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George B. Cunningham, Na Young Ahn, Arden J. Anderson, and Marlene A. Dixon

Though sport participation is widely available to women, when it comes to coaching positions, the data tell a different story. Consider the following: in the United States (US) during the 2016–17 academic year, girls and women represented 42% of all interscholastic athletes ( 2016-17 High School

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Peter Olusoga, Marte Bentzen, and Goran Kentta

, while Schutte, Toppinen, Kalimo, and Schaufeli ( 2000 ) argued that burnout was more likely to develop in professionals whose job roles are based around interpersonal relationships. These human relationships are an integral part of sports coaching ( Vealey, Udry, Zimmerman, & Soliday, 1992 ), which

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Corliss Bean, Majidullah Shaikh, and Tanya Forneris

—as relationships with coaches and peers, for example, can be associated with learning social skills. However, Holt et al. ( 2017 ) advocated for adopting an explicit life skills approach, enabling opportunities for youth to learn and practice life skills in an intentional manner. This supports previous and ongoing

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Emily Kroshus, Sara P.D. Chrisman, David Coppel, and Stanley Herring

athletes ( Lopez & Levy, 2013 ; Mahoney, Gucciardi, Ntoumanis, & Mallet, 2014 ; Moreland & Coxe, 2018 ; Putukian, 2016 ). Coaches play a key role in shaping a team’s culture related to help seeking ( Coyle, Gorczynski, & Gibson, 2017 ; Fenton & Pitter, 2010 ; Kroshus, Baugh, Hawrilenko, & Daneshvar

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Daniel J. Madigan, Thomas Curran, Joachim Stoeber, Andrew P. Hill, Martin M. Smith, and Louis Passfield

coach pressure ( Appleton & Curran, 2016 ). Against this backdrop, the aim of the present study was to examine the extent to which pressure to be perfect from parents and coaches showed cross-sectional and longitudinal relationships with perfectionism in junior athletes. Perfectionism Perfectionism is

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Ahmed Al-Emadi, Nicholas D. Theodorakis, Donna Pastore, Abdellatif Sellami, and Abdulaye Diop

Coaching is considered a challenging profession and has been studied from a variety of perspectives. For example, studies have been completed on topics such as reasons to select and leave the profession ( Kamphoff & Gill, 2008 ; Pastore, Inglis, Danylchuk, 1996 ), coaching effectiveness ( Horn

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Kylie McNeill, Natalie Durand-Bush, and Pierre-Nicolas Lemyre

Coaches operate within dynamic and complex work environments in which they face a variety of performance (e.g., athlete preparation), organizational (e.g., administrative duties), and personal (e.g., self-imposed expectations) demands ( Durand-Bush, Collins, & McNeill, 2012 ). Over time, coaches

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Emily Kroshus, Jessica Wagner, David L. Wyrick, and Brian Hainline

-athletes have the advantage relative to non-athlete peers of having a close community of teammates and multiple adult mentors in the form of coaches, athletic trainers, academic support staff, and athletics administrators. This means that there are many people who have regular and meaningful contact with

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Angela Lumpkin, Judy Favor, and Lacole McPherson

While the number of high school girls’ teams has dramatically increased since Title IX, the number of female head coaches has not. In the 10 most popular high school sports in 2011-2012, only three (volleyball, swimming and diving, and competitive spirit squads) had more than 44% female head coaches. The purpose of this study was to investigate whether females or males are coaching high school girls’ sport teams and whether female coaches are attaining head coaching positions in the most popular high school girls’ sports. Additionally, the study sought to understand better why males and females choose to become head coaches of high school girls’ sport teams and what factors might cause head high school girls’ coaches to resign from coaching. In the 21–30 age group, there were more female than male head coaches of girls’ teams, but after age 40, male head coaches vastly outnumbered female head coaches. Of the coaches with 12 or more years of experience, only 33% were females. Time away from family, player issues, inadequate compensation, and time away from other activities were the top reasons high school coaches might resign.

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Martin Camiré, Meredith Rocchi, and Kelsey Kendellen

Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.