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Adam J. Nichol, Edward T. Hall, Will Vickery, and Philip R. Hayes

coaching practice is now substantial and growing, but the extent to which it has impacted coaching practice and coach education has been questioned ( Lyle & Cushion, 2010 ). One challenge associated with a rapidly evolving knowledge base is the ability of academics and practitioners to keep pace with the

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Christoph Szedlak, Matthew J. Smith, Bettina Callary, and Melissa C. Day

instructional strategies are based on the instructional paradigm, where learning is linear and instruction centered ( Paquette & Trudel, 2016 ). In this approach, extensive technical and coaching knowledge is fundamental to develop effective S&C coaching practice; however, learning is reduced to what the S

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Alexia Tam, Gretchen Kerr, and Ashley Stirling

accused due to the increased attention on sexual harm and inappropriate sexual contact ( Pépin-Gagné & Parent, 2016 ). As a result, coaches have made adjustments to their coaching practices, such as staying visible when interacting with an athlete ( Lang, 2010 ; Parent, 2012 ). While the research to date

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Bettina Callary, Catalina Belalcazar, Scott Rathwell, and Bradley W. Young

focused attention since coaches who do not cater to adult athletes’ learning needs could turn people away from sport ( Callary et al., 2017 ). In general, coaches understand the importance of, and are often required to engage in, an assessment of their coaching practice. Assessment has commonly been tied

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Chris Eastabrook, Robin D. Taylor, Pamela Richards, and Loel Collins

.8 billion to the U.K. economy in 2019 ( Davies & Dutton, 2021 ), a contribution that has been rising since 2011. Unsurprisingly, there is an academic and market interest in investigating and reporting on adventure sports coaching practice. Specifically, Eastabrook and Collins ( 2020 ) report that an

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Diane Benish, Jody Langdon, and Brian Culp

coaching practice ( Jacobs et al., 2014 ; Lemyre et al., 2007 ), it is of interest to explore the quality of these experiences and how they have contributed to novice coaches’ attitudes, beliefs, and perspectives regarding coaching practice and the resulting impact on coaching behavior. Combined with

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Daryl Marchant and Patrick McLaughlin

Innovative strategies were used to inform coaching practices regarding the skill of set-shot goal kicking in Australian Football (AF). An action learning approach was adopted including planning, data gathering, analyses and dissemination phases. Three distinct approaches were used to inform AF coaches of evidence and strategies to guide implementation, a) applying statistical trend data, b) applying expert knowledge, and c) applying biomechanical principles. Trend data from a full AFL season consisting of over 4,000 set-shots was used to inform coaches on numerous performance related parameters (e.g., distance, angle). Expert insider perspectives were generated through in-depth interviews with eight retired AF goal kicking champions. The past players had all kicked over 500 goals at the elite level and four had obtained AFL Hall of Fame or AFL Legend status. The related analyses produced six primary themes (a) correct technique (b) incorrect technique, (c) pre-kick routine, (d) mental skills (e) challenges/choices and (h) training. Third, biomechanical principles were applied to set-shot kicking with accompanying images and drills provided to coaches. A two year follow-up indicated the results were highly transferable to training and competitions. Coaches in sports that include closed skills may benefit from transferring where applicable these strategies to their sports.

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John Naslund and Garfield Pennington

A major determinant of the quality of youth’s experiences in community sports is their relationship with their coaches. It is highly desirable to investigate the practices employed by these coaches, many of whom are volunteers, as their values and coaching strategies can be encouraging for young athletes or can be demoralizing and ruin their sporting experience altogether. The unique perspectives of volunteer youth sport coaches are rarely considered, and by providing them with opportunities to openly reflect upon their practices, it may be possible to assist these coaches in improving their practices and ultimately improve the sporting experience for youth. This article describes an action research project whereby two volunteer youth sport coaches from British Columbia, Canada, engaged in a practical demonstration for using reflective dialogue in order to examine their own coaching practices. Both coaches, who are 50 years apart in age and whose coaching experience ranges from seven to over 50 years, coach different sports at different levels (elite to participation) for youth aged 11-18 years. The coach participants engaged in action research through journal writing, open discussions, and audio-recorded reflective dialogues over a period of six months. Qualitative analysis of the dialogues revealed six key themes that were significant to both coaches: motivation, confidence building, team spirit, relationship building, communication, and coaching values. The coaches comment on the effectiveness of reflective dialogue as a strategy that could help volunteer youth sport coaches better understand the importance of their roles as coaches, identify challenging aspects of their coaching, and serve as a means to further develop their coaching skills and knowledge. In addition, the coaches comment on their generational differences, and discuss the importance of having senior coaches with extensive experience mentor younger less-experienced coaches.

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Anthony Battaglia and Gretchen Kerr

underpinning the qualitative research design, coaches were invited to share their views and interpretations on benching as a coaching practice in youth sport. The study involved one semistructured interview with each of the sport coaches ( Creswell, 2013 ; Sparkes & Smith, 2014 ). All interviews were

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Darren Ritchie and Justine Allen

How coaches prepare and perform is critical for athletes’ performances (Gould, Guinan, Greenleaf & Chung, 2002), however, little is known about coaches’ roles and coaching practices during major competitions such as the Olympic or Paralympic Games. To assist coaches in their efforts to improve athletes’ performances in competition environments, greater understanding is needed about the coaching process during major competitions and how coaches prepare and perform. Therefore, the purpose of the current study was to examine track and field coaches’ perceptions of their roles and coaching practices during competition at major events. Eight coaches, seven male and one female, who had coached one or more athletes to an Olympic or Paralympic medal were interviewed. Inductive content analysis indicated that creating an athlete focused supportive environment, detailed preparation and planning, use of effective observation and limited intervention, coach and athlete psychological preparation and managing the process were salient during competition at major events. These findings suggest that during major competition the coach’s role is supportive and facilitative. Actions are largely unobtrusive and in response to athletes’ needs, but remain as detailed as other phases of the coaching process. The findings are discussed in relation to the coach as orchestrator.