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Paul Baar and Theo Wubbels

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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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

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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

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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

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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

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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

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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

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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

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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

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Maja Gunhild Olsen, Jan Arvid Haugan, Maria Hrozanova, and Frode Moen

coping literature ( Fletcher et al., 2006 ; Fletcher & Scott, 2010 ). This approach allowed us to deductively investigate coping amongst elite sports coaches from the transactional standpoint common in sport and to do so with a predeveloped framework to base our findings and discussions on. Fletcher et