The purpose of the current study was to investigate the relationship between team sport coaches’ power and coaching effectiveness using French and Raven’s (1959) taxonomy of power bases as a theoretical framework. Coaching effectiveness (CE) was conceptualized as an umbrella concept and four different CE outcomes were used; athletes’ satisfaction with the coach, coaches’ general influence, adaptive training behaviours, and collective efficacy. Hypotheses were made on the specific relationships between the individual power bases and the effectiveness criteria. The total sample consisted of 820 athletes (47% females), representing 56 elite and nonelite teams from three team sports (soccer, floorball, and team handball). Data were analysed separately for adults and youths. Structural equations modelling showed that 30% (in the youth sample) and 55% (in the adult sample) of the proposed hypotheses was supported. Overall, coaches’ bases of power were strongly associated with coaching effectiveness, explaining between 13% and 59% of variance in the effectiveness outcomes used. Expert power was consistently positively related to coaching effectiveness; reward and coercive power had mixed relationships (positively, negatively, unrelated) as had legitimate power (negatively, unrelated) and reward power (positively, unrelated). The results are discussed in relation to coaching effectiveness, limitations, practical implications and future research.
Adam Vanzella-Yang and Tobias Finger
Coed team sports promise an inclusive and engaging setting where women and men can participate alongside one another ( Woman’s Sports Foundation, 2012 ). However, existing research suggests that coed sports leagues, including those with rule modifications that aim at promoting fair competition
Gil Rodas, Lourdes Osaba, David Arteta, Ricard Pruna, Dolors Fernández, and Alejandro Lucia
susceptibility. 8 ML methods have been applied in several GWAS projects with varying success rates, 14 – 16 but not in the setting of injury prevention in sports medicine. The objective of this study was to investigate the association between risk of tendinopathies and genetic markers in elite team sports. We
Kim Nguyen, Robert J. Coplan, Kristen A. Archbell, and Linda Rose-Krasnor
The benefits of sport participation have been extensively examined among children and adolescents in the sport context ( Eime et al., 2013 ). There is some evidence to suggest that participation in team sports might be particularly beneficial for the social and emotional development of shy
Jean-Francis Gréhaigne, Paul Godbout, and Daniel Bouthier
The purpose of this paper is to discuss a procedure to assess individual performance in team sports in contexts of preassessment and formative assessment. An authentic assessment procedure based on the observation of players’ actions during matches yielded two performance indices: the efficiency index and the volume of play. A general nomogram is suggested for use with various team sports in order to produce a single performance score combining both indices. Content validity, concurrent validity (.74), and ecological validity are discussed. The interobserver reliability (>.90) of the data and the stability of performance (.88) are also examined. Some conditions are discussed for integrating the assessment procedure to the teaching-learning process with an active participation of the students in the collection and interpretation of the data. The proposed procedure is strictly game oriented and yields information reflecting both motor and tactical skills.
Ted Polglaze and Matthias W. Hoppe
Metabolic power ( P met ) has been proposed as a tool to estimate the energetic demands of variable-speed locomotion typically seen in team sports. 1 From the outset, it should be stated that this model is not able to fully account for the physical demands of team-sport activity, 2 , 3 but nor
Jean-Francis Gréhaigne and Paul Godbout
internal logic of team sports for solving tactical problems and learning. Questioning and Student Discussions in GBAs Questioning is a strategy teachers use to stimulate students’ participation, thinking, and learning ( Lombardi, 2019 ; Wilen & Clegg, 1986 ). Different types of questions elicit different
Werner F. Helsen, Janet L. Starkes, and Nicola J. Hodges
Two studies tested the theory of deliberate practice (Ericsson, Krampe, & Tesch-Romer, 1993) and contrasted results with the sport commitment model (Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993a, 1993b). In Part I, international, national, and provincial soccer and field hockey players recalled the amount of time they spent in individual and team practice, sport-related activities, and everyday activities at the start of their career and every 3 years since. In Part II, these activities were rated in terms of their relevance for improving performance, effort and concentration required, and enjoyment. A monotonic relationship between accumulated individual plus team practice and skill level was found. In contrast with Ericsson et al.’s (1993) findings for musicians, relevant activities were also enjoyable, while concentration became a separate dimension from effort. The viability of a generalized theory of expertise is discussed.
Stefan Walzel, Jonathan Robertson, and Christos Anagnostopoulos
& Anagnostopoulos, 2015 ; Smith & Westerbeek, 2007 ). Within the particular context of professional team sports organizations (PTSOs), the literature on CSR has started to generate a rich body of knowledge on a broad range of issues. These include: (a) the strategic implementation of CSR ( Breitbarth, Hovemann
Iñigo Mujika, Shona Halson, Louise M. Burke, Gloria Balagué, and Damian Farrow
multiple peaks for the season. Although the yearly training plan varies considerably between and within sports, according to the athlete’s level (eg, developmental or elite), the type of competition (eg, weekly fixtures or major tournaments in team sports versus single-day events or major championships in