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This document is a compilation of research articles in the field of psychology and sports. The articles cover various topics such as the effects of natural environments on self-control, the impact of auditory rhythm on motor timing, and the use of innovative technologies in athlete training. Other articles explore the relationship between sports motivation and physical self-conception in female adolescents, the effects of yoga on relaxation and serving accuracy in volleyball players, and the role of effort and motivation in adolescent athletes. Additionally, the document discusses the risk-taking behavior of rock climbers and the effects of acute training on executive function in college students. The articles provide valuable insights and practical implications for athletes and coaches. Another study in the document focuses on the relationship between coaching styles and athlete perceptions. Male and female student athletes emphasized the importance of the coaching relationship and provided insights into favorable and unfavorable coaching styles. The findings contribute to a better understanding of the emotional aspects of athletics and the impact of coaching on athletes. The article also highlights the significance of different coaching styles, with favorable styles being caring, constructive, and knowledgeable, while unfavorable styles are characterized by coaches who are perceived as not caring, degrading, and negative. Overall, the document emphasizes the importance of understanding the coach-athlete relationship and the implications of different coaching styles. [Extracted from the article]

The essential purpose of this research study is to determine the digital coaching and mental skills development in sports. This research study also describes the harnessing power of information technology between them. This research depends upon primary research data analysis for measuring the research develop different research questions related to the variables. Digital coaching and mental skills development are independent variables; the sport and information technology are dependent variables. To determine the research study used, SPSS software results determine descriptive statistics, one-way ANOVA test analysis, the regression analysis, and control chart related to dependent and independent variables. The overall result found that digital coaching shows a positive also significant link in sport harnessing of information technology. Mental skills development also shows a direct link in sports related to information technology. [ABSTRACT FROM AUTHOR]

The article examines how UK sport organizations have framed race equality and diversity, in sport coaching. Semistructured interviews were used to gain insight into organizational perspectives toward 'race', ethnicity, racial equality, and whiteness. Using Critical Race Theory and Black feminism, color-blind practices were found to reinforce a denial that 'race' is a salient factor underpinning inequalities in coaching. The dominant practices employed by key stakeholders are discussed under three themes: equating diversity as inclusion; fore fronting meritocracy and individual agency; and framing whiteness. We argue that these practices sustain the institutional racialised processes and formations that serve to normalize and privilege whiteness. We conclude that for Black and minoritised ethnic coaches to become key actors in sport coaching in the UK 'race' and racial equality need to be centered in research, policy and practice. [ABSTRACT FROM AUTHOR]

Contemporary learning and development models have identified parkour-style training as a vehicle for athlete enrichment. However, perceptions of team-sport coaches and their receptiveness to such models of athlete enrichment have not been investigated and remain unclear. To explore how parkour-style training could be integrated into athlete development programs in team sports, we interviewed sport practitioners to explore their preexisting knowledge of parkour and their perceptions on its potential applications. Experienced talent development (n = 10) and strength and conditioning coaches (n = 10) were interviewed using an open-ended, semistructured approach with a two-stage thematic analysis being conducted to identify themes. Three dimensions were identified: coaches' general perceptions of parkour, potential applications of parkour, and feasibility of integrating parkour into athlete development programs. Participant perceptions revealed that: (a) parkour activities were viewed as supplementary activities to enrich sport-specific training routines, including use of obstacle courses and/or tag elements; (b) parkour-style obstacle environments needed to be scalable to allow individual athletes and coaches to manipulate object orientation and tasks using soft play and traditional gym equipment; and (c) the implementation of continued professional development opportunities, athlete-centered approaches to learning designs in sport, and coach–parent forums were recommended to support the integration of parkour-style training. [ABSTRACT FROM AUTHOR]

Most athletes are subject to intense mental and physical pressure not only during competition but also during practice. An important variable which may influence athletes' performance is coaching behavior. The aim of the present study is to investigate if coaching behavior and its antecedents differentiate athletes according to their gender, type of sport, competition experience and weekly practice-time. The sample consisted of 367 male and female athletes who participated in both individual and team sports. They completed the Greek version of the "Coaching Behavior Questionnaire" (CBQ). Results indicated that coaching behavior differentiated athletes of individual sports, and athletes of team sports and experienced women with experienced men. Furthermore, coaches' behavior contributed to the differentiation on athletes who practice more than those who practice less. In conclusion, these results could help athletes, coaches and sport professionals become more familiar with psychological aspects that influence athletes\ behavior. [ABSTRACT FROM AUTHOR]

The literature suggests that, despite some challenges in their implementation, player/athlete-centred, inquiry-based approaches to teaching games and coaching team sport can improve game playing ability, increase player/athlete motivation and provide positive affective experiences of learning. A range of these approaches, including Teaching Games for Understanding, Game Sense, Play Practice and the Tactical-Decision Learning Model vary in detail but share enough in common to be referred as game-based or game-centred approaches. This includes the central role that dialogue, reflection and purposeful social interaction play in facilitating learning and the deep understanding that they can promote. While these approaches are widely referred to as instructional models for teaching and coaching consideration of the common pedagogical features they share offers an alternative conception that creates possibilities for promoting the same positive learning outcomes in sports beyond team games. In this article, we examine the concept of Positive Pedagogy as an extension of Game Sense pedagogy beyond games and team sports to explore what it has to offer coaching across a range of sports. [ABSTRACT FROM PUBLISHER]

Ski jumping requires great precision during the execution of each of its four phases, as a result of its complex technical components. The objective of this study consists in the improvement of each athlete's technical skills focused on the first phase, with a view to creating the pre-requisites for the improvement of the second and third phase. To achieve this, we used various specific training tasks consisting of imitative exercises applied continuously by using the proprioceptive method, as well as jumps on the HS 71 and HS 100 hills, with specific tasks for the first phase of the jump for each athlete. The evaluation of the ski jumpers' performances was completed objectively in different positional aspects specific to the first phase for ski jumping. The success in adopting and maintaining the inrun position while passing through R1, under the exerted forces on the jumper-ski system and focusing on the correct distribution of the general mass center, created the possibility of improving the indicators of sports performance in the individualized training process. [ABSTRACT FROM AUTHOR]

The purpose of this work was to identify reasons coaches were not rehired in public school coaching positions. The intent was to use this information for content modification of courses in coach education. At the entry level, coaches are too often concerned only with their particular sport and how to develop successful athletes or winning teams. To fully prepare beginners in the stressful profession of coaching, novices must understand and accept that their success and longevity in coaching will be impacted by expectations other than winning. Athletic directors and principals from a northwest Rocky Mountain state were surveyed as part of a periodic evaluation of the state association's online coach education program. Two of the questions asked were as follows: • If you did not rehire (fire) a coach in the last 3 years, what were the reasons? • What are the primary weaknesses you experience with beginning coaches? Approximately 50% of sport administrators responded. Their answers were analyzed and implications for the education offuture coaches were found. [ABSTRACT FROM AUTHOR]