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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]

Research on the conceptual model of coaching efficacy (Feltz, Chase, Moritz, & Sullivan, 1999) has increased dramatically over the past few years. Utilizing this model as the guiding framework, the current study examined: (a) coaching experience and sex as predictors of coaches' coaching efficacy; (b) sport experience, sex, and the match/mismatch in sex between coach and athlete as predictors of athletes' perceptions of their coach's effectiveness on the four coaching efficacy domains; and (c) whether coaches' reports of coaching efficacy and athletes' perceptions of coaching effectiveness differed. Coaches (N = 26) and their athletes (N = 291) from 8 individual and 7 team sports drawn from British university teams (N = 26) participated in the study. Coaches completed the Coaching Efficacy Scale (CES), while athletes evaluated their coach's effectiveness using an adapted version of the CES; coaches and athletes also responded to demographic questions. Results indicated that, in coaches, years of coaching experience positively predicted technique coaching efficacy, and males reported higher game strategy efficacy than females. In athletes, sport experience negatively predicted all perceived coaching effectiveness dimensions, and the mismatch in sex between athletes and their coach negatively predicted perceived motivation and character building coaching effectiveness. Finally, on average, coaches' ratings of coaching efficacy were significantly higher than their athletes' ratings of coaching effectiveness on all dimensions. The findings are discussed in terms of their implications for coaching effectiveness. [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]

Background. Coaching strategies for effective technique and injury prevention have been proposed for the tackle. Despite this, little is known about current coaching attitudes and the behaviours of coaches towards proper contact technique in the tackle, especially at the junior level. Objective. To report on the attitudes and behaviours of junior rugby union coaches towards coaching of proper contact technique in the tackle. Methods. Seven coaches of the top 8 rugby-playing schools (Premier Division) in the Western Province Rugby Union participated in the study (representing 88% of the entire population of top-level junior coaches in the region). Coaches completed a questionnaire, modelled on previous research, surveying attitudes and behaviours towards tackling. Results. Proper technique for injury prevention was rated as very important (57%) and important (29%), with 14% undecided. Proper technique to improve performance was rated as very important (57%) and important (43%). To further develop coaching knowledge and to develop new training methods, 'coaching colleagues' (very much -- 71%; mean rating 4.7; 95% CI 4.3 - 5.2) was rated as the most often used. Conclusion. Collectively, the coaches in this study demonstrated a positive attitude towards injury prevention and performance. Additional means of communicating information to coaches, other than the traditional channels, have also been highlighted here. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on the issue regarding the performance gap in an athlete who exhibits good sport skills during practice but not in the actual competition. The author discusses several strategies on how to improve the abilities of athletes needed in an actual competition, such as the development of decision-making skills and high-intensity training. The author mentions the role of a coach in the performance of a team and the value of the coach's leadership and competence.

Abstract: Objective: The purpose of this study was to investigate changes in the empathic accuracy of sport coaches in relation to feedback of information. Coaches'' experience and qualification level were also considered. Method: Sixty badminton coaches were randomly assigned to either an experimental or a control group. All coaches watched a video of an athlete''s technical training session with her coach. At designated segments of the video all coaches were asked to make inferences about what the athlete''s thoughts and feelings had been. Only the coaches in the experimental group were given corrective feedback on the athlete''s thoughts and feelings following their inference. Empathic accuracy was estimated by comparing these inferences with the athlete''s own self-reported thoughts and feelings. Results: It was shown that both groups'' empathic accuracy improved over the course of watching the video; however, the experimental group improved significantly more. It was found that coaches'' experience was significantly associated with empathic accuracy for the control group only. Conclusions: The results suggest that continued exposure to an athlete increases a coach''s empathic accuracy and that this can be significantly improved with accurate feedback about that athlete. [Copyright &y& Elsevier]

The article reports on research which was conducted to describe the results of a survey of the resistance training practices of several Spanish sports teams, including professional soccer and basketball professional leagues, and top-division leagues for handball, volleyball, indoor soccer, and field hockey. After reviewing the results researchers determined that Spanish coaches needed additional training to become proficient in resistance training.