The purpose of this study was to investigate coaching strategies to optimize team functioning in the context of high performance curling. Strategies were elicited from 10 male coaches, 12 women’s teams (N = 49 athletes) and seven men’s teams (N = 29 athletes) competing at an elite level. Over 150 strategies were identified as being essential for functioning effectively as a team and they pertained to the following seven components: (a) individual attributes (e.g., create a player contract), (b) team attributes (e.g., determine and adjust game strategy), (c) the foundational process of communication (e.g., script routines for communication), (d) structural team processes (e.g., determine acceptable behaviour/standards), (e) individual regulation processes (e.g., do self-assessments/check-ins), (f) team regulation processes (e.g., discuss leadership behaviours), and (g) the context (e.g., prepare for the opposition). Implications for coaching interventions are provided.
Jamie Collins and Natalie Durand-Bush
Sarah Carson Sackett and Lori A. Gano-Overway
Sport has the potential to foster the development of life skills, such as initiative, teamwork, emotion regulation, and goal setting, that transcend the fields and courts on which youth participate (Danish, Forneris, Hodge, & Heke, 2004). However, it is often acknowledged that this growth does not occur on its own. One factor that plays a central role in shaping positive sport experiences is the coach (Hellison & Cutforth, 1997). The purpose of this paper is to review the current literature on coaching strategies considered best practices for life skills development as well as to provide illustrative examples of many of these practices garnered from a case study of a model coach and the strategies he used in his high school tennis program. The paper concludes with additional practical considerations and recommendations for practitioners, coach educators, and scholars who continue to add to the body of knowledge regarding a coach’s role in positive youth development.
Corliss Bean, Majidullah Shaikh, and Tanya Forneris
and recreational programs. As the youth sport context is complex and has numerous variations, there is value in qualitatively exploring coaches’ strategies across different sport contexts. Such work enables researchers to gain a deeper understanding of what coaches do to facilitate program quality
Alisa Boon and Wade Gilbert
The purpose of this paper is to share recommendations from youth sport coaches and administrators on using the United Nation’s Millennium Development Goals (UN MDGs) for teaching citizenship through youth sport. Fourteen semi-structured interviews were conducted with coaches and administrators from one region of the American Youth Soccer Organization. Although only one of the 14 participants was aware of the UN MDGs, every one of them was able to provide at least some specific recommendations for integrating citizenship into youth soccer. Opportunities and challenges for integrating citizenship into coach education programs are discussed based on the results of the present study and related literature on teaching life skills through sport.
Inge Milius, Wade D. Gilbert, Danielle Alexander, and Gordon A. Bloom
functioning and positive psychological momentum ( Fransen et al., 2012 ; Moesch & Apitzsch, 2012 ). Despite being a frequent and normal form of interaction between teammates, positive tactile communication as a potentially effective coaching strategy has yet to be examined in real-time coaching situations (i
Scott Rathwell and Bradley W. Young
“coaching strategies”. All data were organized and stored using Nvivo7 software. For a summary of higher order themes, themes, and subthemes please refer to Table 1 . Table 1 Hierarchical Listing of Higher-Order Themes, Themes, and Sub-Themes Number of coaches cited Conditions of university sport 10
Jeremy J. Foreman, Joshua S. Bendickson, and Birton J. Cowden
since 2005 may affect coaching strategies to increase performance. If coaches elect to abide by the new rules, they must coach their players to refrain from performing in the same manner that enabled the players to succeed. However, if coaches allow their players to perform in the same manner that
. Conroy , D.E. , & Coatsworth , J.D. ( 2007 ). Assessing autonomy-supportive coaching strategies in youth sport . Psychology of Sport and Exercise, 8 ( 5 ), 671 – 684 . PubMed ID: 18769531 doi:10.1016/j.psychsport.2006.12.001 10.1016/j.psychsport.2006.12.001 Conservative Party . ( 2009
Wade D. Gilbert and Pierre Trudel
The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
Nigel R. Green, William M. Roberts, Dwayne Sheehan, and Richard J. Keegan
Physical literacy is creating significant interest worldwide due to its holistic nature and the potential it has to impact on people’s lives. It is underpinning many physical education programs, coaching strategies, health initiatives, and policymakers’ decisions. However, the complex philosophical and holistic nature of the concept has meant that methods used to chart/assess/measure progress have been very much dependent on the pedagogues interpretation of the concept. This paper will provide a review of current practices and issues related to charting/assessing/measuring progress of an individual’s journey. It will go on to highlight considerations that, we suggest, should be made by any organization developing methods to chart/assess/measure progress.