The importance of sport coaching in 21st-century society and the need for appropriate coach development systems have been increasingly highlighted at the national and international level ( Council of the European Union, 2017a , 2020 ; International Council for Coaching Excellence, Association of
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The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses
Sergio Lara-Bercial, Gary Hodgson, Pedro Lara-Bercial, Sheelagh Quinn, Declan O’Leary, and Kris Van Der Haegen
An In Situ Exploration of Practicing Rugby Coaches’ Cognitions, Higher Psychological Functions, and Actions Using Think Aloud Protocol
Simon Quick and John Lyle
What coaches think (cognition) during in situ practice has received limited empirical attention. Lyle and Vergeer (2013) listed a number of contributory elements to cognition, for example, judgment and decision making, reasoning, problem solving, mental models, and knowledge structures. With a
Profiling Coach Openness to Positive Youth Development Before, During, and After Their Participation in a Coach Education Course
Fernando Santos, Martin Camiré, and Dany J. MacDonald
Organized sport has been identified as a context for fostering youth development ( Fraser-Thomas et al., 2005 ), which has led researchers to study how youth sport coaches can facilitate positive youth development (PYD) in sport ( Weiss et al., 2013 ). PYD represents an assets-based approach where
Wheelchair Basketball Athletes’ Perceptions of the Coach–Athlete Relationship
Lara Pomerleau-Fontaine, Gordon A. Bloom, and Danielle Alexander
number of benefits for athletes, including improved health and functionality ( Day, 2013 ) and a sense of accomplishment ( Day & Wadey, 2016 ). One person who can influence the benefits of participation for athletes with an impairment is the coach ( Allan et al., 2018 ; Bentzen et al., 2021
Athletes’ Perceptions of Pragmatic Leadership in Youth Football Coaches
Kurtis Pankow, Amber D. Mosewich, and Nicholas L. Holt
Leadership styles are “relatively stable patterns of behavior displayed by leaders” ( Eagly, Johannesen-Schmidt, & Van Engen, 2003 , p. 569). Previous coaching research has demonstrated positive associations between various leadership/coaching styles and athlete outcomes. For example, autonomy
Coaches’ Perspectives on Personal and Psychosocial Development in University Sport
Scott Rathwell and Bradley W. Young
questioned where athletes learned to contribute, finding that teammates, coaches, and members of the athletic department exposed athletes to opportunities to contribute to society. Further, athletes described how other athletes helped them manage their time and supported their contributive efforts. One
The Development of Leadership in Model Youth Football Coaches
Kurtis Pankow, Amber D. Mosewich, and Nicholas L. Holt
Coach education programs, and the study of coaching development, tend to focus on the acquisition of technical and tactical knowledge ( Erickson, Bruner, MacDonald, & Côté, 2008 ; Lemyre, Trudel, & Durand-Bush, 2007 ) rather than how coaches learn to lead athletes. Leadership requires more than
Gender (Dis)Similarity in Mentorship Among Intercollegiate Coaches: Implications for Leader Development
Moe Machida-Kosuga
Effective leadership of coaches is considered a critical success factor for their athletes’ performance, development, and overall experience within sport. Leadership has been generally defined as “the process whereby an individual influences a group of individuals to achieve a common goal
Career Development and Learning Pathways of Paralympic Coaches With a Disability
Scott Douglas, William R. Falcão, and Gordon A. Bloom
In 1986, the U.S. Olympic Committee on Sport for the Disabled concluded that advancing disability sport would require empirical coaching research specific to this domain, as well as attention to the selection and training programs of these coaches ( Reid & Prupas, 1998 ). More than a decade after
Challenges Experienced by Women High-Performance Coaches: Sustainability in the Profession
Göran Kenttä, Marte Bentzen, Kristen Dieffenbach, and Peter Olusoga
High-performance (HP) coaching is a demanding profession that challenges mental health and sustainability in the profession ( Didymus, 2017 ). Coaches face constant pressure related to performance expectations, along with the perennial threat of negative consequences such as funding cuts and job
