stirling and Ahad Bandealy

given to coaches’ views. Richardson et al. ( 2012 ) examined the perspectives of physical education teachers and teacher-coaches and found that although few (21%) participants reported intentions to use exercise as punishment, a significant portion (61%) implemented this strategy when managing athletes