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Athanasios G. Papaioannou

Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.

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David A. Urquhart, Gordon A. Bloom, and Todd M. Loughead

& Bloom, 2005 , 2016 ). Looking at passion more closely, Lara-Bercial and Mallett ( 2016 ) developed the term “driven benevolence” to describe the single-minded pursuit of excellence of SWC. This driven benevolence was rooted in a coach’s personal philosophy and included a dual responsibility pertaining

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Cesar R. Torres

Gladwell does not yet hold a tenured professorship at the University of the Bleedin’ Obvious.” What seems, or is, apparent about the amount of toil it takes to achieve excellence has attracted researchers for quite a while. As Gladwell ( 2013 ) points out in an article in which he responds to some

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Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell

activity, in all its varied forms. Students who understand and value inclusive excellence and the principles of justice, equity, diversity, and inclusion (JEDI) will thrive. Students will be better prepared to study and promote physical activity and wellness in an ever-changing world. For students to

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Julian North, Bettina Callary, Kristen Dieffenbach, Larissa Galatti, Sergio Lara-Bercial, Christine Nash, and Donna O’Connor

current work. It is into this landscape of growth, turbulence, and innovation that the International Council for Coaching Excellence’s (ICCE) Research Committee (RC) chose to reflect on and build interactions and engagements with, and service provisions to, the international sport coaching research

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Sergio Lara-Bercial, John Bales, Julian North, Ladislav Petrovic, and Guillermo Calvo

This position statement is the result of a consultation process that was carried out in 2021 as part of project CoachForce21, an Erasmus+ co-funded initiative co-led by the International Council for Coaching Excellence and Leeds Beckett University. It is organized in two parts. First, the principal

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David Light Shields and Brenda Light Bredemeier

Most coaches assume that athletes already know what “competition” means and how to engage in it. We propose, in contrast, that competition is often misunderstood and that coaches need to intentionally teach about it, and help their athletes come to appreciate its purpose and values. Social scientists, too, have often misunderstood competition and, as a result, have frequently concluded that it leads to such negative outcomes as hostility, prejudice and aggression. To clarify the meaning of competition, it is helpful to distinguish it from a related process that can also occur within a contest. In keeping with the word’s etymology, we define competition as: a form of partnership with an opponent that enacts an enjoyable quest for excellence.In contrast, when participants view the contest not as a partnership for excellence, but as a miniature battle or war, contesting should be designated de-competition. De-competition is a separate, distinguishable process with its own dynamics. The distinction between competition and de-competition has significant and far-reaching practical implications, since the two processes tap different motives, focus on different goals, foster a different type of relationship with opponents, lead to different approaches to rules and officials, stimulates different types of emotions, and promote different ideas about what an ideal contest entails. When coaches deliberately teach and foster true competition, competition can be reclaimed for excellence, ethics, and enjoyment.

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Jacquelyn Cuneen

Sport management was acknowledged early in its formative years as an academic area with great potential for success in the academy. Due largely to the efforts of members of the North American Society for Sport Management (NASSM), sport management quickly became entrenched in academe and is starting to be recognized as an academic area of merit. It is important to manage our overall program excellence as we move from “potential” to “merit” if sport management is to thrive as an academic discipline and profession. It is particularly important to mange our merit since our transition phase occurs amidst many changes and challenges (e.g., the student as consumer; under-representation of National Association for Sport and Physical Education/NASSM Approved Programs; under-recognition of sport management teaching excellence, and diminishing service roles and interests within industry and academe). The purpose of this essay is to posit approaches through which sport management’s educational programs might maintain their well-earned meritorious reputations amid shifting academic and social cultures. This essay is the text of the 2003 Dr. Earle F. Zeigler Lecture presented on May 30 at the 18th Annual Meeting of NASSM in Ithaca, New York.

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Tom Hanson

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Ken Hodge, Graham Henry, and Wayne Smith

This case study focused on the New Zealand All Blacks rugby team during the period from 2004 to 2011, when Graham Henry (head coach) and Wayne Smith (assistant coach) coached and managed the team. More specifically, this case study examined the motivational climate created by this coaching group that culminated in winning the Rugby World Cup in 2011. In-depth interviews were completed with Henry and Smith in March 2012. A collaborative thematic content analysis revealed eight themes, regarding motivational issues and the motivational climate for the 2004–2011 All Blacks team: (i) critical turning point, (ii) flexible and evolving, (iii) dual-management model, (iv) “Better People Make Better All Blacks,” (v) responsibility, (vi) leadership, (vii) expectation of excellence, and (viii) team cohesion. These findings are discussed in light of autonomy-supportive coaching, emotionally intelligent coaching, and transformational leadership. Finally, practical recommendations are offered for coaches of elite sports teams.