Internationally, very little research has been done into peer aggression and victimization in sports clubs. For this exploratory study, 98 coaches from various sports were interviewed in depth about their views on peer aggression and victimization and their ways of handling these issues. To put the coaches’ views and practices in perspective, they were contrasted with those of a reference group of 96 elementary school teachers and analyzed qualitatively. The interviews demonstrated that sports coaches currently were unaware of the construct of peer aggression, were unable to estimate the actual extent of peer aggression and victimization at their clubs, and were likely to overestimate their own impact, control, and effectiveness in handling the issue. This study underlines the need for coaches to develop their skills in recognizing and handling peer aggression and victimization and the need to develop sports-club-specific observation instruments and peer aggression programs.
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Peer Aggression and Victimization: Dutch Sports Coaches’ Views and Practices
Paul Baar and Theo Wubbels
Exploring the Higher-Order Cognitive Capacities of Sports Coaches
Andrew Kennedy, Paul E. Dux, and Clifford J. Mallett
Expert sports coaches are considered to be those who have the capacity to maintain and sustain highly effective coaching performance within a particular coaching context ( Côté & Gilbert, 2009 ; Lyle & Cushion, 2017 ). In recent years, interest in the cognitive capacities of expert sports coaches
Chapter 7: An Investigation Into Sports Coaches’ Twitter Use
Stephen Harvey, Obidiah Atkinson, and Brendon P. Hyndman
coaches can learn informally ( Koh, Lee, & Lim, 2018 ; Walker, Thomas, & Driska, 2018 ). However, like many other forms of unmediated coach learning, there has been little systematic investigation into the use of social media tools by sports coaches and their contribution to coach learning ( Stoszkowski
Chapter 1: Introduction to Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy
Stephen Harvey, Jeffrey P. Carpenter, and Brendon P. Hyndman
, social media platforms can be used to keep individuals abreast of important information, especially through the use of hashtags (i.e., #pechat, #physed). Social media sites have additionally become platforms for self-directed PDL for many educators and sports coaches (e.g., Carpenter & Krutka, 2015
Competence—One Term, Various Definitions: A Scoping Review for Sports Coach Education and Research
Annalena Möhrle
The competence 1 of sports coaches 2 is a key factor in their athletes’ sporting success (including Abraham et al., 2006 ; Duffy, 2013 ). Coach education pursues the guiding objective of enabling coaches to acquire competence ( Deutscher Sportbund, 2005 ; International Council for Coaching
Passion for Work and Job Satisfaction in Sports Coaches: The Mediating Role of Flow Experiences
Evandro Morais Peixoto, Bartira Pereira Palma, Amanda Rizzieri Romano, Tatiana Cristina Henrique Vieira, and Larissa Rafaela Galatti
Sports coaches play an important role in fostering human development in sports environments ( Edwards, 2015 ). Promoting a safe environment, with healthy relationships between athletes and between athletes and coaches, as well as enabling the personal development of practitioners are functions of
An Exploration of Coaching Practice: How Do High-Level Adventure Sports Coaches Develop Independence in Learners?
Chris Eastabrook, Robin D. Taylor, Pamela Richards, and Loel Collins
High-level adventure sports coaches have an explicit desire to teach for independence ( Christian et al., 2017 ; Collins et al., 2015 ). However, there is no clarity of what is meant by independence in this context nor how it might be developed. This desire is against the backdrop of a rise in
How to Support Athlete Autonomy in University Sports: Coaches’ Experience of the reROOT Program
Emilie Lemelin, Hali Kil, Élodie Petit, Joëlle Carpentier, Jacques Forest, Sophie Gadoury, Jean-Paul Richard, Mireille Joussemet, and Geneviève A. Mageau
.1016/j.psychsport.2006.11.003 Bartholomew , K.J. , Ntoumanis , N. , & Thogersen-Ntoumani , C. ( 2009 ). A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches . International Review of Sport and Exercise Psychology, 2 ( 2
“Learning the Hard Way”: Understanding the Workplace Learning of Sports Coach Mentors
Thomas M. Leeder, Kate Russell, and Lee C. Beaumont
Understanding coach development has been an area of increased interest within the sports coaching field over recent years. At present, we are aware that coaches encounter situations for learning in variable ways, with current thinking proposing learning to coach through practical experience
Youth Sport Coaches’ Well-Being Across the Season: The Psychological Costs and Benefits of Giving Empowering and Disempowering Sports Coaching to Athletes
Bård Erlend Solstad, Andreas Ivarsson, Ellen Merethe Haug, and Yngvar Ommundsen
Grounded in Self-Determination Theory (SDT; Deci & Ryan, 2000 , 2012 ; Ryan & Deci, 2017 ), a growing body of empirical work in sport psychology has indicated that the giving of autonomy-supportive sports coaching to athletes is related to the coach’s experience of improved well-being and
