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Zenzi Huysmans, Damien Clement, Robert Hilliard and Adam Hansell

Within the youth sport context, coaches take on many different roles and responsibilities. Youth coaches are, first and foremost, responsible for performance outcomes and teaching sport-specific physical, tactical, and technical skills ( International Council for Coaching Excellence, Association of

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Christoph Szedlak, Matthew J. Smith, Bettina Callary and Melissa C. Day

Strength and conditioning (S&C) coaching organizations, including the UK Strength and Conditioning Association, the National Strength and Conditioning Association, and the Australian Strength and Conditioning Association, have a focus on teaching standardized competency-based curriculums. Such

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Jenessa Banwell, Gretchen Kerr and Ashley Stirling

Despite the growing participation rates of girls and women in sport ( Physical Activity Monitor Survey, 2010 ), female coaches remain consistently underrepresented at nearly all levels of sport. Women currently represent no more than 25% of all coaches in Canadian sport ( Government of Canada, 2015

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Patricia Gaion, Michel Milistetd, Fernando Santos, Andressa Contreira, Luciane Arantes and Nayara Caruzzo

means of sport ( Camiré, Trudel, & Forneris, 2012 ; Martinek, Schilling, & Hellison, 2006 ). While reflecting on the potential inherent to the sport context and how it is used, we should keep in mind the role played by youth sport coaches in enabling PYD ( Vella, Oades, & Crowe, 2011 ). For example

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Rosemary A. Arthur, Nichola Callow, Ross Roberts and Freya Glendinning

This study is part of a program of research arising from the interests of Sport Wales (a U.K. National Sport Institute) in coaches delivering psychological skills (PS) to their athletes, with the overarching aim of gaining insights into the coaching of PS and developing an effective intervention to

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Tiffanye M. Vargas, Robbi Beyer and Margaret M. Flores

, Brooke, Pelham, & Hoza, 2001 ). Such behaviors can lead to frustration within the sports arena. Coaches may mistakenly label these athletes as unmotivated, lazy, oppositional, defiant or even simply as problem athletes. Volunteer coaches may feel overwhelmed and unprepared to work with athletes

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Nicholas D. Myers, Sung Eun Park, Soyeon Ahn, Seungmin Lee, Philip J. Sullivan and Deborah L. Feltz

of the most widely studied conceptual frameworks in sport and exercise psychology ( Feltz, Short, & Sullivan, 2008 ). The conceptual model of coaching efficacy was proposed approximately two decades ago by Feltz, Chase, Moritz, and Sullivan ( 1999 ) and was guided by self-efficacy theory, a

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Lauren Downham and Christopher Cushion

Reflection and reflective practice have become conspicuous parts of coach education and the terms ensconced in the vocabulary of coach developers ( Cushion, 2016 ; Cushion, Griffiths, & Armour, 2019 ). To be “reflective” is seen as an essential part of coach learning (e.g.,  Cassidy, Jones

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Larissa R. Galatti, Yura Yuka Sato dos Santos and Paula Korsakas

Unlike other countries, coaching in Brazil is recognized as a profession since the legal regulation of physical education (PE) in 1998 ( Law 9696, September 1, 1998 ). This makes our coaching system unique and demands new approaches to coaching education ( Milistetd et al., 2016 ; Milistetd

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Paul Garner, Jennifer Turnnidge, Will Roberts and Jean Côté

It is well-documented that coaching is a complex activity ( Bowes & Jones, 2006 ; Horton, 2015 ; Martindale & Collins, 2012 ) and that preparing coaches to operate as effective practitioners in a dynamic environment remains problematic ( Avner, Markula, & Denison, 2017 ). The gap between theory