Search Results

You are looking at 101 - 110 of 219 items for :

  • "coach education" x
Clear All
Restricted access

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

Restricted access

Anne O’Dwyer and Richard Bowles

, 2018 ) has recommended that coach education research include nonelite contexts and employ greater methodological diversity. This Insight paper is based on experiences of coach learning using a methodology not widely used in coach learning within an amateur sport setting. Improving the quality of

Restricted access

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

Restricted access

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

Restricted access

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

Restricted access

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

Restricted access

Daniel Gould, John Giannini, Vikki Krane and Ken Hodge

The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.

Restricted access

Cassidy Preston and Jessica Fraser-Thomas

contributing to potential changes in sport organizations, coach education resources and programs, and wider sport policies. References Adie , J.W. , Duda , J.L. , & Ntoumanis , N. ( 2012 ). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer

Open access

Bård Erlend Solstad, Andreas Ivarsson, Ellen Merethe Haug and Yngvar Ommundsen

, & Bongaardt, 2015 ; Langan et al., 2013 ), it seems safe to argue that many coaches who attend coach education may be doing so because they feel obliged to do so. In other words, coaches may be pursuing the activity (i.e., attending the coach education workshop) on the basis of controlled motives. Moreover

Restricted access

Si Hui Regina Lim, Koon Teck Koh and Melvin Chan

that coaches intentionally withheld emotional support from youth athletes recovering from injuries in fear of disrupting the training routines of active players. Additionally, coach education programmes related to values and life skills instruction are often brief. This constrains the ability of