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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

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Lori Gano-Overway, Pete Van Mullem, Melissa Long, Melissa Thompson, Bob Benham, Christine Bolger, Andrew Driska, Anthony Moreno and Dan Schuster

The role of a coach is multifaceted, requiring a varied skill set and guided by the context of the sport ( Cassidy, Jones, & Potrac, 2016 ). Charged to teach athletes appropriate technical skills and competitive tactical methods that match their development level, a coach must also maintain ethical

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Bettina Callary, Chelsea Currie and Bradley W. Young

coach; and (c) have acknowledged that they prepare through training in order to compete ( Young, Callary, & Rathwell, 2018 ). Masters sport registration rates have been escalating, commensurate with aging demographics, and increased opportunities for active leisure among the aging cohort ( Hastings

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David A. Urquhart, Gordon A. Bloom and Todd M. Loughead

Elite head ice hockey coaching positions in North America are highly sought after and limited. For example, there are only 176 head coaching positions in the highest levels of professional, major junior, and college men’s ice hockey in North America. 1 While it can be argued that attaining a head

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Terilyn C. Shigeno, E. Earlynn Lauer, Leslee A. Fisher, Emily J. Johnson and Rebecca A. Zakrajsek

push came to shove, and the referee was out of position and should have been watching the line, the athlete just said, “Hey sir, the ball went into the goal.” (U13 boys soccer coach) Above is the type of anecdote not often highlighted by youth sport coaches. Because stories within the mainstream media

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Stephanie Mueller, Montse C. Ruiz and Stiliani Ani Chroni

). Coaches, however, can indirectly influence athletes’ emotions and subsequently their performance and wellbeing. Thus, for emotion regulation to be effective, it is important to understand how coaches perceive their athletes’ emotions and their role in the emotion regulation process. One theoretical

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Sara M. Campbell, Ashley Fallaize and Paul Schempp

Formal Preparation for Coach Developers The International Council for Coaching Excellence ( 2014 ) defines coach developers as those who are, “trained to develop, support and challenge coaches to go on honing and improving their knowledge and skills” (p. 8). As such, coach developers take on one or

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Kurtis Pankow, Amber D. Mosewich and Nicholas L. Holt

Leadership styles are “relatively stable patterns of behavior displayed by leaders” ( Eagly, Johannesen-Schmidt, & Van Engen, 2003 , p. 569). Previous coaching research has demonstrated positive associations between various leadership/coaching styles and athlete outcomes. For example, autonomy

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Scott Rathwell and Bradley W. Young

questioned where athletes learned to contribute, finding that teammates, coaches, and members of the athletic department exposed athletes to opportunities to contribute to society. Further, athletes described how other athletes helped them manage their time and supported their contributive efforts. One