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Patti Finke, Janet Hamilton, Warren Finke and Mike Broderick

The RRCA Coaching Certification program is a model for national coaching education. The goal of the RRCA coaching certification is to provide trained individuals to work as coaching professionals for the sport of distance running at all levels from beginner to advanced runners. A coaching program for distance running attracts more individuals to the sport, and more importantly, helps individuals train intelligently, extend their running careers, have more fun running, and minimize the risks of overuse injuries. The program has certified over 1600 coaches across the US.

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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

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Jim Denison

pace or inhabit a certain rhythm: a rhythm typically determined by a coach’s plan. I’m not exactly sure where my words came from that day. “Guys,” I began, “as you run your 400’s, instead of targeting a time, or thinking you have to do 10, try to focus on, sense, and notice your body’s effort as you

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Lea-Cathrin Dohme, Alexandra J. Rankin-Wright and Sergio Lara-Bercial

Sport participation is a central contributor to individuals’ physical and mental well-being. Approximately 1.1 million coaches provide sporting opportunities to millions of children, adolescents, and adults on a daily basis in the United Kingdom alone ( North, 2009 ). Coaching is thus a fundamental

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Erin Kraft, Diane M. Culver and Cari Din

, & Culver, 2019 ). There has been a notable shortage in female head coaches in the United States ( Machida-Kosuaga, Schaubroek, Gould, Ewing, & Feltz, 2017 ) and a general underrepresentation of women in sport leadership positions on a global scale ( LaVoi, 2016 ). Moreover, the number of women securing

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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

sports coaches as key sources of nutrition information for athletes ( Cockburn et al., 2014 ; Couture et al., 2015 ; Danaher & Curley, 2014 ; Jessri et al., 2010 ; Torres-McGehee et al., 2012 ; Zinn et al., 2006 ). This is especially true for coaches working with young athletes ( Graves et al., 1991

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Matthew A. Grant, Gordon A. Bloom and Jordan S. Lefebvre

A large amount of coaching science research is dedicated to understanding how coaches learn to coach ( Gilbert & Trudel, 2004 ). According to Nelson, Cushion, and Potrac ( 2006 ), coaches learn in three different situations: (a) formal learning (i.e., large-scale curriculum-based education), (b

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David B. Rush and Teodoro Ayllon

Behavioral coaching has recently been found effective in developing a variety of sports skills in children, adolescents, and adults. These studies have relied on adult coaches using various behavioral techniques to develop sports skills. The present study attempted to extend these findings by substituting a peer coach for an experienced coach. The subjects were nine boys, ages 8 to 10, identified by the head coach as being deficit in three soccer skills: heading the ball, throw-ins, and goal kicking. The effects of a conventional form of coaching was compared to the behavioral one when each was conducted by the peer coach. The behavioral method included: (a) systematic use of verbal instructions and feedback, (b) positive and negative reinforcement, (c) positive practice, and (d) time out. A multiple baseline design across individuals, a reversal, and a changing criterion design were employed to evaluate the behavioral method. The results show a two- or threefold increase in soccer skill performance when behavioral coaching was used. The results were consistent for all nine players. The peer coach was found to be an effective instructor and trainer, thus demonstrating the versatility of the behavioral coaching method and the usefulness of a peer coach in extending the efforts of the head coach.

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

( 2016 ), the national federation for high school sport, declares that its mandate is to “promote and advocate for positive sportsmanship, citizenship and the total development of student athletes through interscholastic sport”. The Canadian school sport system is overseen by 52,000 volunteers who coach

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Ted F. Burden and Marlene A. Dixon

Numerous studies have shown the high level of influence interscholastic coaches’ yield at their respective campuses (Côté & Fraser-Thomas, 2007; Fredericks & Eccles, 2006; Greendorfer, 2002). This influence is not confined to athletes only, but extends to a large portion of the general student body as well. Coaches, especially interscholastic coaches, can become centers of influence (COI) for physical fitness and physical activity participation throughout the entire student body. This often unsolicited influence can have dramatic effects on how non-participants view initiatives and opportunities encouraged by “their” coach. For example, coaches can personally recruit new athletes, provide mentoring, and/or encourage participation in after-school activities.