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
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
Sebastian Harenberg, Harold A. Riemer, Erwin Karreman, and Kim D. Dorsch
Competition is a common phenomenon and occurs frequently in sports. In high performance sports, competition takes place not only between teams (interteam competition) but also within a team (intrateam competition). In the intrateam competition, coaches might play a central role because of their power to structure competition within their teams. Yet, there is a lack of research exploring how coaches facilitate this type of competition. Consequently, the purpose of this study was to explore how university-level team sport coaches’ experience, structure and use intrateam competition. Eight full-time Canadian Interuniversity Sports head coaches participated in semistructured interviews. The participants indicated that intrateam competition involves two distinct types of competition: situational and positional competition. While situational competition occurs primarily in practices, positional competition is an ongoing, continual process in which athletes who occupy the same position compete for playing time. The coaches shared important considerations about how to carefully structure and use both types of competition constructively. The study is an original account of intrateam competition as a multifaceted, constructive process within high performance sport teams.
Following the research into narrative of scholars such as Laurel Richardson, Carolyn Ellis, and John Van Maanen, I explore the narrative as a way of writing about experiences of sport, specifically of my experiences of identity within high-performance sport. Using the narrative form, I create a space for a variety of my voices to emerge—including both my academic and my athletic voices. Narrative also allows me to show how different stories—stories of gender and racialization—are told, while exploring my identity and how the multiplicity of stories mirrors the hybridity or ambiguity of identity. These stories serve as an illustration of Debra Shogan’s argument that this hybridity of identity disrupts the normalizing project of modern high-performance sport (1999).
Mathew Dowling and Jimmy Smith
This investigation examined how Own the Podium (OTP) has contributed to the ongoing development of highperformance sport in Canada. In adopting an institutional work perspective, we contend that OTP’s continuance has not been the sole product of Canada’s success at the Olympic and Paralympic Games or lobbying efforts to secure additional funding. Rather, OTP’s permanence can also be explained as the by-product of the activities and actions of OTP itself and its supporting stakeholders to embed and institutionalize both the organization specifically and high-performance sport more generally in the Canadian sport landscape. In short, OTP’s continued existence can, in part, be explained by ongoing institutional work. To support our contentions, we draw on and analyze documentation that was either produced by, or significant to the development of, OTP. Our analysis identifies a number of OTP-related practices (e.g., tiering, hiring of high-performance advisors, and the creation and support of new high-performance sport programs) that have further institutionalized OTP and the norms, routines, and practices associated with high-performance sport. More broadly, our investigation draws attention to the importance of individual and collective actors in shaping institutional settings in sport.
Alison J. Armstrong, Hal Hansen, and Roger Gauthier
A theory based model was developed for the evaluation of high performance sport centers (HPSCs) in Canada. The model was developed according to de Groot’s (1969) four-phase interpretative-theoretical methodology. The phases of exploration, analysis, classification, and explanation guided the collection of current program evaluation literature and information on the nature of the HPSC program and its past evaluation practices. Appropriate evaluation models from the literature were assessed with respect to the HPSC program’s nature, and a single theoretical-integrative model was developed with corresponding guidelines for HPSC evaluation. The model is described with reference to (a) the role of evaluation at each stage of the HPSC life cycle, (b) the evaluators and decision makers, (c) utilization of the evaluation information, and (d) a general format for guiding the responsible national sport organizations through the important process of evaluation.
Wendy O’Brien, Caroline Riot, and Clare Minahan
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
dōjōs (place of training; training hall) impedes the sharing of expertise from coach to athlete and from coach to coach. Furthermore, whilst High Performance Sport New Zealand (a subsidiary of the Crown entity responsible for governing and funding sport in New Zealand) seeks to distribute funds that
Lauren Downham and Christopher Cushion
, p. 241). This “movement of power and the restrictions this places on coaches’ inventiveness can be problematic within a high-performance sport context where innovativeness is paramount for advancing athletes’ performances” ( Mills & Denison, 2018 , p. 298). Innovation has been considered an outcome
Glenn Fyall, Blake Bennett, and Jackie Cowan
at the forefront of online program design (particularly in high-performance sport contexts). Reflect Regularly Seeking insight and reflecting on the program is vital to monitor and enhance learning, connection, and the well-being of all participants. Limitations The results reported in this study