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Sergio Lara-Bercial and Clifford J. Mallett

In 2011, the Innovation Group of Leading Agencies of the International Council for Coaching Excellence initiated a project aimed at supporting the identification and development of the next generation of high performance coaches. The project, entitled Serial Winning Coaches, studied the personalities, practices and developmental pathways of professional and Olympic coaches who had repeatedly achieved success at the highest level of sport. This paper is the third publication originating from this unique project. In the first paper, Mallett and Coulter (2016) focused on the development and testing of a novel multilayered methodology in understanding a person through a single case study of a successful Olympic coach. In the second, Mallett and Lara-Bercial (2016) applied this methodology to a large sample of Serial Winning Coaches and offered a composite account of their personality. In this third instalment, we turn the focus onto the actual practices and developmental pathways of these coaches. The composite profile of their practice emerging from the analysis revolves around four major themes: Philosophy, Vision, People and Environment. In addition, a summary of the developmental activities accessed by these coaches and their journey to success is also offered. Finally, we consider the overall findings of the project and propose the concept of Driven Benevolence as the overarching operational principle guiding the actions and behaviours of this group of Serial Winning Coaches.

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Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson

A wide range of guidelines exist for developing new coaching education programs. For example, the International Sport Coaching Framework (ISCF) was developed by the International Council for Coaching Excellence (ICCE) and the Association of Summer Olympic International Federations (ASOIF) to

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Anna Stodter and Christopher J. Cushion

paper goes some way to addressing this by providing evidence for the multiple associated layers of learning in a formal coach education setting involved with the development of coach developers and coach development practices. Reflecting what is known about how coaches learn ( Cushion et al., 2010

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Katie Dray and Kristy Howells

Technology Enhanced Learning (TEL) in coach education has, in recent years, become part of the learning experience for many coaches. In their recent review, Cushion and Townsend ( 2019 ) highlight that the use of TEL in coaching may provide opportunities to expand our models of coach education, but

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Regina Belski, Alex Donaldson, Kiera Staley, Anne Skiadopoulos, Erica Randle, Paul O’Halloran, Pam Kappelides, Steve Teakel, Sonya Stanley and Matthew Nicholson

to improve the nutrition knowledge of coaches and increase their self-efficacy in advising young Australian football players about nutrition. The purpose of this study was to evaluate the impact of a simple nutrition education session embedded in a mandatory Australian football coach education course

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Tiffanye M. Vargas, Robbi Beyer and Margaret M. Flores

rarely, if ever, are included in coaching preparation. Therefore, the purpose of the current paper is to explore the recent research addressing attitudes and efficacy towards working with athletes with HD as well as to explain and present specific strategies to be incorporated into coaching education

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Martin Camiré, Kelsey Kendellen, Scott Rathwell and Evelyne Felber Charbonneau

). In recent research, coach education has been identified as a factor to consider in understanding coaches’ ability and willingness to teach life skills through sport ( Santos et al., 2017 ). Coach Education and Life Skills Development A leading cause as to why life skills are inconsistently coached in

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

coaches receive formal sport coaching education through numerous ways, including active participation in sports, classes taken as students, training received at seminars and clinics, and through a variety of self-administered educational tools (e.g., resources on the internet, videos and books) ( Wright

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Marja Kokkonen

gaps in the current research literature. The present findings are also of educational and practical importance. First, coach education should provide coaches with theoretical knowledge about GSMs, the detrimental psychological correlates of gender-based and sexual harassment, and the contents of anti

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Emily Kroshus, Jessica Wagner, David L. Wyrick and Brian Hainline

of each component. Figure 1 —Theoretic framework informing coach educational module. Table 1 Coach Education Module Components and Strategies Component Objective Example Intervention Component 1. Mental health literacy Increase knowledge about signs and symptoms of mental illness Present mental