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Kosuke Kojima, Christopher L. Brammer, Tyler D. Sossong, Takashi Abe and Joel M. Stager

( 4 , 7 , 12 , 20 ). The relevant, practical, coaching question then becomes “Are the expected gains from any given training paradigm worth the time, effort, and potential risk given the constraints faced by youth coaches dealing with young adolescent athletes?” The answer, of course, appears to be

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David Ekholm

how role-models share a similar background and experiences with the young people as well as being included in the same community. In the following excerpt, a youth coach in FFI responds to a question about his role in facilitating social inclusion and integration. Some kids, it can be that they swear

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Daniel Gould

children and youth who may lack motivation for participation? Associated with this question is discovering how volunteer youth coaches, most of whom have little training, can effectively coach children who may lack basic motivation for participation. While previous research on youth sport participation

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Leanne Norman

this context, there are three coaching qualification strands available, including the youth coaching pathway, the goalkeeping coaching pathway, and the main, core pathway ( The Football Association, 2017 ). The core strand includes five levels of qualification: Level I, Level II, UEFA B License (Level

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Jim Mckay and Donna O’Connor

; Partington & Cushion, 2013 ). These training drills are often isolated from the context of a game with the coach telling the players what to do and how to do it ( O’Connor & Larkin, 2015 ). The high amounts of explicit verbal instruction reported in several systematic observation studies of youth coaches

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Cailee E. Welch Bacon, Gary W. Cohen, Melissa C. Kay, Dayna K. Tierney and Tamara C. Valovich McLeod

. Sport-related concussion misunderstandings among youth coaches . Clin J Sport Med . 2007 ; 17 ( 2 ): 140 – 142 . PubMed doi:10.1097/JSM.0b013e31803212ae 10.1097/JSM.0b013e31803212ae 38. Bazarian JJ , Veenema T , Brayer AF , Lee E . Knowledge of concussion guidelines among practitioners

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Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone and Kelly P. Arbour-Nicitopoulos

participation by including more dialogs between the youth, coach, and parent(s) regarding their sport experiences. Opening the lines of communication may help to reduce need thwarting, and support the youth’s needs for relatedness and autonomy by building a supportive sport experience for the youth. Nonverbal

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Meredith Rocchi and Luc G. Pelletier

). Recreational and developmental youth coach learning . Physical Education and Sport Pedagogy, 1 – 13 . doi:10.1080/17408989.2017.1406464 Rocchi , M. , Pelletier , L. , Cheung , S. , Baxter , D. , & Beaudry , S. ( 2017 ). Assessing need-supportive and need-thwarting interpersonal behaviors: The

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

parent sport behaviours on children’s development: Youth coach and administrator perspectives . International Journal of Sports Science & Coaching, 10 , 605 – 621 . doi:10.1260/1747-9541.10.4.605 10.1260/1747-9541.10.4.605 Salovey , P. , Bedell , B.T. , Detweiler , J.B. , & Mayer , J

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Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza and Nicole D. Bolter

Separate, parallel interview guides were prepared for youth, coaches, caregivers, and school personnel. Researchers derived questions to tap into what , how , and why girls may have learned various skills, attitudes, and behaviors through participating in Girls on the Run . Interview guides and