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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

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Joseph J. Gurgis, Gretchen A. Kerr and Ashley E. Stirling

Several researchers within coach education and development have advocated for the certification of coaches to ensure a consistent, minimum level of knowledge and competency ( Cushion et al., 2010 ; Nelson, Cushion, & Potrac, 2006 ; Potrac, Gilbert, & Denison, 2013 ). The strength of certification

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John Stoszkowski and Dave Collins

After a long stagnant period, coach education has recently received an input of some theory driven progression ( Cushion et al., 2010 ). For example, the recognition of coach development as an aspect of adult learning has led to greater consideration of andragogy (the art and science of adult

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Julia Walsh and Fraser Carson

Learning about coaching and learning to be a coach is complex and messy. Sport coaching is a multi-faceted activity involving the application and integration of different forms of knowledge and skills in a dynamic ill-defined context ( Jones & Standage, 2006 ). It is even more complicated for those

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

Coach education programs, and the study of coaching development, tend to focus on the acquisition of technical and tactical knowledge ( Erickson, Bruner, MacDonald, & Côté, 2008 ; Lemyre, Trudel, & Durand-Bush, 2007 ) rather than how coaches learn to lead athletes. Leadership requires more than

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Sebastian Altfeld, Paul Schaffran, Jens Kleinert and Michael Kellmann

‘I feel very exhausted from the season’, ‘It’s hard for me to go to the practice because I feel so empty’ or ‘I don’t know what’s going on. I don’t reach my usual performance even though I try it again and again’. These statements stem from coaches in therapeutic treatment describing themselves as

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Laurie B. Patterson, Susan H. Backhouse and Sergio Lara-Bercial

officials, medical practitioners and coaches has long been recognised ( Council of Europe’s Anti-Doping Convention, 1989 ). This was not surprising considering the evidence that emerged in the 1980s implicating athlete support personnel in doping practices. Coaches were specifically highlighted in these

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Blake Bennett and Glenn Fyall

Cassidy, Jones, and Potrac ( 2016 ) suggested that professional knowledge , or technical and tactical knowledge, is still the dominant view of sport coaching and privileges the bioscientific, product-oriented discourse. Simply, coaches may be viewed as ‘mere technicians’ whose mechanistic role is

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Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach and Lee-Ann Sharp

In the field of applied sport psychology, sport psychology consultants (SPCs) help their clients enhance the process of performance, holistic well-being, and social functioning (Association for Applied Sport Psychology, [ AASP], 2016 ). Although coaches are discussed as client recipients in a

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Sofie Morbée, Maarten Vansteenkiste, Nathalie Aelterman and Leen Haerens

my players played well or whether I noticed some progress. —Richard, 32 years old, a youth football coach This quote comes from a coach who participated in an intervention on motivating coaching ( Reynders et al., 2019 ) and illustrates that contextual pressures on coaches can be conveyed in subtle