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Ronald W. Quinn, Sheri Huckleberry and Sam Snow

Coaching education has been part of the United States soccer landscape for over 40 years. However, the education of youth soccer coaches is a recent phenomenon. The purpose of this study was threefold: a) to provide contextual reflections of the USSF National Youth Coaching License (NYL); b) to share the impact of the course on coaching efficacy; and 3) to critically discuss the implications of the lessons learned through these reflections and research on the design of quality coach education for youth sport coaches. The statistical evidence in conjunction with reflective comments demonstrate that The Game in the Child model and the NYL curriculum provide the contextual framework for an effective L-S coaching education program.

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Frazer Atkinson, Sandra E. Short and Jeffrey Martin

whether athletes’ perceptions of their coachesconfidence and team efficacy differ across sports. Coaches of sports where game strategy is less critical (e.g., archery) may be far less influential in this area. Third, the correlational nature of our study suggests, but does not provide evidence of, cause

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International Sport Coaching Journal

DIGEST VOLUME 6, ISSUE #3

, coaching a range of sports within public high schools in Illinois, Tennessee and Texas (N = 2,018) completed the Coaching Efficacy Scale II–High School Teams. This scale measures coachesconfidence in their ability to influence athletes’ learning and performance. The results show that more sport

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Justine B. Allen and Colleen Reid

they would be able to ‘do the job’ gave the coaches confidence to coach. Development Opportunities Consistent with previous research regarding coaches’ (men and women) learning and development, our coaches engaged in a range of development opportunities, including coach education, workshops, practical

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Nicholas D. Myers, Sung Eun Park, Soyeon Ahn, Seungmin Lee, Philip J. Sullivan and Deborah L. Feltz

-item coaching confidence scale put forth by Park ( 1992 ). Park reported only partial support for his three-dimensional (i.e., technique confidence, interpersonal confidence, and competition confidence) coaching confidence scale and suggested several general alterations for future research in this area

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

. Responses were on a 4-point scale, ranging from not concerned at all (1) to very concerned (4). Self-efficacy regarding mental health issues We assessed coachesconfidence in helping students with mental health issues by adapting Kitchener and Jorm’s ( 2002 ) measure of helping confidence, following

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Regina Belski, Alex Donaldson, Kiera Staley, Anne Skiadopoulos, Erica Randle, Paul O’Halloran, Pam Kappelides, Steve Teakel, Sonya Stanley and Matthew Nicholson

the confidence a person feels about performing a particular activity and is the most important prerequisite for behavior change ( Bandura, 1977 ). Therefore, the improvements in coachesconfidence in their own nutrition knowledge and in their ability to advise young athletes on appropriate nutrition

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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

implementation of the revised H&PE curriculum.” In line with items previously validated ( Pintrich, Smith, Garcia, & McKeachie, 1991 ), the stem “I presently feel confident that I can … ” represented self-efficacy scale items, which assessed instructional coachesconfidence that they could effectively teach and

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

SPC for their own personal needs and performance enhancement. Buy-in Buy-in was reflected by coachesconfidence in the effectiveness of sport psychology practices and openness to developing trust in their SPC. All coaches emphasized a level of confidence and trust with the SPC with whom they worked

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Lea-Cathrin Dohme, Alexandra J. Rankin-Wright and Sergio Lara-Bercial

of the CED programme. More specifically, coaches valued the authentic and friendly relationship established between CDs and themselves, reportedly fostering balanced power relations. This and the established rapport enhanced coachesconfidence to openly ask question and get actively involved in the