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Vladislav A. Bespomoshchnov and Leonid V. Mikhno

The purpose of article is to provide an overview of coaching and coach education in Russia with a focus on ice hockey coaching. The coach education system in Russia is in a transitional stage. Previously, it was a threestage model: Baccalaureate Degree, Specialist Degree and Master’s Degree in any sport (Mikhno, Vinokurov, & Maryanovich, 2004). However, a law created by The Ministry of Sport (2014) delegated the establishment of a coaching certification system to each of the sports federations. The Russian Ice Hockey Federation (RIHF) proposed a 4-level license system. The N.G. Puchkov’s Ice Hockey Coaching Academy is the modern school for ice hockey coaches, which has evolved from Tarasov’s Higher Education School for Ice Hockey Coaches. Anatoly Tarasov is the Russian ice hockey coach who developed the system in the 1920s when ice hockey was first introduced to the USSR. Ice hockey coach education in Russia is gradually developing every year.

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International Sport Coaching Journal


‘Everyone Gets a Kick’: Coach Characteristics and Approaches to Inclusion in an Australian Rules Football Program for Children May, T., Sivaratnam, C., Williams, K., McGillivray, J., Whitehouse, A., & Rinehart, N. (2019). International Journal of Sports Science & Coaching, 14 (5), 607–616. doi: 10

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Thomas M. Leeder, Kate Russell and Lee C. Beaumont

Understanding coach development has been an area of increased interest within the sports coaching field over recent years. At present, we are aware that coaches encounter situations for learning in variable ways, with current thinking proposing learning to coach through practical experience

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Jordan D. Herbison, Terry W. Cowan, Luc J. Martin, Zach Root and Mark W. Bruner

the association between the perceived quality of the coach and athlete leadership and both task and social cohesion to be mediated by athletes’ perceptions of social identity. Additionally, Benson, Bruner, and Eys ( 2017 ) investigated social identity’s influence on group norms and found that

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John Lyle

Editor’s Preface The academic literature is replete with theories, models, and guiding frameworks. Sport coaching literature is no exception. However, rarely is the curtain pulled back to reveal the forces and thought process that shaped the creation of these conceptual frameworks. Without a doubt

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Shaina M. Dabbs, Jeffrey A. Graham and Marlene A. Dixon

coaches. Workforce and Career Trends: A Focus on Midcareer Experiences Three notable trends contribute to the complexity of managing today’s workforce. First, the workforce overall is aging. Since 2001, the teenage workforce decreased by 33%, whereas employees aged 55 years and older increased by 40

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

-athletes have the advantage relative to non-athlete peers of having a close community of teammates and multiple adult mentors in the form of coaches, athletic trainers, academic support staff, and athletics administrators. This means that there are many people who have regular and meaningful contact with

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Miranda Rudnick and Brian Wallace

the use of ankle supports in the sport of high school basketball. The recommendations of authority figures, such as athletic trainers and coaches, can have a strong influence on the actions of the high school athletes under their supervision ( Simon, Donahue, & Docherty, 2017 ). However, little is

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Steven C. Barnson

The purpose of this research was to: (a) describe the coaching process using language that is meaningful for practicing coaches; (b) explain how different coaches maneuver through the process of coaching; and (c) probe the paradoxical nature of the coaching process. Data gathered over a 6-month period with eight high school team sport coaches in the United States representing six different sport contexts, revealed three foundational paradoxes. Based on the results, coaching is best viewed as the convergence of three paradoxical forces: the paradox of authenticity, the paradox of purpose, and the pendulum paradox. The paper closes with the suggested definition of sports coaching: Coaching is the process of utilizing an intentional philosophic approach to simultaneously teach, motivate, and organize an athlete to attain higher levels of success over time.

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Jeffrey A. Graham and Marlene A. Dixon

, suggesting that if individuals are not physically and emotionally invested in the organization, they are in some way letting the “family” down. Furthermore, there is little job security for coaches in sport, as contracts can and often are terminated mid- or postseason. These pressures produce a culture that