Researchers have attempted to understand the underlying mechanisms of athlete leadership in high-performance-sport settings ( Fransen, Decroos, Broek, & Boen, 2016 ; Fransen et al., 2017 ). In fact, high-performance sport has been considered a context conducive to several positive outcomes such as
Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira and Cláudia Machado
Fraser Carson, Julia Walsh, Luana C. Main and Peter Kremer
High performance coaches work in an ill-defined, dynamic environment where they constantly evaluate, problem solve, and create change ( Thelwell, Weston, Greenlees, & Hutchings, 2008 ). It is a unique workplace where challenge, stress and unpredictability are unavoidable ( Mallett & Côté, 2006
Alexander David Blackett, Adam B. Evans and David Piggott
An emerging body of research on coach development has focused upon reporting the pathways and the career “stages” through which high-performance coaches progress ( Barker-Ruchti, Lindgren, Hofmann, Sinning, & Shelton, 2014 ; Erickson, Bruner, MacDonald, & Côté, 2008 ; Koh, Mallett, & Wang, 2011
François Rodrigue, Pierre Trudel and Jennifer Boyd
continuous professional development activities, which are often delivered in classroom setting, have been received with scepticism by high-performance (HP) coaches ( Clements & Morgan, 2015 ; Lara-Bercial & Mallett, 2016 ; Rynne & Mallett, 2012 ). The main complaint directed at these activities is that
Julia Allain, Gordon A. Bloom and Wade D. Gilbert
). Using case studies and stimulated-recall interviews, this line of research—with both youth-sport and high-performance ice hockey coaches—illustrated that when making decisions during competition coaches considered both the contextual information from the game and their personal knowledge of the athletes
Jason C. Bartram, Dominic Thewlis, David T. Martin and Kevin I. Norton
. When it comes to intermittent high-intensity efforts though, such as those featured in the training and competition of many high performance sports, the original CP model has had limited utility. Advancing earlier research by Morton and Billat 3 and Ferguson et al, 4 Skiba et al 5 – 8 have since
Katherine A. Tamminen, Kaleigh Ferdinand Pennock and Courtney Braun
for adolescent athletes is limited. The present study aimed to add to this body of literature and describe the implementation of a coping intervention delivered in a high-performance youth soccer training academy. One common feature of a number of previous coping interventions is that they have
Dana A. Sinclair and Terry Orlick
The purpose of this study was to explore the transition experiences of high-performance athletes. More specifically, this study investigated reasons for retirement from sport, individual coping strategies, support networks used by transitional athletes, and other variables that may have impacted on the athlete’s adjustment process. Retired high-performance athletes (N = 199) with international competitive experience completed the Athlete Retirement Questionnaire, a 34-item instrument developed for this study. Analysis showed that those athletes who adjusted smoothly tended to retire after they achieved their sport related goals or because they had achieved their goals in sport. In addition, athletes who had a more difficult transition tended to feel incompetent outside of sport and to also feel that keeping busy was not an effective coping strategy. Practical implications are presented.
Ronald J. Maughan
In May 2017, the Medical and Scientific Commission of the International Olympic Committee assembled a panel of experts at their offices in Lausanne, Switzerland, to discuss the role of dietary supplements in the life of the high-performance athlete. Participants were selected because of their
Sunnhild Bertz and Laura Purdy
The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.
