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Exploring the Implementation and Practices of the Parent–Coach Dual Role

Mia KurtzFavero, Alex Murata, Niël Strydom, Tiffany Tse, Guilherme H. Costa, and Jean Côté

). Further, this research reflects the prevalent issue of parents critiquing their child’s teammates, coaches, and other parents with their child in private settings ( Sutcliffe et al., 2021 ). Similar to negative feedback received from parents, coaches who emphasized winning over fun and employed negative

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“It’s Not Just Your Dad, It’s Not Just Your Coach…” The Dual-Relationship in Female Tennis Players

Olivier N. Schmid, Malayna Bernstein, Vanessa R. Shannon, Catherine Rishell, and Catherine Griffith

Tennis has been identified as an ideal context for examining the dynamics of parenting and coaching relationships (Gould et al., 2008) but coaching dual-role relationships remain unexplored in this sport and related investigations only included volunteer coaches (Jowett, 2008; Harwood & Knight, 2012). An open-ended interview approach was used to examine how female tennis players previously coached by their fathers (professional coaches) before competing in college tennis perceived their experiences with the dual-role relationship and the coaching transition. A holistic narrative approach was used to reconstruct retrospectively the stories of the participants’ experiences and understand their development. Despite some beneficial aspects, a majority of participants emphasized their challenging experiences with regards to their needs to manage blurred boundaries, receive paternal approval, and endure their fathers’ controlling and abusive behaviors. Coaching transitions helped normalize father-daughter relationships and provided insight into the respective needs that were fulfilled through the dual-role relationships.

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Psychological Qualities of Elite Adolescent Rugby Players: Parents, Coaches, and Sport Administration Staff Perceptions and Supporting Roles

Charlotte Woodcock, Mark J.G. Holland, Joan L. Duda, and Jennifer Cumming

The aim of the current study was to extend previous research by Holland and colleagues (2010) into the required psychological qualities of young talented rugby players by considering the perceptions and supportive role of influential others. Perceptions of players’ parents (n = 17), coaches (n = 7), and sport administration staff (SAS; n = 2) were explored through focus group discussions. Findings show that these influential others considered the same 11 higher order themes for psychological qualities previously identified as desirable by players. Their views on how they assisted in developing these player psychological qualities were classified into three higher-order themes, namely progressive development, professional environment, and performance environment. Specific behaviors contributing to each context and deemed helpful by influential others were discussed in terms of ecological systems theory (Bonfenbrenner, 1977). Recommendations for future research and applied implications for consultants are subsequently offered.

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A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis

Ella F. Tagliavini, Chris G. Harwood, Sophia Jowett, and Sam N. Thrower

relationship to mitigate a lack of understanding in this area. Researchers have suggested that positive parent–coach relationships are characterized by the way parents and coaches rely on each other’s parenting or coaching ability, alongside the establishment of trust stemming from honest, open, and frequent

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Exploring Early Sport Specialization: Associations With Psychosocial Outcomes

Shelby Waldron, J.D. DeFreese, Brian Pietrosimone, Johna Register-Mihalik, and Nikki Barczak

implications (for athletes, parents/coaches, clinicians, and sport governing bodies), examination of former youth athletes’ athletic careers and their associations with health outcomes is needed. Retrospective examination is warranted as a first step to evaluating the utility of future longitudinal work in

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“Who’s Who?”: Identifying Cycling Coaches’ Biographies

Samuel Wood, David Richardson, and Simon Roberts

, where riders left happy and wanting to come back. They valued riders’ efforts, “good rapport and communication with riders” (James), and working to meet riders’ needs. The “parent-coach” biography is summarised in Figure  2 . Figure 2 —The parent-coach. Peter, Chris, and Beth These coaches aligned with

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Real Versus Ideal: Understanding How Coaches Gain Knowledge

Rachel A. Van Woezik, Colin D. McLaren, Jean Côté, Karl Erickson, Barbi Law, Denyse Lafrance Horning, Bettina Callary, and Mark W. Bruner

. We clustered coaches based on the elements that they themselves emphasized throughout their interviews (e.g., parent coaches consistently referred to their role as a parent). Quality of the Research Throughout the data collection and analysis, the authors aimed to enhance the credibility of their

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Athletic Trainer-Athlete Communication and Injury Reporting

Stephanie A. Stadden

Through the progression of athletic training education, there has been an increased emphasis on psychosocial aspects related to the field as is evident in the 2011 Athletic Training Education Competencies. The ability to effectively communicate has been identified as an important characteristic for athletic trainers in providing quality care to patients (Raab, Wolfe, Gould, Piland, 2011). Athletic trainers must be able to communicate effectively not only with patients, but also physicians, parents, coaches, and peers. Although research examining effective communication in athletic training is limited, the session will examine existing research performed addressing communication in athletic training and other healthcare professions, such as medicine and nursing. In addition, the session will discuss research linking the athletic trainer-patient relationship and injury reporting tendencies along with practical application of the research to assist the athletic trainer in further development of their professional relationships.

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The Coach’s Role in Creating Moral Group Norms in Youth Sport

Terilyn C. Shigeno, E. Earlynn Lauer, Leslee A. Fisher, Emily J. Johnson, and Rebecca A. Zakrajsek

Though commonly emphasized by parents, coaches, and youth sport organizations, relatively little research exists with regard to morality in youth sport. In this Insights paper, we utilize Shields and Bredemeier’s 12-component model of moral action to help coaches become aware of how sport contextual influences, personal competencies, and ego-processing variables influence the moral behavior of their athletes. With insight from conversations with youth sport coaches, in addition to empirical and professional practice evidence, we provide coaches with three practical strategies they can use to: (a) consider how morality fits into their coaching philosophy, (b) create moral group norms within their teams, and (c) integrate moral decision-making into their practice plans.

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Evaluating the Implementation of a Professional Sport Team’s Corporate Community Involvement Initiative

Lisa Kihl, Kathy Babiak, and Scott Tainsky

As corporate community initiatives (CCI) in sport are becoming an important dimension of corporate social responsibility, a key issue is evaluating the quality of the processes by which they are delivered and how they are managed. The purpose of this study was to explore the implementation process of a professional sport team’s CCI using program evaluation theory (Chen, 2005). Interviews were conducted with 42 key stakeholders (team executives, partnership implementers, participants, parents, coaches) from one Major League Baseball team’s CCI to understand critical processes involved in CCI implementation and execution. The findings showed concerns in the quality of program implementation with the: 1) the partnership agreement, 2) the ecological context, 3) protocol and implementation, and 4) target population. We propose an iterative model of program evaluation for use in the sport context. We conclude the paper with recommendations for further research in this area and implications for practitioners.