While recent work recognizes a need for coach education to place greater emphasis on interpersonal knowledge when developing coaching expertise, it is our position that coach educators (CEs) must follow a similar trajectory in embracing the interpersonal knowledge requisite of their role and move beyond a reliance on content and professional knowledge in order to shape their delivery. To better understand CEs’ behaviors, the authors observed four experienced CEs in Alpine skiing, using an adapted version of the Coach Leadership Assessment System during delivery of a coach education and assessment course. The authors also interviewed CEs to further elucidate the observational data. The findings suggest the benefit of transactional approaches to leadership during assessment when set against the backdrop of an environment driven by intentions consistent with transformational leadership. Furthermore, we call for a greater appreciation of context when imagining CEs’ behaviors that align with effective practice.
Paul Garner, Jennifer Turnnidge, Will Roberts and Jean Côté
Jacqueline McDowell, Yung-Kuei Huang and Arran Caza
al. ( 2011 ), the results of this study found that positive team climate mediated the relationship between authentic leadership and PsyCap. Hence, it is the team climate, created as a result of authentic behaviors, that is the primary impetus impacting players’ PsyCap qualities, such as sense of optimism