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Beth G. Clarkson, Elwyn Cox and Richard C. Thelwell

Background In stark contrast to a significant growth in women’s participation in football (soccer) over the past 20 years, such growth is not reflected in the number of women coaches at all levels of expertise ( Williams, 2013 ). Recent reports indicate that 80% of coaching positions in European

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Alixandra N. Krahn

Despite a range of initiatives aimed at improving the numbers and experiences of women in sport coaching, Canadian women continue to have limited opportunities to get into and to stay in sport coaching ( CSPS, 2017 ; Demers & Kerr, 2018 ). The highest levels of coaching within Canada include

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Majid AL-Busafi

The purpose of this critical review is to propose a coach education system for Oman. The lack of any coach education system is one of the major obstacles confronting sport in Oman, which is an emerging “sport-interested” country (Zayed, 2004). The current review is based on two sources. First, an empirical investigation across Oman was conducted. Second, in order to learn from other notable coach-education systems, national and international coach-education systems were analyzed. Four data-gathering instruments were selected: questionnaire, interview, document analysis, and a research journal. Knowledge and understanding gained in these exercises were used to underpin a proposal for a coach education system for Oman that includes an accreditation structure, a curriculum outline, and a management system.

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Jerry Segwaba, Desiree Vardhan and Patrick Duffy

The South African government and the South African Sport Confederation and Olympic Committee (SASCOC) have committed to the creation of an active and winning nation through sport. As part of the national sports plan, coaching has been identified as a key element in the success of the South African sports system. In this context, SASCOC commissioned the development of the South African Coaching Framework, which was formally launched in 2011. The development and launch of the Framework has been accompanied by the gathering of research and scoping data to inform the processes of planning, implementation and impact evaluation. This article describes the current position of coaching in South Africa and the key issues being addressed through the South African Coaching Framework. The challenges that remain to be faced in maximising the contribution of sport coaching to the sporting and social vision of the nation are also identifed.

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Bradley Fawver, Garrett F. Beatty, John T. Roman and Kevin Kurtz

When properly organized, sport has the power to positively benefit numerous aspects of one’s life and, more importantly, foster strong communities ( Morgan & Bush, 2016 ). Coaches play a vital role for youth athletes by teaching the pillars of physical activity, and more importantly, they serve

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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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Philippe Crisp

Community sport coaches in the United Kingdom, through using sport projects, play an important role in delivering wider social policy objectives. These objectives relate to how the use of sport is seen to be effective in managing changes in individuals through positive youth development (PYD) and

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Hedda Berntsen and Elsa Kristiansen

Coaches play an important role in their athletes’ sport participation experiences, and they are often responsible for shaping athletes’ social environment ( Gilbert & Trudel, 2004 ; Matosic, Ntoumanis, & Quested, 2016 ). Self-Determination Theory (SDT; Ryan & Deci, 2017 ) distinguishes between

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Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre

Coaches operate within dynamic and complex work environments in which they face a variety of performance (e.g., athlete preparation), organizational (e.g., administrative duties), and personal (e.g., self-imposed expectations) demands ( Durand-Bush, Collins, & McNeill, 2012 ). Over time, coaches

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Adam J. Nichol, Edward T. Hall, Will Vickery and Philip R. Hayes

, & Deakin, 2008 ) have also been connected to sport participation, among many others. However, such outcomes are the result of more than mere participation in sport; they are shaped by a range of social and contextual factors ( Holt & Neely, 2011 ). Of these, the sports coach has been strongly implicated in