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This study examined the perceptions of key stakeholders of a high school athlete leadership development training programme. Participants included 36 athletes (males = 23, females = 13) from two team sports (rugby n = 11 and volleyball n = 6) and two individual sports (bowling n = 8 and table tennis n = 11), as well as four coaches representing each of these sports and four teachers. Individual interviews were conducted for coaches, teachers, and athlete leaders, while athletes took part in focus group interviews. Inductive thematic analysis was used to analyse all data sets. Results showed that the athlete leadership programme developed qualities such as responsibility, role modelling, motivation, communication, perseverance, and team unity that would help athlete leaders perform their roles and responsibilities. The results also highlighted some limitations including earlier involvement from key stakeholders, tailored training for athlete leaders, and a more effective transfer of learning.

Abstract\nLay summaryTo develop positive coach-athlete relationships, coaches can acknowledge and support their players’ sociocultural backgrounds (e.g., ethnicities, genders, races). This is particularly important in connecting with marginalized athletes as the history of sport is intertwined with identity politics, racism, and exclusion. To date, little is known about the role of race in coach-athlete relationships from the perspectives of marginalized individuals. The purpose of the current study was to explore the coach-athlete relationships of Black, Canadian university football players and their coaches from the players’ perspectives. We conducted semi-structured interviews with nine Black football players from five Canadian universities coached by individuals of different racial backgrounds. Using a reflexive thematic analysis, we co-created two overarching themes addressing participants’ racialized experiences inside and outside of sport, including their understanding of Blackness, as well as perceptions on how to improve coaches’ cultural literacies. From our findings, we understood that most Black athletes developed strong connections with their Black coaches compared to White or non-Black coaches of color that were characterized by feelings of trust and the ability to express their cultural identity freely. Athletes highlighted the importance of coaches acquiring or strengthening their cultural competency, and provided examples, advice, and descriptions of what they believed constituted an effective coach. By exploring racial aspects of coach-athlete relationships, this study contributes to coaching science literature and cultural sport psychology by emphasizing the need for coaches to develop cultural competency aptitudes when working with diverse athletes.This article examines the importance of cultural awareness when building coach-athlete relationships from the perspective of Black football players in Canadian universities. We discussed the participants’ racialized experiences in sport contexts, the role of race in building coach-athlete relationships, and the importance of improving the cultural literacy of coaches.IMPLICATIONS FOR PRACTICECoaches looking to improve their approaches to building relationships with and meeting the cultural needs of Black athletes should consider engaging in cultural competency education to enhance their knowledge and coaching behaviors.Sport organizations and governing bodies should create more opportunities for coaches and other sport personnel to engage in formal cultural competency education to build knowledge about the intersectionally diverse athletes they work with.Sport scholars should actively seek to expand upon the literature regarding the ways in which race affects the coach-athlete relationship to offer modes of support for athletes who identify as Black.Coaches looking to improve their approaches to building relationships with and meeting the cultural needs of Black athletes should consider engaging in cultural competency education to enhance their knowledge and coaching behaviors.Sport organizations and governing bodies should create more opportunities for coaches and other sport personnel to engage in formal cultural competency education to build knowledge about the intersectionally diverse athletes they work with.Sport scholars should actively seek to expand upon the literature regarding the ways in which race affects the coach-athlete relationship to offer modes of support for athletes who identify as Black. [ABSTRACT FROM AUTHOR]

The majority of research on the coach–athlete relationship has been explored from the perspective of able-bodied athletes. The purpose of this study was to explore wheelchair basketball athletes' perceptions of the coach–athlete relationship. Timelining and semistructured interviews were conducted with six wheelchair basketball athletes, and data were analyzed using a reflexive thematic analysis. Athletes highlighted the important role that parasport coaches played in fostering an enjoyable wheelchair basketball environment and valued coaches who displayed expertise regarding their athletes' equipment and had personal parasport athletic experiences. Additionally, athletes identified personal preferences, including coaches who addressed sex differences and maintained professional relationships at the national level as contributing factors to the coach–athlete relationship. The current results benefit both parasport coaches and athletes by providing a portrayal of coaching behaviors, characteristics, and expertise that not only influence the parasport coach–athlete dyad but also affect the well-being and athletic development of parasport athletes. [ABSTRACT FROM AUTHOR]

The purpose of this scoping review was to examine how mixed methods research (MMR) has been applied in adapted physical activity (APA) research about children and adolescents age 5–18 years with a disability. Six electronic databases were searched to retrieve relevant studies published between 2003 and 2020. Sixty-four studies were identified and analyzed. The findings were organized into five categories of interest: publication information, study objectives, mixed methods research design, participants' information, and data integration. Challenges related to the design and publication of MMR in APA were uncovered, and suggestions for improvement are provided. This study adds to the knowledge of MMR design, and it provides an understanding of the underlying processes and methodological strategies that have guided this approach in APA research. This article will encourage APA researchers to engage in MMR while also aligning future studies with contemporary MMR literature and publication standards. [ABSTRACT FROM AUTHOR]

An inevitable structural feature within sport teams involves 'the groups within the group,' otherwise known as subgroups. Although there is a large body of literature dedicated to group dynamics constructs at the total team level, little research has explored such topics at a positional subgroup level, particularly in professional sports. Thus, the purpose of this study was to provide an in-depth exploration of group dynamics perceptions from a specific positional subgroup in professional sports, with a particular emphasis on group cohesion and leadership. Specifically, we interviewed six experienced professional gridiron football offensive linemen to explore their perspectives of the factors influencing group cohesion within their positional subgroup. The analysis revealed environmental factors as well as internal roles and interpersonal processes that shaped group development and cohesion within the subgroup. Notably, the impact of veteran athlete leadership and how the behaviors of both the coaching staff and general managers could either positively or negatively influence group cohesion in professional football were apparent. Therefore, the present results are of interest to members of professional organizations generally, and gridiron football specifically, including general managers, head coaches, assistant coaches, support staff, and athletes regarding how the dynamics within a positional subgroup can impact individual and team outcomes. Lay summary: This article describes professional athletes' opinions about group cohesion and leadership. All athletes were part of a positional subgroup in gridiron football. The analysis revealed environmental factors as well as internal roles and interpersonal processes that shaped group development and cohesion within the subgroup and the team as a whole. Professional general managers seeking to build high-functioning positional subgroups whereby members are highly interdependent should consider avoiding frequent athlete turnover and providing incentives for veterans to actively engage with mentoring newcomers. Professional head and assistant coaches looking to maximize individual and team outcomes should encourage veteran athletes to establish normative expectations within their positional subgroups that are unique but align with those from the superordinate team. The complexity of the professional gridiron football environment undoubtedly means that the head coach must delegate various tasks to their assistant coaches and athlete leaders to enhance the team environment. [ABSTRACT FROM AUTHOR]

Purpose: Winning several national championships is an extraordinary feat that very few university coaches have accomplished. The objective of this study was to investigate how some of Canada's most accomplished university team-sport coaches created and sustained a culture of excellence in their programs. Method: Six university coaches who had won more than 30 national titles participated in this study. Each coach participated in a semistructured interview, and the qualitative data were inductively analyzed using a thematic analysis. Results: The coaches noted that hard work and daily attention to detail, effective emotional management of themselves and their athletes, and continuous self-assessment (self-reflection and seeking mentors) were crucial elements that led to sustained excellence in their programs. Conclusions: This study offers one of the first empirical accounts of how highly successful university coaches developed and maintained a culture of excellence and success in their high-performance sport setting.

Concussions result in a multitude of somatic, cognitive, and/or emotional symptoms as well as physical and behavior changes and disturbances in balance, cognition, and sleep. Moreover, some concussed athletes can experience these symptoms, changes, and disturbances for extended periods of time. This qualitative study explored the coping skills used by five female university athletes who suffered persistent concussion symptoms for more than 6 weeks. Our analysis of the interview data indicated that the athletes used emotion-focused coping strategies, such as avoidance and acceptance, throughout their recovery. In addition, the lack of perceived control over their injuries, a lack of a symptom-specific treatment protocol, and the type of social support they received influenced their coping abilities. These results add to the limited, yet growing, body of literature on the psychology of sport-related concussions, particularly with respect to identifying the types of resources that athletes may use to cope and manage concussion symptoms. [ABSTRACT FROM AUTHOR]

Introduction: Community-based spinal cord injury (SCI) organizations deliver peer mentorship programs in rehabilitation settings. Little is known on how these programs are delivered through the collaboration between community-based SCI organizations and rehabilitation institutions. This study aimed to identify barriers, facilitators, and collaboration processes within a SCI peer mentorship program provided by a community-based organization at a rehabilitation center. Methods: A qualitative case study design was applied. Seven participants were recruited, including two mentees, two mentors, one program director of the community-based SCI organization, and two healthcare professionals of the rehabilitation center. Each participant completed a one-on-one interview. Data were analyzed inductively and deductively based on the Consolidated Framework for Implementation Research (CFIR). Results: Ten factors were identified to influence the delivery of the peer mentorship program, including nine CFIR constructs. Successful delivery of the program required strong, collaborative inter-professional relationships between health professionals and community organizational staff (e.g., peer mentors) as facilitators; whereas potential cost, minimal patient needs, and limited mentor resources were found to be barriers. Engaging health professionals by initiating communications, reflecting and evaluating the program collectively with health professionals were important collaboration processes for the community-based organization to maintain effective partnership with the rehabilitation center. Discussion: The collaboration processes and strategies to addressing/leveraging the barriers and facilitators may inform evidence-based practice to establish and optimize the delivery of SCI peer mentorship programs in various rehabilitation settings. [ABSTRACT FROM AUTHOR]

The purpose of this scoping review was to provide a broad overview of the literature pertaining to parasport coaches, including information regarding the size and scope of research, the populations and perspectives obtained, and the type of methods used to conduct the research. Data were collected and analyzed using a six-stage framework for conducting scoping reviews. The results revealed that the majority of articles were based on interviews, and an overwhelming majority of the participants were men coaching at the high-performance level in North America. Three of the most frequent topics were becoming a parasport coach, being a parasport coach, and having general parasport coaching knowledge. Articles ranged in date from 1991 to 2018, with 70% of empirical articles published from 2014 onward, indicating an emerging interest in this field of research. This review has the potential to advance the science and practice of parasport coaching at all levels. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the learning experiences and acquisition of knowledge of youth parasport coaches. Five able-bodied male participants (M = 39 years old), who coached youth with a physical disability for an average of 7.4 years, participated in individual interviews. An inductive thematic analysis identified patterns within and across the data, allowing for description and interpretation of the meaning and importance of the themes. The results showed that coaches learned mostly from informal experiences, particularly through mentoring, trial and error, or use of technology. In addition, these learning opportunities were influenced by personal, environmental, and social factors. These findings can help to guide current and future generations of coaches of youth participants with a physical disability by highlighting available resources and addressing several barriers and facilitators to their learning. [ABSTRACT FROM AUTHOR]

The Gold Medal Profile for Sport Psychology (GMP-SP) is a comprehensive, evidence-informed framework integrating mental performance competencies underpinning the athletic performances of Canadian athletes capable of stepping onto the Para/Olympic Podium. The GMP-SP was established to guide Mental Performance Consultants (MPCs) and National Sport Organizations (NSOs) in their design, delivery, tracking, and evaluation of mental skills programs in the Canadian high performance sport system. A Participatory Action Research approach involving a 2-year cyclical process of planning, action, reflection, and evaluation informed the collaborative work of six experienced Canadian MPCs (four men, two women). The group, whose lived experience was integral to the relevance and impact of the inquiry collectively had over 125 years of experience conducting research and consulting in high performance sport. A review of the scientific literature combined with the experts' professional practice led to the creation of the GMP-SP, which includes 11 mental performance competencies grouped under three broad categories: (a) fundamental competencies (motivation, confidence, resilience), (b) self-regulation competencies (self-awareness, stress management, emotion, and arousal regulation, attentional control), and (c) interpersonal competencies (athlete-coach relationship, leadership, teamwork, communication). Mental health was also included as an overarching construct influencing the achievement of mental and athletic performance. The GMP-SP fulfills an important gap given the current lack of models, methods, and tools to guide the operationalization of mental performance systems in high performance sport that include both intrapersonal and interpersonal competencies. Lay summary: The Gold Medal Profile for Sport Psychology (GMP-SP) is a framework integrating 11 mental performance competencies underpinning podium success in Canadian high performance sport, with attention to mental health. The GMP-SP is intended to guide practitioners and sport leaders in their sport psychology programming and resource allocation to support athletes in their quest for excellence. Mental Performance Consultants (MPCs) can use the Gold Medal Profile for Sport Psychology (GMP-SP) for the assessment, periodization, and implementation of mental skills training programs in high performance sport. The GMP-SP can be used to educate athletes, coaches, and staff about the importance of mental performance skills to achieve success in high performance sport. The GMP-SP uniquely highlights intrapersonal and interpersonal competencies and the interplay between mental performance and mental health. The analogy of gold, silver, and bronze in the GMP-SP can help practitioners, scholars, and sport leaders to plan, test, and allocate adequate resources and funding for the development of mental competencies. [ABSTRACT FROM AUTHOR]

Group dynamics research in disability sport is largely undeveloped. The purpose of this exploratory study was to understand Paralympic athlete leaders 'perceptions of leadership and team cohesion. Ten Paralympic athlete leaders participated in semi-structured interviews. A thematic analysis revealed two higher-order themes, which were labeled Athlete Leader Behaviors and Roles and Building Team Cohesion. Participants reported they were responsible for motivating, supporting, and communicating with their teammates and coaches. Additionally, they felt their role was to assist and encourage teammates to live independently. They also described the importance of organizing social gatherings outside the formal sport setting as a way to influence team cohesion and enhance on-field performance. Results from this study are among the first to investigate group dynamics within disability sport and are of interest to athletes, coaches, health and performance consultants, as well as others involved in the coaching and care of athletes with disabilities., Leadership has been identified as an important factor in achieving team excellence and success in sport (Weinberg & McDermott, 2002). Research on leadership in sport has a long history of [...]

The purpose of the present study, grounded in self-determination theory, was to explore the relationship between Paralympic athletes' perceptions of autonomy-supportive coach behavior, basic psychological needs, and intrinsic motivation to know, accomplish, and experience stimulation. One hundred thirteen Canadian Paralympic athletes completed an online survey, consisting of measures of coach autonomy support; of perceptions of autonomy, competence, and relatedness; and of intrinsic motivation. Perceived coach autonomy support was a predictor of athletes' perceptions of autonomy and relatedness. Perceived competence was a significant predictor of all three forms of intrinsic motivation, while perceived autonomy was a significant predictor of intrinsic motivation to accomplish and experience stimulation. The results highlight the important relationship between coach behavior and athlete motivation in disability sport. (Contains 2 tables and 1 figure.)

Background: Research on coach development and knowledge acquisition has traditionally focused on those working at either university or Olympic levels. Despite the large body of research using these participants, there are relatively few empirical studies on the knowledge development of high school coaches, in particular, physical education teachers/coaches. This is unfortunate since it is equally important to examine aspects of high school coaches' knowledge and how these coaches acquired their knowledge given the impact a high school coach may have on young athletes' development and overall sport experience. Purpose: To investigate sources of knowledge acquisition of Canadian high school team sport coaches. Participants and setting: Six high school team sport coaches from the same school board, residing in a major urban Canadian city, participated in this study. Each participant was teaching full-time physical education and coaching at least two different sports and a minimum of two teams. Coaches represented a variety of team sports. Research design: A qualitative research design using a semi-structured open-ended interview format was employed in the current study. Key questions were based on Cote, Salmela, Trudel, Baria and Russell's Coaching Model from 1995 and related coaching science literature. Data collection: Two physical education consultants and a university physical education pedagogy Professor identified candidates for the current study. Participants were contacted by email or telephone, informed of the nature of the study and asked to participate. Following this, each participant was asked to complete a consent form in accordance with the university ethics policy, as well as a demographic questionnaire. The coaches were interviewed individually for a period of time varying from one to two hours at a mutually convenient location. Data analysis: The main objective of the data analysis was to create a system of emerging categories that adequately described the sources of knowledge acquisition of high school team sport coaches. Three categories emerged with an inductive analysis of the data. Findings: Results revealed that while each coach's journey was unique, their knowledge acquisition was similar in many ways. Initially, their formal education provided them with training in sport sciences and physical education pedagogy, as well as practical coaching experiences. Their knowledge base was further developed once they began working in high school, interacting with more experienced coaches, and acquiring additional information through coaching clinics, books, and the internet. Conclusions: Given that knowledge was acquired from a variety of sources, it can be concluded that high school coaches learn from a combination of formal training, informal learning opportunities, and practical experiences to prepare them to work in their domain. (Contains 1 table.)

Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom's (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play. (Contains 2 tables.)

Physical activity experiences of 12 age-matched boys with and without attention-deficit hyperactivity disorder (ADHD) were explored by converging information from Test of Gross Motor Development-2 assessments and semistructured interviews. The knowledge-based approach and the inhibitory model of executive functions, a combined theoretical lens, enabled the description of similarities and differences in experiences that emerged during interviews. Skill assessments indicated boys with ADHD were not as proficient movers as their peers without ADHD. Thematic analysis revealed that boys with ADHD reported playing with friends, paid little attention to detail, possessed superficial knowledge about movement skills, and expressed many negative feelings about physical activity. Task-specific interventions and a wider range of mixed methods research are recommended for future research studies in ADHD. (Contains 2 tables.)

Participation in youth sport generally begins to decline after the age of 12. Among the reasons for this are personal aspects such as lack of desire, and social aspects including negative experiences with coaches. One way that coaches can improve the sporting environment is through group activities that promote team building. The purpose of this article is to describe how to implement team-building activities and to explain the value, use, and advantages of team building for enhancing the youth sport experience. The benefits of a team-building program include improved team cohesion, improved communication skills, and increased motivation and enjoyment.

In the last decade there has been an increase in empirical research on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. Thus, the purpose of the current study was to address this oversight by examining the career evolution and knowledge of these coaches. Six elite coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Results revealed information pertaining to the coaches' backgrounds, career evolution, and knowledge in training and competition. As well, all coaches stressed the importance of coaching their athletes as an elite swimmer as opposed to coaching a swimmer with a disability. (Contains 2 tables.)

In partnership with the Canadian Mental Health Association, Ontario Division, the purpose of this study was to conduct a post-season evaluation of the effectiveness of a mental health and suicide-awareness program called Talk Today, delivered to elite adolescent male hockey players and their support staff. The study was conducted using a sequential explanatory mixed-methods design that began with a quantitative phase followed by a qualitative phase. In total, 105 participants (49 athletes, 56 staff) completed online questionnaires and 12 (6 athletes, 6 staff) participated in qualitative interviews. Results integrated quantitative and qualitative findings to examine participants' perceptions of acceptability of the program, acquisition and application of knowledge, and perceptions of stigma following the program. Findings revealed that 78% of athletes and 90% of staff reported high levels of satisfaction with the program, 85% of athletes and 87% of staff felt they acquired knowledge on mental health including access to resources, and 68% of athletes and 87% of staff felt they could provide more effective support to individuals with mental health issues. Participants felt the program helped them to identify, approach, and support someone experiencing mental health issues. Additionally, participants reported lower levels of personal stigma in comparison to levels of public stigma towards persons with mental health problems. Overall, results suggest a high level of openness to a mental health and suicide-awareness program among elite male adolescent athletes. Given that this group typically holds negative attitudes towards mental health, these findings are promising for the future implementation of such programs. [ABSTRACT FROM AUTHOR]

The Coaching Behavior Scale for Sport (CBS-S) is an athlete-centered measure of coaching behavior designed specifically for youth sport. Research has supported the psychometric properties and construct validity of the scale, however there has not been a published confirmatory factor analysis (CFA) of the CBS-S. The current study was designed to confirm the factor structure of the CBS-S, as well as to examine any potential invariance of this factor structure by gender. A sample of 346 youth sport athletes were administered the scale. The sample comprised relatively equal numbers of males (n = 193 male) and females (n = 152) who ranged in age from 13-18 years (M = 15.17, SD = 1.28), and represented the sports of basketball (n = 124), ice hockey (n = 114), and soccer (n = 99). A CFA (heterogeneous kurtosis method) revealed that the model showed an excellent fit to the data (CFI = .985, RMSEA = .044). An analysis of invariance by gender showed that the measurement model did not vary between male and female youth sport participants. These results offer strong support to the factor structure of the measurement model of the CBS-S, and, in context with the previous research, suggest that the scale is a valid and reliable measure for coaching effectiveness in youth sport., The coaching process in sport is in part defined by the outcomes which the athlete participants accrue. Although the most obvious of these outcomes may be team or individual performance, [...]