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Pressure training (PT) strategically increases pressure during training to improve athletes' abilities to cope with pressure in competition. Although evidence suggests that PT can improve performance under pressure, implementation of PT can be challenging in applied settings. The purpose of this article is to guide sport psychology practitioners and coaches in conducting PT at both elite and lower levels of sport. We first outline basics of PT, including who will benefit from the intervention and when to conduct it. We also clarify the purpose of PT and distinguish it from other forms of coaching that may seem similar. The next section includes steps for conducting PT effectively. Based on research and applied practice, these recommendations address how to create pressure and how to establish training environments that are conducive to PT. Each recommendation describes a principle that can guide practitioners and coaches as they tailor PT to specific sports and levels of competition. We argue that the use of negative consequences, an existing or "baseline" level of pressure, and involvement of coaches are key ingredients for conducting PT that promotes athletes' development. [ABSTRACT FROM AUTHOR]

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]

Coaching philosophy is understood to be the values and beliefs that underpin a coach's actions; however, research has demonstrated that coaches lack awareness of both their own behaviors and their own philosophy. As such, this study sought to explore the coaching behaviors of grassroots coaches and better understand if coaching practice is aligned with the coaches stated philosophy. To collect the data a mixed method approach was carried with four grassroot coaches. This involved two individual interviews and three observations. Semi-structured interviews were conducted both before and after the behavioral observations. Behavioral data was collected using a modified version of The Arizona State University Observation Instrument with the intention of providing an insight into the behaviors displayed by the coaches during training activities and was not envisioned to reflect their comprehensive coaching role. The results showed that instruction was the most commonly used behavior amongst coaches in the observed training sessions and that coaches demonstrated a general lack of awareness of their own behaviors. These findings demonstrate that coaches operating at grassroots level may display a lack of awareness of their own practice and suggests the use of video could be an important tool to promote reflection and self-assessment. [ABSTRACT FROM AUTHOR]

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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 article is to share the conceptual framework, design, and impact evidence of a coach development program that was aimed at teaching coaches how to act need-supportive toward their athletes. Informed by Self-Determination Theory, the Motivation Activation Program in Sports (MAPS) was developed to contribute a coach interpersonal-style perspective to the Norwegian Ski Federation education system. The program was delivered at the Norwegian College of Elite Sport throughout the 2016/2017 season as a test trial. This article is organized into three sections. First, a detailed description of the conceptual framework used to inform MAPS is offered. Next, a thorough description of MAPS building components is provided. The third section of the article presents impact evidence of coaches' learning experiences together with coaches' practice examples of need-supportive coaching skills. Results reveal that MAPS taught coaches about need-supportive skills at the intrapersonal (awareness of own coaching practice) and interpersonal (interaction with athletes) level. In addition, effective need-support for athletes required sufficient time for each athlete, a gradual approach to athlete understanding, and a thorough consideration of specific situations. [ABSTRACT FROM AUTHOR]

Background/Objectives: This study was conducted to determine the effect of the leadership style of adolescent football coaches on the social skills of players. Method/Statistical analysis: To that end, a questionnaire was administered to a total of 215 athletes registered with the Korea Football Association as of 2018. Data were analyzed using SPSS 21.0 for frequency, exploratory factor analysis, reliability, correlation and multiple regression analysis. Findings: The findings were as follows. First, an analysis of the correlation between the leadership types of adolescent football coaches and the social skills of players showed that the training order had a positive correlation with empathy, self-direction, self-control and self-expression. Democratic behavior, social support and positive reinforcement had a positive correlation with empathy, self-direction and self-control. The authoritative style showed a positive correlation with empathy and self-expression. Second, a review of the association between leadership types of adolescent football coaches and empathy of athletes found a positive effect between the training order type (β=.653, p<.001) and positive reinforcement (β=.102, p<.05), while a negative effect was detected between authoritative guidance (β=.-.152, p<.001). Third, a review of the association between the leadership types of adolescent football coaches and the self-direction of athletes found a positive effect between the training order type (β=.255, p<.001), social support (β=.139, p<.05) and positive reinforcement (β=.364, p<.001). Fourth, a review of the association between leadership types of adolescent football coaches and athletes' self-control showed a positive correlation between democratic behavior (β=.302, p<.001) and social support (β=.464, p<.001). Fifth, a review of the association between the leadership types of adolescent football coaches and athletes' self-expression showed a positive impact of authoritative leadership style (β=.152, p<.05). Improvements/Applications: As democratic behavior and social support play a positive role in selfcontrol, coaches of adolescent football players should adopt these coaching styles for adequate self-control of players. [ABSTRACT FROM AUTHOR]

Confidence is a well-known psychological quality that is relevant for performing at one's best. Previous literature examined sources from which athletes derive their confidence, what behaviors coaches perceive to be the most effective at building confidence, and the level of congruence between athletes' and coaches' perceptions on confidence-building techniques. However, research has rarely asked athletes what they believe are the most important behaviors coaches can do to build confidence in both individuals and teams. The purpose of this study, therefore, was to explore athletes' perceptions of what coaches can do to build confidence from the perspective of athletes. Collegiate student-athletes (n = 264) completed two open-ended questions regarding specific behaviors that coaches do to build confidence in athletes and teams. A total of 649 interpretable meaning units were analyzed into 13 lower-order themes and 5 higher-order categories. Results revealed that creating a nurturing positive environment, responding to athletes productively, developing effective practices for training, developing interpersonal relationships with athletes, and possessing effective intrapersonal qualities themselves are all behaviors identified as important for building confidence. Many of the behaviors were common to building confidence in both athletes and teams, though there were confidence-building behaviors unique to either group. [ABSTRACT FROM AUTHOR]

Several golf swing movements have been correlated with the production of club speed in skilled golfers. However, less skilled golfers, such as senior golfers, may not be capable of many of those movements. One golf swing—Minimalist Golf Swing—reduces the downswing range of motion through which a golfer’s body must move to reach the impact positions seen in skilled golfers. The purpose of this study was to assess whether the MGS could improve senior golfers’ ball flight and consistency, and increase their motivation to play golf. Twenty-two seniors (16 males, 6 females), aged 54–81, participated in an 11-session study comprising pretest, intervention, and posttest sessions. During the test sessions, participants hit 20 shots with each of their own 6-iron and driver clubs. Ball movement immediately after impact was measured using a camera-based ball launch monitor. Participants’ motivation to play golf before and after the intervention was assessed using the Sports Motivation Scale II. A mixed effects model was used for the statistical analysis of this repeated measures study, in which participants served as their own controls. Statistically significant per-session results were an increase in the ball’s speed (6-iron and driver) and trajectory (6-iron), and a change in direction (both clubs) from left to slightly right (for right handed golfers). Consistency of ball flight, total motivation and intrinsic motivation increased slightly post-intervention, while amotivation decreased, none significantly. Therefore, some senior golfers can improve ball flight, consistency, and motivation to play golf after six MGS training sessions. [ABSTRACT FROM AUTHOR]

The focus of this article is the opinions and attitudes towards coach–athlete sexual relationships presented through the voices of female (n = 24) and male (n = 12) elite-level coaches in Norway. The results are based on in-depth interviews and the data were developed around the following question: “There are examples of athletes that fall in love with their coach and about sexual relationships between a coach and an athlete—what are your reflections around such coach–athlete relationships?” The coaches found such relationships very problematic and unacceptable. When it occurs, openness, i.e. to talk about it, is important. But the rule of thumb was that the coach–athlete relationship had to come to an end. In their elite-coaching role, these coaches believed it is important to have strict rules and clear boundaries. Furthermore, they should be aware of the power that they have and not exploit it. The results are discussed with respect to the professionalization of the coaching role, and the importance of including ethics in the education of coaches. [ABSTRACT FROM AUTHOR]

Research into the perceptions, practices and engagement of coaches with performance analysis is fundamental to informing the continued development of the discipline and its practitioners. The aim of this study was to survey a large sample of coaches of varying profiles, regarding their use and integration of performance analysis, to explore its perceived value and barriers to its use. Survey data were analysed from 538 Irish coaches qualified at Level 1 and above (82% male), from 37 sports. A spectrum of coaches’ engagement with performance analysis, ranging from no formal performance analysis (49%), to coaches doing their own analysis (coach-as-analyst, 38%) and coaches with analyst-support (13%) was observed. The Level 2 coaching qualification was a key distinguisher between coaches using and not using performance analysis. Significant differences exist between the practices of coaches with and without analyst-support. Coaches with analyst-support are more likely to have regular access to video, spend more time analysing, regularly use performance analysis to inform training and use computerised analysis software. Barriers to the use of performance analysis varied along the spectrum of performance analysis engagement. This research can underpin future developments in coach and analyst education that will optimise the systematic use of PA across all levels of sports performance. [ABSTRACT FROM AUTHOR]

The present study focuses on the demographic and labor characteristics of coaches in Spain. Kanter’s theory on occupational sex segregation will be used as a guiding framework. The study was conducted with 1685 coaches (82.3% men and 17.7% women) from different sports and performance domains. The results show that there is an underrepresentation of women as coaches in Spain and data highlight that coaches’ gender is related to three structural factors: opportunity, power, and proportion. The present data reveal that women are younger, less likely to be in a marriage-like relationship, less likely to have children, and more likely to have competed at a high level as an athlete when compared to their male counterparts. However, fewer women than men access and participate in coach education in Catalonia and the working status of women was different to that of men. To expand, women worked less hours, were more likely to be assistant coaches, and had less years of coaching experience. Understanding of how gender influences women’s access, progression, and retention in coaching in Spain illustrates the need for gender sport policies and practices in sport organizations. This approach can benefit not only women, but the diversity and enrichment of the coaching system. [ABSTRACT FROM AUTHOR]

Globalization and advances in technology have created a context where knowledge changes and circulates faster than ever. In high-performance sport coaching, coaches increasingly move from country to country to join national teams – becoming ‘migrant coaches’. From a coach development perspective, it becomes relevant to investigate how coaches from different countries learn to coach and what would be their ideal sources of knowledge acquisition. Unfortunately, there is a major gap in the English literature regarding Asian coaches. Thus, a study with Chinese gymnastics (Gym) and rhythmic gymnastics (R-Gym) coaches has been conducted. Eighty coaches completed a questionnaire on their actual and ideal sources of knowledge acquisition; 16 of these were interviewed. Data show that the coaches acquired their knowledge (actual) mainly through ‘being an athlete’ and ‘having a mentor’. Ideally, they would like to have a better balance between these two sources and formal learning situations (courses, seminars, etc.). Another key finding is the barrier resulting from the lack of English knowledge, which is an important limit for Chinese coaches wishing to gather information from abroad, especially through the Internet. [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]

Drawing on a modified version of Foucault's (1972) analysis of discursive formations, we selected key coach education texts in Canada to examine what discourses currently shape effective coaching in Canada in order to detect what choices Canadian coaches have to know about "being an effective coach." We then compared the most salient aspects of our reading to the International Sport Coaching Framework. Our Foucauldian reading of the two Canadian coach education websites showed that the present set of choices for coaches to practice "effectively" is narrow and that correspondingly the potential for change and innovation is limited in scope. Our comparison with the International Sport Coaching Framework, however, showed more promise as we found that its focus on the development of coach competences allowed for different coaching knowledges and coaching aims than a narrow focus on performance and results. We then conclude this Insights Paper by offering some comments on the implications of our Foucauldian reading as well as some suggestions to address our concerns about the dominance of certain knowledges and the various effects of this dominance for athletes, coaches, coach development and the coaching profession at large. [ABSTRACT FROM AUTHOR]

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 exponential growth in action and adventure sport (e.g. snowboarding, bicycle motorcross (BMX), surfing, parkour) participation over the past two decades has been showcased in world championship events and the inclusion in Olympic programs. Yet, by virtue of their alternative, escapist and/or adventure-based origins, these sports do not fully conform to the characteristics by which traditional sports are known (e.g. structured training). An area of great interest across all sports is how athletes learn to perform. In action and adventure sports, the lack of well-established, sport-specific knowledge bases mean that athletes potentially learn in different ways. This research seeks to make an initial contribution to our understanding by examining the learning trajectory of an international-level Trials athlete. She was found to take a strong role in her own learning while leveraging her coach and peers for learning opportunities at different stages of her career to date. Suggestions for future research in this area are subsequently offered. [ABSTRACT FROM AUTHOR]

This review aims to examine the most significant research regarding the development of talent in sport, with a focus on the quantity and type of practice necessary for the attainment of expertise. A total of 54 peer-reviewed empirical articles were collected and analysed for their content. The literature reveals considerable evidence demonstrating that both early specialization and early diversification can lead to expertise development. However, the contrasting views of deliberate practice and deliberate play do not provide a sufficient spectrum of different learning activities for talent development. Furthermore, the content analysis highlights some inconsistencies in the criteria used to characterize different types of learning activities, pointing to the need for a more rigorous and detailed characterization of activities that affect talent development throughout the lifespan. Finally, this review underscores the need for different methodological approaches to complement athletes' perceptions of their past practice experiences gathered from retrospective interviews. The potential value of using systematic observations to provide a detailed examination of the microstructure of different learning activities is discussed. [ABSTRACT FROM AUTHOR]

The purpose of the present study was twofold. The first purpose was to examine the relationship between athlete mentor leadership behaviours and protégé receipt of mentoring functions. The second purpose was to examine the association between mentoring functions and protégé satisfaction. Intercollegiate athletes who indicated that they were protégés (N = 272) completed measures to assess their athlete mentors’ use of leadership behaviours (DTLI) and mentoring functions (MRI). Protégés also completed an instrument (ASQ) which assessed the degree to which they were personally satisfied during the time they were mentored. The results of structural equation modelling showed that the transformational leadership behaviour of inspirational motivation was positively related to psychosocial mentoring. In addition, the transformational leadership behaviour of intellectual stimulation and the transactional leadership behaviour of contingent reward showed positive associations to vocational mentoring. Finally, results showed that psychosocial mentoring was positively related to protégé satisfaction. These findings provide sport psychology consultants, coaches, and athletes with important knowledge concerning which mentoring functions are related to specific leadership behaviours and protégé satisfaction. [ABSTRACT FROM AUTHOR]

An interview with Glenn Corcoran, conditioning coach at Australian National University Sport Centre in Canberra, Australian Capital Territory, is presented. Corcoran mentions his occupational roles at the health club, his academic and formal coaching qualifications, as well as his sporting and training background.

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]

The Deliberate Practice framework proposes conditions for maximizing time engaged in practice in order to facilitate learning and performance improvement (Ericsson, 2007). Certainly, deliberate practice is a highly effortful activity that cannot be sustained for extended periods of time. As a result, a large proportion of athlete training likely contains considerable time in "non-deliberate" practice; however, there are relatively few studies examining the microstructure of individual practice sessions across development. The present study considered coach-led training sessions and investigated time and frequency of deliberate and non-deliberate forms of practice (the latter simply termed "structured practice"). Analyses showed significant differences between athletes of various age classes, expertise levels and sports. The data provide support for the deliberate practice framework and identify avenues for future research. [ABSTRACT FROM AUTHOR]

This article describes how strongman implements, which we defined as "any non-traditional implement integrated into strength and conditioning practice" are currently utilised by coaches to enhance athletic performance. Coaches (mean ±SD 34.0 ±8.2 y old, 9.8 ±6.7 y general strength and conditioning coaching experience) completed a self-reported 4-page survey. The subject group included coaches of amateur (n = 74), semi-professional (n = 38) and professional (n = 108) athletes. Eighty-eight percent (n = 193) of coaches reported using strongman implements in the training of their athletes. Coaches ranked sleds, ropes, kettlebells, tyres, sandbags and farmers walk bars as the top six implements used, and anaerobic/metabolic conditioning, explosive strength/power and muscle endurance as the three main physiological reasons for its use. The strongman implements were typically used in combination with traditional exercises in a gymnasium-based setting. Future research needs to evaluate the performance benefits of such training practices in controlled studies. [ABSTRACT FROM AUTHOR]

Semi-structured interviews were conducted with twenty team sport athletes representing a range of different sports with the aim of investigating their views relating to social loafing in training and competition. General themes investigated and subsequent content analysis highlighted factors that promote or reduce the extent of social loafing. Determinants of self-loafing were grouped according to three distinct categories: Group processes; Task characteristics and Individual perceptions. Social loafing among others was perceived to be prevalent in both the training and competition scenarios with more examples of social loafing provided in the training situation. The signs of social loafing were grouped according to the following themes: Cognitive & Emotional, Behavioural, Communication and Player Intuition. Consequences of social loafing were found to be detrimental to the effort and performance of both the individual and the team. Athletes were also able to differentiate between perceived social loafing and the perceived use of 'strategic rest' in team sports. Implications for the coaching process are far reaching with the need to develop an effective team culture and to provide training sessions that are interesting, engaging and relevant. [ABSTRACT FROM AUTHOR]

The aim of this paper was to provide some rich insights into how an elite ice-hockey player responded to his coaches' pedagogical delivery of video-based feedback sessions. Data for this study were gathered through a series of in-depth, semi-structured interviews and a reflective log relating to those interviews. The interviews were transcribed verbatim with the text being subject to the process of inductive analysis. The results highlighted how the pedagogical application of performance analysis technology is far from a sequential and unproblematic process. Indeed, the participant's perceptions of, and respect for, his coaches' practices appeared to influence whether learning occurred in the video-based feedback sessions. [ABSTRACT FROM PUBLISHER]

Periodization training is correctly considered to be one of the principal issues underlying the theory of athlete preparation. Its historical roots are associated with celebrated treatises by ancient philosophers, while its later conceptualization is closely connected with the formation of the underpinnings of contemporary coaching sciences. The present-day classic version of periodization training was initiated with publications in the early 20th century and reached its culmination with the appearance of Matveyev's distinguished book, which is considered a landmark in training fundamentals. Further development of high-performance sport and the revelation of new facts, knowledge and technologies have affected later alternative versions of periodized training, some of which have been used by elite athletes in different sports with remarkable success. On the other hand, the appearance of alternative concepts, such as block periodization (BP), has aroused the interest of several researchers who have engaged in further studies. Since then a number of research projects have been conducted in various sports and their outcomes have demonstrated the benefits of BP models in enhancing metabolic, neuromuscular and sport-specific variables of athletic preparedness. The present review summarizes these elements, highlighting the contribution of the latest studies to the methodology of high-performance training. [ABSTRACT FROM AUTHOR]

With this article, we aim to offer a conceptual synthesis of some of the most important developments in past decades on the subject of talent in sport, while also helping sports stakeholders, particularly managers and coaches, to recognize and apply these conclusions in their practices. The article starts with a brief historical review, which explores how there has been a shift from a talent detection perspective to a talent development perspective and to a holistic vision of athletes and their background context. Secondly, the article presents an overview of the main theoretical models put forward in literature on sport psychology, including career-transition-based models and talent-and-expertise-based models. Finally, as the conceptual model most widely referred to in literature, a detailed analysis of the Development Model of Sports Participation (Côté, Baker & Abemethy, 2007), is made, especially with regard to development processes relating to standards of practice (e.g. diversification and specialization) and psychosocial influences, aspects that form the basis of all-round athlete development. [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 presents a study which examines the practices and application of long term athlete development theory within elite athlete pathways in Australia. It details an electronic survey wherein 65 sport professionals participated. It reveals, as a result of the survey, that there is an understanding of long term athlete development and the various performance and movement evaluations that can assist programming and coaching decisions within high performance sport.

This article provides an introduction to Integral Sports. We begin by outlining a key element of our work, integral coaching with parents of athletes, and then explain how Integral Theory can help support the aims of coaching in this context. To broaden the scope of the article we discuss how sports science research is tackling the issue of parents in sports and argue that much of this work has led to limitations in understanding and inertia in the field. The use of the methodology of Integral Coaching Canada is outlined with a case study of a parental participant in our project, followed by a discussion and reports of some of the characteristics found in other tennis parents. Finally, we present our future plans and the wider potential for Integral Sports both in research and practice. [ABSTRACT FROM AUTHOR]

Purpose. Our purpose is to bring into the specialists' attention the concept of coaching for sports performance. Methods. This paper is an essay about the main meanings of coaching. Content. The coach possessing real managerial aptitudes can render efficient his athletes' training and can lead to their maximum potential. Conclusions. Coaching is an attitude and a behavior, with applications in the training process. [ABSTRACT FROM AUTHOR]

Coaches at all levels desire coachable athletes whose personalities are a good fit for their teams. Coachability is a complex construct that is not well understood in the sport science literature, but appears to be demonstrated through several behaviors. Costa and McCrae's Five Factor Model framework proposes that personality traits are inherent and predispose a person to behave in relatively stable ways. This study used survey methodology to investigate relationships between head college coaches' (n = 36) perceptions of coachability and 12 personality traits from the Agreeableness and Emotional Stability domains in NCAA Divisions I (n = 94) and II (n = 96) female softball athletes. Results indicated that coaches might glean the most useful insights regarding how coachable a female athlete might be by learning more about her personality in three specific areas: Anger, Immoderation, and Cooperation. [ABSTRACT FROM AUTHOR]

When Victorian and Edwardian coaches used the term 'science' they were generally referring to technique or to systematic training regimes, and traditional coaching practices, derived from experience, observations and intuition, maintained credibility long after physiologists began investigating sport. Scientists testing athletes at the 1928 Olympics concluded that all aspects of training should become subject to scientific scrutiny and British academics became increasingly involved as the values of amateurism gave way to a greater pragmatism with respect to international competition, resulting in physiologists assuming responsibility for traditional aspects of coaching practice. This article utilises two areas in which physiology has embedded itself into the coaching milieu, talent identification and the prevention of overtraining, to demonstrate that these issues had long been familiar territory to Victorian and Edwardian coaches and to suggest that the contribution of similar experienced and innovative coaches, utilising both explicit scientific and implicit craft knowledge, needs to be sustained in an age of scientific rationalism. [ABSTRACT FROM AUTHOR]

In this article the author discusses how coaches can balance the athlete's needs with the allure of scientific advances that may further improve their performance. He argues that there is no need to change a winning formula, however, the Long Term Athlete Development (LTAD) approach may result in a greater emphasis on the art of craft coaching. He stresses the need to understand that coaching techniques develop while successful methods will be imitated.

The role of adults has been outlined as a critical aspect of positive development of young athletes. Youth-sport coaches interact constantly with athletes and hence have the potential to impact significantly on the experiences of youth. Formal coach training has been proposed as a method for helping coaches interact effectively with athletes, but research shows that many coaches learn through experience and interactions with other coaches. The purpose of this study was to determine if coach training offered through the sport program impacts positively on the personal development of youth. Results suggest that athletes who played for coaches that received training through their program reported higher rates of personal and social skills than athletes who played for untrained coaches. Implications for sport programs' administrators are discussed along with recommendations for incorporating positive development principles within a sport environment. [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]

This paper aims to evaluate the adaptability of expert basketball coaches and ascertain the type of impact this adaptability has on the coaching process, and in the event, the kinds of adjustments that take place to succeed as a coach. A qualitative methodology and the semi-structured interview technique were used to develop the research. The interviewees were sixteen expert basketball coaches, as defined in specific literature. The results indicate that the coaches highlighted the capacity to adapt to their contexts, which is a priority in achieving professional success. These coaches stressed that they do not give up their coaching models when they change context, but rather adapt them to different situations. [ABSTRACT FROM AUTHOR]

The expert-performance approach is critically evaluated for its potential to be used as the guiding framework for understanding and enhancing coaching performance, expertise and learning. The three-stage approach involves: i) identifying representative tasks that capture the essence of expertise in the domain; ii) having expert (and possibly novice) performers participate in those tasks, recording the mechanisms that mediate the expert's superior performance; and iii) tracing the acquisition of those skills and mechanisms. The approach enables the assessment of coaches' performance to be measured, identification of their respective strengths and weaknesses, and refinement of training activities to promote effective learning and the development of future generations of expert coaches. [ABSTRACT FROM AUTHOR]

The purpose of the current paper is to present an integrative definition of coaching effectiveness and expertise that is both specific and conceptually grounded in the coaching, teaching, positive psychology, and athletes' development literature. The article is organized into six sections. The first section is used to situate the proposed definition in the predominant conceptual models of coaching. The second, third, and fourth sections provide detailed discussion about each of the three components of the proposed definition of coaching effectiveness: (a) coaches' knowledge, (b) athletes' outcomes, and (c) coaching contexts. The proposed definition is presented in the fifth section along with a clarification of common terminology and guiding postulates. The final section includes implications for practice and research. [ABSTRACT FROM AUTHOR]

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.

This study explores the cognitive management of a successful experienced elite handball coach during a competition. A coach's activity was examined based on a "single case" by analyzing the content of two types of interviews (semi-structured, stimulated recall) through deductive, then inductive approaches. Results showed: (a) in the planning phase, game plans intended for the competition were elaborated from situations that had long been mastered during training sessions: and (b) in the interactive phase on offense, the coach carried out adjustments through his players (especially the playmaker); on defense, changes were made using a basic knowledge of game systems. The coach's activity was organized into six prioritized tasks relating to: i) players' physical engagement; ii) management of collective duels; iii) management of individual duels; iv) refereeing; v) players' energy management; and vi) technical-tactical instruction to the substitutes. Cognition was principally distributed by interacting with the team's playmaker. [ABSTRACT FROM AUTHOR]

Contemporary sport training requires many hours of practice with increasing physical and psychical loads. Approaching the limits of one's capabilities was ascertained long time ago. It turned out that the human body was able to bear those increasing loads. This applies mainly to athletes achieving international success. Apart from them there are competitors who achieve considerable results with difficulty, and therefore frequently give up competitive sport. No statistical record of such losses has been kept, however such records may be of great significance to future champions. Both types of athletes, novice and advanced, should be taken care of. Is it possible to decrease the applied training loads and thus limit the number of load-linked injuries? Must competitive sport supply premature pensioners? Eliminating all the defects of training is not easy, but its considerable improvement is possible. Improvement means rather a new concept dealing with the most important part of the training -- motor preparation -- and particularly the increase of training efficiency and technique improvement. The aims of the work were as follows: 1. creation of a new form of motor preparation; 2. presentation of a novel concept of selecting candidates for sport; 3. development of new ways of attaining sport specialization; 4. new formulation of relationships between physical and co-ordination abilities; 5. development of emotions specific to the given sport. The paper presents five important elements of the concept of modern training. Their implementation does not require additional financial resources and does not imply any risk. Some of these proposals were applied in other countries with very good effects (e.g. by female volleyball players of the Japanese national team). Due to their effectiveness, they became the "secret of the coaching workshop". The originality of these proposals consists of their systemic formulation. They are a synthesis of results of numerous fragmentary studies by various authors, including my own pedagogical experiments, as well as research and pedagogical experience. Some conclusions in the work were based on results of studies conducted using our own method of awakening or refreshing kinesthetic sensations. The method was used in various sports such as ice figure skating, ski jumps and swimming. Greater expressiveness of these sensations was connected with a higher level of technical preparation in a number of sports e.g., skiing, ski jumping, fencing, kayaking, judo, ice figure skating, speed skating, skiing, fencing, boxing and pole vault. [ABSTRACT FROM AUTHOR]

The article offers information on the findings of the Coaching Science Literature concerning the different roles of coaches in the development of elite athletes. It notes that elite coaches consider their past athletic experience as instrumental to their coaching ability which allows them know what his athletes feel and to demonstrate technical skills during training and competitions. An overview of the global model of the three main stages of athlete development is also presented.

The article considers the importance and guidelines of customizing specific strength and conditioning (S&C) coaching strategies, incorporating the concept of Long-Term Athlete Development (LTAD) for a junior athlete with special S&C needs. The need to focus on the process in developing skills in junior athletes is noted. S&C coaches are advised to be aware of the cognitive development of the athlete. Also presented are steps to teaching novice athletes including naming and demonstrating the exercise.