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Lynn Kidman and David Keelty

The purpose of this article is to provide an overview of coaching and coach development in New Zealand. For a small country with a population of 4.47 million (Statistics New Zealand, 2015), New Zealand achieves great success on the world sporting stage. One of the many contributors to this success is New Zealand’s commitment to developing coaches with an emphasis on continuous improvement through the provision of ongoing learning opportunities for coaches (SPARC, 2006). Interestingly the International Sport Coaching Framework’s recommendations aligns itself to such an emphasis that they refer to as lifelong learning (ICCE, 2013). To achieve this focus, and based on a Ministerial Taskforce findings that, “Coaching is in urgent need of support and development” (Ministerial Taskforce, 2001, p.10) Sport and Recreation New Zealand (SPARC) established a consultancy group to review and redevelop coaching. An outcome of this consultation was the production of the New Zealand Coaching Strategy (SPARC, 2004). Based on robust discussion on many issues of how people learn and coaching development philosophies, the Coach Development Framework (CDF) was established in 2006. Since its establishment, the CDF has been guiding coach development in New Zealand, placing the responsibility for this development on the National Sporting Organisations (NSOs).

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Maja Gunhild Olsen, Jan Arvid Haugan, Maria Hrozanova and Frode Moen

Elite coaches invest considerable amounts of time and energy in their coaching practice, and coaching in sport is found to be a demanding professional area ( McNeill, Durand-Bush, & Lemyre, 2018 ; Moen, Bentzen, & Myhre, 2018 ). To undertake the task as an elite coach requires the fulfillment of

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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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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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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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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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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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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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Cassidy Preston, Veronica Allan, Lauren Wolman and Jessica Fraser-Thomas

PYD will be achieved ( Danish, Forneris, Hodge, & Heke, 2004 ; Gould & Carson, 2008 ). Rather, broader influences such as the interactions between coaches and parents play an important role in shaping athletes’ PYD outcomes ( Fraser-Thomas & Strachan, 2015 ; Holt et al., 2017 ). Alarmingly