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
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Catch the Feeling of Flying: Guided Walks Through a Trampoline Olympic Development Environment
Michelle Seanor, Robert J. Schinke, Natalia B. Stambulova, Kristoffer Henriksen, Dave Ross, and Cole Giffin
Managing Challenging Situations in the Coach–Athlete Dyad: Introducing the Grey Zone Model From the Coach Perspective
Katelynn Slade, Sophia Jowett, and Daniel Rhind
management, or general welfare concerns ( Gervis et al., 2016 ; Mountjoy et al., 2016 ; Rhind, 2014 ). Particularly, in high-performance sport, public and private financing has reached an all-time high with coaches (and athletes) being consistently and methodically dissected by their respective national
The Role of Team Captains in Integrating Positive Teammate Psychological Development in High-Performance Sport
Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira, and Cláudia Machado
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
Decolonizing Sport Science: High Performance Sport, Indigenous Cultures, and Women's Rugby
Holly Thorpe, Julie Brice, and Anna Rolleston
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
“. . . Didn’t Only Change My Coaching, Changed My Life”: Coaches’ Use of Sport Psychology for Their Own Development and Performance
Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach, and Lee-Ann Sharp
competencies needed for high-quality practice in coaching are interpersonal (e.g., coach–athlete communication) and intrapersonal (e.g., reflective practice) skills that are often underemphasized in current coach education programs ( Maclean & Lorimer, 2016 ). High-performance coaches manage a number of roles
The Process of “Becoming” a Certified High-Performance Coach: A Tailored Learning Journey for One High-Performance Athlete
Pierre Trudel, Kyle Paquette, and Dan Lewis
Sport coaching researchers have defined coaching as a complex, dynamic, and social–political endeavor ( Bjørndal & Ronglan, 2019 ; Potrac & Jones, 2009 ), especially at the high-performance (HP) level where win–lost records are the primary performance indicator ( Cushion & Jones, 2014
The Educational Project in the Context of High-Performance Sports
Fabrice Burlot, Mathilde Desenfant, and Helene Joncheray
life of high level athletes: The challenge of high performance against the time constraint . International Review for the Sociology of Sport, 53 ( 2 ), 234 – 249 . doi:10.1177/1012690216647196 10.1177/1012690216647196 Conzelmann , A. , & Nagel , S. , ( 2003 ). Professional careers of the German
The Experiences of High-Performance Female Coaches in Luxembourg
Laura Poos and Fraser Carson
Despite increases in the number of women coaching sport globally, male coaches still dominate high-performance (HP) sport ( Banwell, Kerr, & Stirling, 2019 ). The International Olympic Committee ( 2018 ) identified that only 11% of coaches at the Olympic Games were women. Initiatives have commenced
Coach and Biomechanist Experiential Knowledge of Maximum Velocity Sprinting Technique
Amy Waters, Elissa Phillips, Derek Panchuk, and Andrew Dawson
biomechanical principles in order to make technique changes that lead to enhanced sprinting performance ( Stoszkowski & Collins, 2016 ). In the high-performance environment an athlete’s technique is typically influenced primarily by athlete - coach interactions, as well as potential influences from the
High Performance Coaches’ Mental Health and Wellbeing: Applying the Areas of Work Life Model
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
