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Stephen Harvey, Obidiah Atkinson and Brendon P. Hyndman

Coach learning is a complex mix of mediated, unmediated, and internal learning experiences ( International Council for Coaching Excellence, Association of Summer Olympic Federations, & Leeds Metropolitan University, 2013 ; Werthner & Trudel, 2006 ). However, despite coaching being a complex, messy

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Inge Milius, Wade D. Gilbert, Danielle Alexander and Gordon A. Bloom

functioning and positive psychological momentum ( Fransen et al., 2012 ; Moesch & Apitzsch, 2012 ). Despite being a frequent and normal form of interaction between teammates, positive tactile communication as a potentially effective coaching strategy has yet to be examined in real-time coaching situations (i

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John Stoszkowski, Áine MacNamara, Dave Collins and Aran Hodgkinson

Coaching and (hopefully therefore) coach education is a growing business. Internationally, as people recognise the importance of interpersonal interactions as facilitators of much needed physical activity and socially positive interaction, governments and organisations are becoming increasingly

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Diane M. Culver, Penny Werthner and Pierre Trudel

The focus of this paper is the Canadian National Coaching Certification Program (NCCP), a large-scale formal coach education programme. Beginning in the early 2000s, revisions to the programme have moved the NCCP from an instructor-centred to a learner-centred programme. Through an examination of

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Robert T. Pearson, Timothy Baghurst and Mwarumba Mwavita

Coaches of intercollegiate athletic teams may be the most visible members of a college or university community and often face job performance demands not found in other professions ( Overton, 2005 ; Schroeder, 2010 ). For example, they may serve as an athlete’s mentor, substitute parent

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Pierre Lepage, Gordon A. Bloom and William R. Falcão

unavailable in other social circles ( Goodwin, Lieberman, Johnston, & Leo, 2011 ; Shapiro & Martin, 2010 ). The acquisition of these benefits can be facilitated by the presence of trained and skilled coaches, particularly in youth parasport ( Falcão, Bloom, & Gilbert, 2012 ; Goodwin et al., 2011 ; Smith

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Stiliani Ani Chroni, Frank Abrahamsen, Eivind Skille and Liv Hemmestad

Being a national team coach is a demanding, pressuring, and insecure job ( Arnulf, Mathisen, & Hærem, 2012 ; Hill & Sotiriadou, 2016 ). Sports psychology research frequently purports that coaches experience a variety of stressors (e.g.,  Fletcher & Scott, 2010 ; Olusoga, Maynard, Hays, & Butt

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Scott Rathwell, Bradley W. Young, Bettina Callary, Derrik Motz, Matt D. Hoffmann and Chelsea Currie

Masters athletes (MAs) represent one of the fastest growing sport cohorts in the Westernized world ( Baker, Horton, & Weir, 2010 ). MAs are typically aged 35 years and older, formally registered for sport in some fashion, which may include registration in a sport club with a coach, and acknowledge

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Erica Pasquini and Melissa Thompson

The complex role of the sport coach requires combining professional, interpersonal, and intrapersonal knowledge ( Cote & Gilbert, 2009 ) to produce the best possible athlete outcomes in each unique context. As researchers and practitioners, we lean on this definition to shape emerging coach

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Frazer Atkinson, Sandra E. Short and Jeffrey Martin

In sport psychology research, efficacy beliefs are considered critical psychological factors that influence performance ( Feltz, Short, & Sullivan, 2008 ). In the current study, the relationship between athletes’ perceptions of their coaches’ efficacy and perceptions of their team’s efficacy were