Committee’s (USOC) National Team Coach Leadership Education Program (NTLEP). Development and delivery of the seminar was facilitated by The People Academy. Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into
Phil Ferrar, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff, and Wade Gilbert
Kenneth S. Clarke
Grant Schaffner, Michael Nyitray, Brian Shimer, Ray Watkins, and David Farmer
Neal Henderson, James Hrbek, Rick Bower, Dave Denniston, and Tom Waqa
Heidi Thibert, John Wingfield, Bob Bradley, Scott Moore, and Brian McCutcheon
Danielle D. Wadsworth, Mary E. Rudisill, Jared A. Russell, James R. McDonald, and David D. Pascoe
The School of Kinesiology at Auburn University unites teaching, research, and outreach efforts to provide access to physical activity for local, statewide, and global communities. This paper provides a brief overview of the programs as well as strategies to mobilize efforts for physical activity outreach within an academic setting. School-wide efforts include youth initiatives, physical activity assessments offered through our TigerFit program, and the United States Olympic Team Handball training center. All programs provide service-learning opportunities for undergraduate and graduate students as well as outreach outcomes. Furthermore, the programs provide a platform for scholarship in the form of publications, partnerships for grant submissions, and student research projects. Merging teaching, outreach, and scholarship has provided longevity for the programs, thereby establishing long-term social ties to the community and providing continued access to physical activity to promote public health.
Dave McCann and Christine Bolger
Steven R. Heyman
A review of the literature finds a series of articles discussing developmental problems in the field of sport psychology, particularly regarding the definition of professional roles and the establishment of credentialing criteria for these roles. A committee formed by the United States Olympic Committee was the first to establish concrete guidelines, which are reviewed here for their potential positive and negative effects as a model for sport psychology.
Patricia A. Sullivan and Honey W. Nashman
The work-related satisfactions and stressors of experienced Olympic sport psychologists were examined. This study was designed to identify (a) specific intervention techniques used by the sport psychologist, (b) psychosocial concerns experienced by the sport psychologist, (c) concerns of the Olympic athlete, and (d) ethical issues related to communication with the media. Results revealed that these sport psychologists were satisfied both personally and professionally. In addition, the outcome category (winning/losing) reported as a primary concern by the athletes was addressed by the sport psychologists as an individual/personal issue, an interpersonal concern or a performance enhancement concern.
The purpose of this article is to review the challenges that women coaches must overcome and to discuss coach education strategies for facilitating the development of women coaches. Changes in representation of women in positions of leadership in sport have created a social context in which the experience of female coaches is referenced from a predominantly male perspective. As such, recurring issues elicited by attendees at the USOC/NCAA sponsored Women in Coaching Conferences are discussed. Coach education strategies are addressed in three main areas: (a) the continuation of women and sport programs, (b) restructuring the work environment to recognize and value relational work skills, and (c) relational mentoring models to navigate career and life transitions and advocate for change.