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Pete Van Mullem and Chris Croft

Collegiate coaching in the United States is highly competitive, with over 557,000 collegiate athletes competing across 1,348 four-year intercollegiate universities and colleges ( National Association of Intercollegiate Athletics [NAIA], 2020 ; National Collegiate Athletic Association [NCAA], 2020

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Kyle Paquette, Pierre Trudel, Tiago Duarte and Glenn Cundari

Despite coach learning being a contested concept ( Mallett, Trudel, Lyle, & Rynne, 2009 ) with a variety of theoretical perspectives and conceptual lenses offered for its understanding ( Jones, 2006 ; Nelson, Groom, & Potrac, 2016 ), the sport coaching literature appears to be progressively

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Amy Price, Dave Collins, John Stoszkowski and Shane Pill

Coaching games players is a particularly challenging process given the dynamic and complex nature of game play where interaction between players, skills, strategies, space and rules (to name but a few) influence how individuals and the team respond to any given situation ( Grehaigne & Godbout, 2014

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Zoë A. Poucher, Katherine A. Tamminen and Gretchen Kerr

of athletes’ support providers, as their interactions may have consequences for their own and the athletes’ experiences in sport. Previous research has indicated that elite Canadian athletes consider coaches, family, friends, teammates, retired teammates, and sport administrators to be important

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Matea Wasend and Nicole M. LaVoi

National Collegiate Athletic Association (NCAA) intercollegiate teams, compared to about 16,000 in 1970 ( Acosta & Carpenter, 2014 ). As Schull ( 2017 ) notes, increased participation rates would seem to bode well for gender equity in sport coaching. However, despite the increasing athletic capital and

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Kyle Paquette and Pierre Trudel

The complexities of learning and sport coaching have both been widely accepted notions and central themes to their respective literatures for decades (e.g.,  Rogers, 1969 ; Smith, Smoll, & Hunt, 1977 ). Despite being equipped with these fundamental understandings, programs designed to educate

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Niall O’Regan and Seamus Kelly

Building on previous research that explored coaching and coach education in Ireland ( Chambers & Gregg, 2016 ), this article provides a history of the Football Association of Ireland (FAI) and coach education in Ireland. An overview of coach education in Ireland precedes how UEFA policy documents

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George B. Cunningham, Na Young Ahn, Arden J. Anderson and Marlene A. Dixon

Though sport participation is widely available to women, when it comes to coaching positions, the data tell a different story. Consider the following: in the United States (US) during the 2016–17 academic year, girls and women represented 42% of all interscholastic athletes ( 2016-17 High School

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Peter Olusoga, Marte Bentzen and Goran Kentta

, while Schutte, Toppinen, Kalimo, and Schaufeli ( 2000 ) argued that burnout was more likely to develop in professionals whose job roles are based around interpersonal relationships. These human relationships are an integral part of sports coaching ( Vealey, Udry, Zimmerman, & Soliday, 1992 ), which

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Alexander David Blackett, Adam B. Evans and David Piggott

An emerging body of research on coach development has focused upon reporting the pathways and the career “stages” through which high-performance coaches progress ( Barker-Ruchti, Lindgren, Hofmann, Sinning, & Shelton, 2014 ; Erickson, Bruner, MacDonald, & Côté, 2008 ; Koh, Mallett, & Wang, 2011