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Vladislav A. Bespomoshchnov and Jeffrey G. Caron

Anatoly Tarasov was the architect of the Russian ice hockey system—one of the most storied program’s in the history of International ice hockey. As a head coach, he led his team to 3 Olympic gold medals, 9 World Championships, and 18 National Championships. He was also the first European inducted into the Hockey Hall of Fame in Canada. Given all that he accomplished, it is surprising that relatively little is known about Tarasov outside of Russia. The purpose of this paper is to introduce coach Tarasov and, through an analysis of his own writings and what others have written about him, shed some light on his coaching methods that we believe comprise his coaching philosophy. As we will demonstrate, Tarasov’s coaching methods, which would have been viewed as unusual at the time—particularly by ice hockey coaches in North America—are now widely supported in the coaching science literature and practiced by some of the world’s most regarded coaches. Rooted in Tarasov’s coaching methods, we also provide a number of “best practices” for ice hockey coaches, which we believe might also be applicable to coaches working in other contexts.

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Pamela Fenning, Marianela Parraga, Vinita Bhojwani, Amie Meyer, Michael Molitor, Mary Malloy, Larry Labiak, Irene Taube and Father Joe Mulcrone

The purpose was to evaluate perceived sportsmanship behaviors and learning outcomes of a one-day integrated basketball clinic and tournament, titled the Sports for Mutual Admiration and Respect Among Teens (SMART) Games, cooperatively planned and implemented by over 17 agencies. Participants were 55 adolescents (28 without disabilities and 27 with hearing, cognitive/emotional, mobility, or visual disabilities), ages 14 to 18, M age = 15.5. Tournament play was in four divisions, one for each disability, with rules and skills modified accordingly. Quantitative and qualitative data collected afterwards revealed only one significant difference between genders and no significant differences between participants with and without disabilities on the other sportsmanship behaviors (competition, help with skill, equity, fair, effort). Except for ratings on perceived help with skills, sportsmanship ratings were relatively high, ranging from 3.07 to 3.56 on a 4-point scale. Perceived learning outcomes pertained to increased understanding of individual differences and sportsmanship.

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Diego G.D. Christofaro, Bruna C. Turi-Lynch, Kyle R. Lynch, William R. Tebar, Rômulo A. Fernandes, Fernanda G. Tebar, Gregore I. Mielke and Xuemei Sui

) were evaluated. All classes were invited to participate in this study. Parents or guardians received a questionnaire about their lifestyle habits (PA and SBs) and education level. In the end, 1202 mothers and 871 fathers answered the questions. Parents or guardians of the adolescents signed a consent

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Trenton M. Haltom

, basketball, or baseball, are where boys learn about manhood, bond with their fathers, and develop competitive attitudes ( Messner, 1992 ). Contrary to more traditional sports settings where masculinity and men dominate, feminized or women-dominated sports are also arenas for boys’ gender socialization. These

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Pedro Teques, Luís Calmeiro, Henrique Martins, Daniel Duarte and Nicholas L. Holt

’ emotional intelligence, coping strategies, and sideline behaviors during their child’s soccer games. Note. Positive paths in continuous lines and negative paths in dashed lines. Methods Participants During an international youth soccer tournament, 232 parents (120 mothers, 110 fathers; 2 participants did

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Charlotte L. Edwardson and Trish Gorely

This study examined the relationship between activity-related parenting practices and children’s objectively measured physical activity (PA) in 117 UK children (mean age 8.3 ± 0.95). No significant gender differences in the mean level of activity support were identified although it was found that mothers and fathers favored different activity-related parenting practices. Mothers provided higher levels of limiting sedentary behavior for both boys and girls compared with fathers as well as higher levels of logistic support for girls than fathers. Results showed that for boys, paternal explicit modeling was significantly associated with MVPA (r = .31) and VPA (r = .37). Overall, mothers and fathers favored different activity-related parenting practices when encouraging their children to be active and explicit modeling from fathers appears to be important in shaping physical activity in boys.

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Emily L. Mailey, Deirdre Dlugonski, Wei-Wen Hsu and Michelle Segar

media sites and by a university faculty/staff e-mail announcement. Participants were informed that it was a study of physical activity among parents. Any mother or father of children age 16 and younger (ie, the ages at which children are dependent on their parents for care and transportation) was

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Megan L. Babkes and Maureen R. Weiss

This study examined the relationship between children’s perceptions of parental influence and their psychosocial responses to competitive soccer participation. Female (n = 114) and male (n = 113) athletes completed self-reports of soccer competence, enjoyment, intrinsic motivation, and parents’ influence on their participation. Mothers (n = 160) and fathers (n = 123) reported their own attitudes and behaviors toward their child’s participation. Regression analyses revealed that mothers and fathers who were perceived as positive exercise role models, who had more positive beliefs about their child’s competency, and who gave more frequent positive contingent responses to performance successes were associated with athletes who had higher perceived competence, enjoyment, and intrinsic motivation. Children who also perceived their fathers as being more involved in their soccer participation and exerting lower amounts of pressure to perform had more positive psychosocial responses. However, a nonsignificant relationship was found for mother and father reported influence with children’s psychosocial responses.

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Adam B. Lloyd, David R. Lubans, Ronald C. Plotnikoff and Philip J. Morgan


This study examined potential parenting-related mediators of children’s physical activity and dietary behavior change in the Healthy Dads, Healthy Kids (HDHK) community program.


A randomized controlled trial was conducted with 45 overweight/obese (mean [SD] age = 39.8 [5.4] years; BMI = 32.4 [3.8]) fathers and their children (n = 77; 58% boys; mean [SD] age = 7.7 [2.5] years). Families were randomized to either the HDHK program or wait-list control group. The program involved 7 sessions. Fathers and their children were assessed at baseline and at 14 weeks for physical activity (pedometery) and core food intake (Questionnaire). Fathers’ lifestyle-related parenting practices included; self-efficacy, beliefs, modeling, logistic support, rules, cophysical activity, shared mealtime frequency and intentions.


Significant intervention effects were found for cophysical activity and modeling physical activity. Cophysical activity mediated children’s physical activity in the intervention (‘mediated effect,’ AB = 653, 95% CI = 4–2050) and was responsible for 59.5% of the intervention effect. Fathers’ beliefs mediated children’s percent energy from core foods (AB = 1.51, 95% CI = 0.05–5.55) and accounted for 72.9% of the intervention effect.


Participation in the HDHK program positively impacted on fathers’ cophysical activity with their child and beliefs about healthy eating which mediated changes in children’s diet and physical activity behaviors.

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Anthony J. Amorose

This study examined the reflected appraisal process in female middle school (n = 66; M age = 12.39 – .87 years) and high school athletes (n = 88; M age = 14.70 – 1.08 years). Questionnaires assessed the athletes’ self-perceptions of sport competence and how they perceived their mothers, fathers, coaches, and teammates evaluated their ability in sport. A multiple regression analysis revealed that the various reflected appraisals predicted self-perceptions of competence (p < .01, R2 = .65). Mothers (β = .19), coaches (β = .24), and teammates (β = .47) were each significant predictors, while the reflected appraisal of fathers (β = .08) was non-significant. Squared semi-partial correlations indicated that teammates accounted the greatest amount of unique (sr2 = .25), followed by coaches (sr2 = .08), mothers (sr2 = .05), and fathers (sr2 = .01). Structural equation modeling indicated that the pattern of relationships was the same for middle school and high school athletes.