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Tshepang Tshube and Stephanie J. Hanrahan

The purpose of this paper is to present the status of coaching in Botswana, particularly in terms of key developments in policies and practice. A brief overview of Botswana’s political, cultural, and geographical environments and economic status will be presented first to contextualize coaching and

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Bettina Callary, Scott Rathwell and Bradley W. Young

Coach education programs are increasingly moving away from a ‘beginner’ to ‘expert’ continuum, and instead recognizing the influence of the coaching context in providing coaches with the education that they seek ( Rodrigue, He, & Trudel, 2016 ). The International Sport Coaching Framework (ISCF) 1

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Meredith Rocchi and Luc G. Pelletier

Existing research has suggested that coaches promote athlete success both within and outside of sport through their interpersonal behaviors and their coaching styles (e.g., Mageau & Vallerand, 2003 ). To date, most of this research has been athlete-focused and has not taken into consideration how

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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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Pete Van Mullem and Kirk Mathias

There is no recognized widespread method for gauging the preparedness of a coach ( Trudel, Culver, & Werthner, 2013 ), and in the United States, outside one’s sport, there are no universal requirements to coach ( Bodey, Brylinsky, & Kuhlman, 2008 ). In designing, facilitating, and implementing

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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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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