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Sandrine Rangeon, Wade Gilbert, and Mark Bruner

The purpose of the present study was to use citation network analysis to identify key publications and influential researchers in coaching science. A citation network analysis was conducted on references of English-language peer-reviewed coaching research articles published in 2007 and 2008 (n=141 articles; 3,891 references). Publications were coded for type (e.g., conceptual, empirical) and topic (e.g., efficacy, coach development). The structure of the field was revealed through the creation of a co-authorship network. Results show that coaching science is highly influenced by a small set of key publications and researchers. The results provide a unique overview of the field and influential authors, and complement recent overviews of coaching science (Gilbert & Trudel, 2004; Lyle & Cushion, 2010; McCullick et al., 2009).

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Andrew Bennie, Nicholas Apoifis, Jeffrey Caron, William Falcão, Demelza Marlin, Enrique García Bengoechea, Koon Teck Koh, Freya Macmillan, and Emma George

Research in coaching science continues to grow and as such, there is a need for rigorous tools to help make sense of the rapidly expanding literature. The purpose of this paper is to provide a detailed description of a systematic review methodology that can be used to summarise literature in coaching science. To do so, we present a test case of a systematic review we conducted on the sport coaching experiences of global Indigenous populations. More precisely, we conducted a systematic review of English, Spanish, French, Mandarin, and Portuguese peer-reviewed journal articles, spanning twelve databases (e.g., Sport Discus, ERIC, and Scopus) from 1970 to 2014. ENTREQ and COREQ guidelines were followed to report the results of the systematic review, and Bronfenbrenner’s ecological systems theory was used as a theoretical framework to extract and synthesise relevant findings from the included articles. In sum, this paper presents a robust methodology for systematically reviewing research in coaching science and provides practical insights for those who endeavour to conduct rigorous literature searches in this domain.

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Dan Gould

This review discusses the need for and importance of knowledge integration and dissemination in coaching science. It is argued that researchers are not paying enough attention to knowledge integration and dissemination. Scientists can better conduct coaching research of high impact by carrying out practitioner needs assessments, relating findings of a specific study to a larger take home message so that the value of science is better seen when debriefing participants, educating future coaching science researchers as to how to write for practical audiences, considering practitioner characteristics and context constraints when designing studies, considering practical outlets for research when designing studies, and realizing that dissemination is not easy—it takes considerable time and repeated efforts to occur. Finally, dissemination and translational science models are offered as tools to assist those who are interested in conducting and disseminating research aimed at making a practical difference in sport and coaching settings.

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Rikishi T. Rey, Gregory A. Cranmer, Blair Browning, and Jimmy Sanderson

promising results, few communication scholars have conducted such investigations (e.g.,  Cranmer & Goodboy, 2015 ; Turman, 2008 ; Webster, 2009 ). This extension of communicative research adds novel insights to coaching science research, as most interdisciplinary coaching scholars focus on the

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Jeffrey G. Caron, Gordon A. Bloom, and Andrew Bennie

There is a need to improve concussion education and prevention efforts for youth athletes and those responsible for their care. The purpose of this study was to understand Canadian high school coaches’ insights and perceptions of concussions. Using a case study design, eight high school coaches were interviewed and the data were analysed using a hierarchical content analysis. Findings indicated that participants primarily acquired information about concussions through their own experiences as athletes and parents, and from reports in the sports media. The coaches’ felt their role with concussions was to teach athletes safety techniques during practices and competitions and to encourage them to accurately report their concussion symptoms. In addition, participants forwarded a number of recommendations to improve the dissemination of information to coaches. Results from this study will add to a limited body of concussion research with youth sport coaches. Participants’ insights provide researchers and clinicians with information about coaches’ perceived role with sport-related concussions.

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Katie Dray and Kristy Howells

their experiences using multiple media ( Lin, 2008 ). With this in mind, this paper attempts to provide a contextualised example of how e-portfolios have been used in Higher Education (HE) with undergraduate students studying Sport Coaching Science. In doing so, it aims to provide a pedagogical

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Andy Gillham, Keith Hansen, and Connor Brady

Coaches are evaluated and judged on a large number of factors (Gillham, Burton, & Gillham, 2013). The purpose of this paper is to describe the views of three different professionals on coach evaluation. An athletic director and a coach from different Canadian colleges and a coaching consultant responded to the same series of questions regarding coach evaluation at the college level. Across the three professionals, the views expressed are more similar than dissimilar, with each professional emphasizing a different piece of the coach evaluation process. The information presented aligns both with coaching standards in the United States and at the International level. Stakeholder views are compared with the coaching science literature and recommendations for athletic directors and coaching scientists are provided.

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Pete Van Mullem and Sean Dahlin

The pursuit of mastery in coaching is an ongoing journey, requiring a commitment to life-long learning (Gallimore, Gilbert, & Nater, 2014). The purpose of this paper is to share the insight of five professionals (i.e., educator, sport ethicist, administrator, sport researcher, and a coach), participating in a panel session at the 2016 U.S. National Coaching Conference, on pursuing mastery as a coach. The term mastery is often associated with expertise. To be considered an expert, a coach must also be effective (Côté & Gilbert, 2009). Coaches that have achieved this level of effectiveness are often referred to as master teachers. Across the session the views of the panel members emphasized the pursuit of mastery as an ongoing journey of continuous learning. Insight from the panelists is compared with literature in coaching science and recommendations are provided for coaches and coaching educators on how to deliberately pursue mastery as a coach.

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Daniel Gould, John Giannini, Vikki Krane, and Ken Hodge

The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.

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Koon Teck Koh, Clifford J. Mallett, Martin Camiré, and Chee Keng John Wang

The purpose of this study was to conduct a guided reflection intervention for high performance basketball coaches. The study participants included two head basketball coaches and 10 of their players who were part of elite youth teams in Singapore. The coaches were highly experienced, each with 17 and 20 years of coaching experience respectively, and the players from both teams (one male and one female) reported on average three years of playing experience at the national youth level. The Singapore coaching behavior scale for sport (CBS-S basketball), on-site observations, and interviews were used to gather data from the coaches and players. Coaches also kept a reflective journal throughout the intervention. The results showed how the coaches responded differently to the guided reflection intervention (implemented by the first author) in terms of their willingness to adapt and integrate new perspectives into their coaching practice. The coaches’ level of reflection was found to be contingent upon a) their motivation and desire to be engaged in the process and b) the worth they saw in the learning facilitator’s recommendations to improve their athletes’ technical and tactical development. The results also showed how the coaches’ behaviors were linked to players’ satisfaction level with their work. The results are discussed using the coaching science literature and practical implications are proposed to optimize coaches’ use of reflection as a learning tool to improve their coaching practice.