Grounded in Self-Determination Theory (SDT; Deci & Ryan, 2000 , 2012 ; Ryan & Deci, 2017 ), a growing body of empirical work in sport psychology has indicated that the giving of autonomy-supportive sports coaching to athletes is related to the coach’s experience of improved well-being and
Bård Erlend Solstad, Andreas Ivarsson, Ellen Merethe Haug and Yngvar Ommundsen
Ryszard Panfil, Marcin Krawczynski, Piotr Marek and Lukasz Panfil
The purpose of this paper is to describe the current status of coaching and coach education in Poland. Currently, the dynamics of legal rulers that govern the sport coaching market in Poland are dictated by several broader phenomena, such as the globalisation of sport culture, European integration, decentralisation of power and deregulation of the labour market that has been occurring over recent years. The coaching labour market, which is determined by various needs of institutions and individuals, points to appropriate forms and methods of education for coaches. This new situation allows us to specify coaching roles and respective competences that are adapted to the dynamic needs of the market. It also allows Polish sport associations and “Akademia Trenerska” (“Coaching Academy”) to actively and innovatively stimulate the sport coaching labour market in Poland.
Vicki D. Schull and Lisa A. Kihl
more deeply embedded and persistent than any other arena ( Hovden, 2000 , 2010 ). The masculine context of sport teamed with dominant masculine leadership ideologies often results in gendered logic and beliefs that men are naturally better sport leaders and coaches, and recent research found the
Travis Crickard, Diane M. Culver and Cassandra M. Seguin
Coach development has been described as the process through which coach learning occurs. This process encompasses formal, nonformal, and informal learning situations that lead to enhanced coaching skills and expertise ( Mallett, Trudel, Lyle, & Rynne, 2009 ; Trudel, Culver, & Werthner, 2013 ). How
Paul G. Schempp and Sophie Woorons
Olympians pushing the limits of human performance, medical doctors discovering ways of fighting debilitating diseases, coaches finding fresh solutions to athlete development challenges—experts in every discipline make a difference in people’s daily lives. Experts are those who possess “the
Göran Kenttä, Marte Bentzen, Kristen Dieffenbach and Peter Olusoga
High-performance (HP) coaching is a demanding profession that challenges mental health and sustainability in the profession ( Didymus, 2017 ). Coaches face constant pressure related to performance expectations, along with the perennial threat of negative consequences such as funding cuts and job
The purpose of this article is to describe the status of coaching and coach education in Sweden. The Swedish Sport Movement can be traced to the distinctive cultural and political characteristics that exist in Sweden and in other Scandinavian countries. The typical Swedish coach has been described as a collectivist, having a high work ethic and believing strongly in the importance of the group (Birkinshaw & Crainer, 2002). They build their coaching on what are traditionally considered female values, have a high-risk tolerance and there is often a lack of hierarchy in the coach-athlete relationship. Most coaching is done on a voluntary basis and the different Sport federations design and deliver coach education. There is no standard or uniform coach education regarding content, structure and costs. In addition, the quality of coach education in Sweden has not been assessed. Although many coaches recognize the importance of learning from other coaches, research has found that coaches in Sweden are seldom prepared to reflect and to think critically (Fahlström, Glemne, Hageskog, Kenttä, & Linnér, 2013; Hedberg, 2014).
Sergio J. Ibáñez, Javier García-Rubio, Antonio Antúnez and Sebastián Feu
The importance of generating scientific knowledge is growing daily. This demand is clearly evident in sport sciences focused on the agents involved in the sport process (players, coaches, doctors, managers, public, etc.). Scientific knowledge is disseminated in many different forums and academic
Isabel Mesquita, Joana Ribeiro, Sofia Santos and Kevin Morgan
The aim of this study was to analyze Portuguese expert coaches’ conceptions of learning sources that promote long-term coach development and the extent to which these sources are currently present in coach education programs. Six expert coaches were individually interviewed, using a semistructured format and the interviews were analyzed using QSR N6 Nudist software. The results highlighted the participants’ awareness of the uniqueness of coach education, emphasizing the importance of reflecting and engaging with a variety of learning experiences. Findings also revealed dissatisfaction with the current dominant education framework in Portugal, which remains excessively didactic and classroom-orientated. In contrast, the participants externalized a constructivist approach for coach education assuming the need for theoretical knowledge to be framed in practical contexts, where they have the opportunity to share and reflect their own and others’ experiences to develop learning. Such a position echoes Sfard’s acquisition and participation learning metaphors.
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