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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

Māori experiences of health or high performance sport, nor was it conducted “by Māori, for Māori.” Growing up, living, and then working within the academy, in Aotearoa for most of her life, the first author was very aware that such work should not be done by a Pākehā (European) person, but rather should

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

International training camps are a widely accepted practice among many high-performance sport nations where athletes, coaches, and support staff travel abroad to destinations that exhibit the same or similar features of a competition environment for purposes of acclimatization and familiarization

, insights on the use of ICT to facilitate high-performance coach–athlete interactions in the martial art of kendō (Japanese fencing) are shared. Underpinned by a self-study methodology ( Samaras, 2010 ) to provide structure for the reflective findings, this study presents a detailed description of the

According to Collins and MacNamara ( 2017 ), “optimizing the pathway to produce the best possible senior athletes is, arguably, the lifeblood of sports and teams” (p 1). Accordingly, researchers have attempted to delineate the path to high-performance athletic success. Bloom ( 1985 ) identified

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

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

). 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

High-performance (HP) coaching is a demanding profession that challenges mental health and sustainability in the profession ( Didymus, 2017 ). Coaches face constant pressure related to performance expectations, along with the perennial threat of negative consequences such as funding cuts and job