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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

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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

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François Rodrigue, Pierre Trudel, and Jennifer Boyd

currently studying high-performance coach learning at the doctoral level and teaching courses at the University of Ottawa. He also acts as a consultant for sport federations and coaches working with national, university, junior college, and high-school sport teams. He holds a master’s degree in sport

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Bettina Callary, Diane Culver, Penny Werthner, and John Bales

High quality education programs across the globe could help coaching move forward as a profession. Although there have been suggestions to improve sports coaching education programs by integrating theory and practice through alternative learning approaches such as mentoring and critical refection (Armour, 2010; Cushion, Armour, & Jones, 2003), it is unclear whether such approaches have been implemented in coach education programs and how different countries are educating their coaches. The purpose of this paper is to describe how seven high performance coach education programs are educating coaches and to what extent they are employing alternative learning approaches. The goals, curricula, and pedagogical approaches are described and implications for the professionalization of coaching are discussed.

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Cliff Mallett and Jean Côté

This paper proposes a three-step method of evaluating high performance coaches involving feedback from the athletes. First, data are collected using an instrument such as the Coaching Behavior Scale for Sport (CBS-S: Côté, Yardley, Hay, Sedgwick, & Baker, 1999). Second, a summary report is prepared with descriptive information regarding the frequency of behaviors demonstrated by the coach that can be compared to previous results or to a criterion measure. The third step involves appropriate personnel reviewing the report and subsequently providing guidance for individual coach development. This three-step appraisal method provides useful evaluative feedback to coaches and has been used in several sport programs in Canada, the United States, and Australia.

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Roger S. Jaswal, Pro Stergiou, and Larry Katz

technology can connect the athlete and coach if they physically cannot meet ( Bennett, 2020 ). Bennett (2020) investigated the role of video conferencing among high-performance coaches and kendo athletes and found that the “Video Coach” approach has potential application at a high-performance level when

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Karl Erickson, Jean Côté, and Jessica Fraser-Thomas

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

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Göran Kenttä, Marte Bentzen, Kristen Dieffenbach, and Peter Olusoga

focused on explaining the lack of retention of women high-performance coaches (WHPC) and has attempted to gain insight into the perceptions of women regarding their skills, abilities, and confidence as coaches, and the coaching role not being compatible with general well-being and living a healthy family

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Pierre Trudel, Kyle Paquette, and Dan Lewis

.e., introduction, development, and high-performance). Coaches are assigned the trained status when they have completed all required training and the certified status when they have completed all evaluation requirements. To keep their certification, coaches must accumulate a number of professional development credits over a

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Claire Schaeperkoetter, Jonathan Mays, and Jordan R. Bass

In this Insights paper, we examine the continued decrease in the numbers of female coaches of high-profile sports teams. The decline in number of female coaches of high-profile teams is alarming, especially considering the increase in athletic participation among women. Because of this, it is important to examine possible explanations for this issue as a starting point for action and reform. We first detail several relevant examples of recent hires and firings of high-profile coaches in different countries around the world. Then, we briefly examine the relevant literature on gender representation of those working in sport. Using recent women’s basketball coaching changes in the National Collegiate Athletic Association (NCAA) as a case in point, we aim to demonstrate that the trend of decreasing numbers of female coaches continues. We believe the specific setting of college coaches represents the moral global issue of gender inequity in regards to high-performance coaching settings. Specifically, we argue that a three-pronged conceptual approach—cultural capital, role congruity theory, and homologous reproduction—can provide insights into the hiring practices of female coaches in comparison with their male coaching counterparts.