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Despite Title IX regulations, gender discriminatory practices in college sports continue to affect athletes, coaches, and administrative personnel at various levels. One manifestation of gender discrimination could affect the differential promotion of coaches via social media channels. This study investigates how NCAA Division I coaches across nine intercollegiate women's sports are promoted on Instagram. We collected and analyzed a total of 649 Instagram posts from 98 official accounts of athletic departments across all 10 NCAA Division I-FBS conferences. Our findings indicate equitable promotion of female and male coaches for the same sports on social media. This suggests that social media could be disrupting the gender stereo-types that are deeply ingrained within the coaching profession and hinder women's progress in sports. Future research steps and Title IX implications are discussed. [ABSTRACT FROM AUTHOR]

NCAA Division I team sport head coaches typically end their coaching roles by taking a more prestigious and lucrative position, or by being fired. These differences in the nature of the leadership change suggest differences in programmatic conditions at the time of change. How a leader leaves the program undoubtedly reverberates through the program resulting in coaches, players, administrators, and fans with varying levels of satisfaction. While literature is replete with the impact of leadership changes, there is little evidence to distinguish among nature of change, and strong evidence that a negative head coaching change precedes athletic and academic decline. Thus, this study investigated 414 NCAA Division I team--sport head coaching changes using a variety of athletic and academic variables to determine what best predicts specific types of coaching changes. Results indicated athletic success has the strongest relationship and is most predictive, as expected, particularly in revenue sports. Other noteworthy findings, however, revealed female coaches have less negative coaching changes than males, and that hiring an alum or having a high Academic Progress Rate predicted a negative change. These findings reveal there are variables beyond winning that influence the nature of change and establish patterns that could assist administrators in times of transition. [ABSTRACT FROM AUTHOR]

In this study, nine Canadian competitive youth sport coaches' challenges and successes in creating safer and more inclusive sport spaces were explored through individual pre- and postseason interviews and an in-season reflective portfolio of their coaching experiences. From a story analyst approach, the central narrative theme of "it's my responsibility to enact change" was identified. A storyteller approach was then used to communicate the meanings of the central theme as accessible creative nonfiction composite stories: When is it okay to intervene?; burning out ... it's consuming me; and breaking through ... it's necessary work. Building on previous research, the findings demonstrate how coaches' critical praxes shift on a continuum of awareness and advocacy. The creative nonfictions may be used by coach educators and mental performance consultants to help coaches and leaders in sport assess their critical praxes toward challenging social issues in sport and acting in ways that support advocacy and empowerment. [ABSTRACT FROM AUTHOR]

Higher education institutions often stress extracurricular programs enhance the moral development experienced within college. Within athletics, athlete's morality is tied to their actions, which are frequently recognized as either sportspersonlike or unsportspersonlike. Instances of unsportspersonlike behaviors are often covered across the media, enhancing the belief that athletes need to act out to gain recognition. This study assesses the impact that coaching behaviors have on the development of sportspersonship behaviors in college athletes and evaluates the impact that those coaching behaviors have on students' intent to return to the institution. The results of the study indicate that within college athletics, athletes perceive five coaching behaviors (emphasizes, instructs, models, rewards, and punishes) that directly relate to the development of sportspersonship and that those behaviors do impact students intent to return to the institution. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate coaches' experience of the reROOT program, a program aiming to increase coaches' autonomy-supportive skills, structure, and involvement. We delivered the program to 32 university sports coaches, and of these coaches, 13 participated in three semistructured focus groups 2 weeks postprogram and discussed their experience of the program. Guiding questions aimed at assessing participants' responsiveness to the program and its perceived usefulness. Classical content analyses were performed and organized based on the guiding questions when applicable. Results suggest that coaches appreciated the program, believed that they could implement its skills in their day-to-day coaching, and observed positive impacts on themselves and their athletes despite the COVID-19 pandemic. It thus appears that coaches are responsive to the reROOT program and that it could be a useful part of their training. [ABSTRACT FROM AUTHOR]

Using a person-centered approach, this study was conducted to identify (a) specific athlete profiles in terms of degree of discrepancy between their self-appraisals and the reflected appraisals of their coach and (b) the relations between these profiles and athlete burnout. Athletes (N = 369; Mage = 21.15 years) fulfilled measures of self-appraisals, reflected appraisals of their coach, and burnout. Latent profile analysis allowed the identification of three profiles: concordance (84%), positive discrepancy (11%), and negative discrepancy (5%). Analyses revealed relationships between athletes' profile membership and the three dimensions of burnout: emotional and physical exhaustion, sport devaluation, and reduced sense of accomplishment. More specifically, results indicated that athletes with a positive discrepancy profile (i.e., who rated themselves more positively than they think their coaches see them) were more at risk of burnout. This study contributes to existing research on psychosocial determinants of athlete burnout in the context of the coach–athlete relationship. [ABSTRACT FROM AUTHOR]

The present study examined levels of emotional exhaustion, a key symptom of burnout, in Swedish professional and semiprofessional sport coaches in comparison to the normative values specified in the Maslach Burnout Inventory manual, and to the clinical cutoffs developed by Kleijweg, Verbraak, and Van Dijk. The sample contained 318 Swedish coaches (Mage = 42.7 years, 12% female) working at least 50% full time away from both team (60%) and individual (40%) sports. Our study shows that, in general, coaches in this sample experience lower average levels of exhaustion than normative samples both regarding the Maslach Burnout Inventory and clinical cutoffs. Two groups of coaches did, however, stand out. Coaches living in single households as well as coaches working part time had higher risk of severe levels of emotional exhaustion. These results place coach exhaustion levels in relation to other occupations and highlight that in this sample, the coaching profession does not stand out as more emotionally exhausting than other occupations. [ABSTRACT FROM AUTHOR]

Purposes: Student athletes from different cultures might differ in the ways that they experience competitive anxiety, and their coaches with dissimilar cultural backgrounds might also present distinct behavioral traits in coaching. The study assessed and compared the competitive anxiety experienced by Chinese student athletes (in a collectivist culture) and American student athletes (in an individualist culture) by using a new competitive anxiety model and examined how their distinct ways of experiencing competitive anxiety might relate to the leading behaviors of Chinese and American coaches. Method: Relevant measures were administered to 258 Chinese student athletes and 214 American student athletes to assess their competitive anxiety and perceived leading behaviors of their coaches. Results: Chinese student athletes scored significantly higher on social expectation anxiety and somatic anxiety in comparison with American student athletes. Chinese student athletes perceived higher levels of training and instruction, and autocratic behaviors of coaches, and American student athletes perceived higher levels of democratic behaviors of coaches. Conclusions: This study revealed the different ways of experiencing certain aspects of competitive anxiety between Chinese and American student athletes, which could be at least partially explained by the distinct leading behaviors of Chinese and American coaches perceived by student athletes in the research. [ABSTRACT FROM AUTHOR]

Previous research looking into youth sport coaching indicates that a majority of coaches may also be a parent to an athlete on their team. While previous studies have also sought to understand how being a parent–coach might affect parents' relationships with their own child(ren), little work appears to explore how occupying this role might affect an individual's ability to remain effective as a coach. As such, 14 parent–coaches were interviewed to examine how they perceived their dual role to influence their coaching effectiveness and to hear what strategies they used to remain effective. Interviews were analyzed thematically, and findings indicated that parent–coaches have few formalized resources to aid them in navigating the issues associated with their challenging dual-role position. More support would be welcomed by this population to improve their effectiveness and to ensure that all developing athletes in their care continue to have positive experiences within the youth sport environment. [ABSTRACT FROM AUTHOR]

On July 1, 2021, the National Collegiate Athletic Association suspended its amateurism bylaw, allowing states to pass name, image, and likeness legislation. This opened the floodgates in intercollegiate athletics, allowing student-athletes to earn income and other financial incentives by engaging in sponsorships and other commercial deals with companies and organizations. Despite this, international collegiate athletes are currently prohibited from monetizing name, image, and likeness opportunities in the United States due to exclusionary restrictions on the F1 student visa status. There has been limited discourse regarding this near exclusion, leaving international collegiate athletes a silent group with few advocating for changes to ensure equity. This preliminary study investigates the perceptions of National Collegiate Athletic Association Division I intercollegiate athletic practitioners and coaches on the impact this exclusion can have on a wide range of issues, including recruiting, team dynamics, and job function. Findings suggested there are five main areas where this legislative gap will have an impact, including education, finance, diversion, equity and fairness, and American exceptionalism. [ABSTRACT FROM AUTHOR]

Purpose: To investigate (a) if a coaching clinic (CC) impacted student-coaches' behavior and academic learning time during a basketball Sport Education season and (b) if 3v3 game performance improved as a function of the coaching clinic. Method: Preservice teachers (n = 85) were randomly assigned to a CC or a comparison group and taught a 16-lesson Sport Education-based basketball season. The CC group received a coaching clinic in which student-coaches were introduced to core instructional skills, including task organization, task presentation, and delivering congruent feedback. Results: For both groups, coaching time significantly increased from 11.5% to 34.1%, p =.02, as well as cognitive learner involvement, p <.01. CC coaches provided significantly more demonstrations, p <.02. Players in the CC group had significantly greater improvement in 3v3 game play, p =.01. Conclusion: The clinic positively impacted student-coaches' demonstrations, which likely contributed to improved 3v3 performance. [ABSTRACT FROM AUTHOR]

Coaching is grounded in three knowledge components: professional, interpersonal and intrapersonal knowledge. Coach development research has shown that coaches value contextual, in situ, learning with mentors more highly than formal, mediated programs that are offered by sporting bodies, which often provide generic content. The aim of this paper is to present the findings of an evaluation of a Coach Developer Program that was implemented across 6 community sports clubs in the southern suburbs of South Australia. The program provided guidance to the clubs in the development of a designated Coach Developer role to support coaches and their practice. This study utilised pre and post program surveys that contained qualitative and quantitative questions. 2 club administrators, 3 coach developers and 29 coaches from the 6 clubs participated in an online pre-program survey, and 22 coaches and 2 coach developers participated in an online post-program survey. Some coaches believed their coaching was positively impacted on the introduction of a Coach Developer role within their club, and the coaching mentoring promoted as part of the Coach Developer Program, however, many were unsure if their coaching practice had been impacted. Therefore, the perceived usefulness of the role of a Coach Developer was considered equivocal in terms of the overall impact. However, when considering individual impact, the role was beneficial for focussing coach development and support. Given the preference of coaches for in situ mentoring expressed in this project and the extant literature, we recommend that governing bodies and community clubs invest in purposeful in situ learning, such as the Coach Developer Program trialled in this study. [ABSTRACT FROM AUTHOR]

Exertional heat illness (EHI) is a dangerous, but preventable and treatable condition that affects approximately 9,000 athletes each year in the United States. Unfortunately, less than 30% of schools in the United States have access to an athletic trainer, making coaches responsible for the safety of the athletes during practices and games. The purpose of this study was to evaluate the knowledge, perception, and procedures of high school coaches in the United States regarding heat illness recognition, prevention, and treatment. An online survey including Likert items and open-ended questions was completed by 1,676 coaches from 16 states and compared between age, coaching experience, gender, education level, experience handling EHI, state, and the completion of either a general coaching certification or a heat safety certification. Average knowledge score among coaches was 74%. Coaches with experience handling or witnessing EHI, more years of coaching experience, older age, and the completion of a coaching certification had significantly higher level of knowledge than others. Results revealed that evidence-based strategies and state mandates aimed at preventing EHI are not being implemented. More training in prevention, recognition, and treatment of EHI is necessary for all individuals involved with high school athletes to prevent avoidable deaths. [ABSTRACT FROM AUTHOR]

The International Sport Coaching Journal offers summaries of recent coaching and coach education articles from various sport and exercise science journals. These summaries aim to guide readers towards research, authors, and organizations that align with the journal's mission. The articles cover a range of topics, including the impact of educational workshops on coach verbal instructions, strategies for promoting teamwork among athletes, the effects of coaches' facial expressions on athletes' emotional state, the use of goal-setting tools in a youth football academy, the influence of coaching behaviors on children's physical activity levels, the dynamics of parent-athlete-coach triads in youth tennis, and the strength and conditioning practices of judo athletes and coaches. These summaries provide valuable insights for library patrons conducting research on these specific topics. [Extracted from the article]

The coach–athlete dyad is complex where both parties can often have contrasting perceptions of each other. The purpose of this research was to examine coaching behaviors and perceptions of the coach–athlete relationship across different age grades of rugby football union. Coaches (n = 5) and athletes (n = 78) from three separate rugby union teams (Child, Adolescent, and Adult) had their training sessions (n = 3) analyzed using the Coach Analysis and Intervention System. Athlete perceptions of their coaches' behaviors were measured via the Coaching Behavior Scale for Sport, while coach perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire. Prescriptive coaching styles were observed in all coaches as Coach Analysis and Intervention System results showed high levels of explicit behaviors: "instruction," "direct management," and "feedback." All coaches utilized similar time proportions within sessions for Coach Analysis and Intervention System "Practice," "Playing," and "Management" states, respectively. Questionnaire results revealed positive perceptions between coaches and athletes for all teams. Despite positive bidirectional relationships, the prescriptive coaching style displayed by all coaches may not align to best coaching practice. Development of a coach's behaviors, training content, and perceptions through coach education has the potential to enhance their athletes' sporting experience, athletic development, and sport-specific competencies. [ABSTRACT FROM AUTHOR]

Sport coaching is increasingly acknowledged as a stressful activity, especially for those coaching in community contexts. This highlights the significant need to identify the diverse sources of key stressors. The aim of this research was to explore the recurrent stressors experienced by novice coaches to better inform their coping strategies and reduce the dropout rate caused by stress. The novelty of this research lies in its longitudinal exploration of the daily hassles experienced by community sport coaches within their coaching role. Ontologically and epistemologically positioned within the interpretivist paradigm, we interviewed eight recently qualified cycling coaches over an 18-month period. Reflective thematic analysis developed three themes highlighting sources of stress over time: at the start of their participation, coaches discussed the hassles of accessing facilities and struggling to fit in; toward the end of their participation, coaches discussed feeling isolated. Results from this study can better inform the education and support delivered by national governing bodies of sport across the community and club landscape and increase sport psychology practitioners' awareness of the daily hassles experienced by coaches. [ABSTRACT FROM AUTHOR]

The International Sport Coaching Journal (ISCJ) Digest is a compilation of summaries of coaching and coach education articles from various sport-related journals. The Digest is created by volunteer academics who review and summarize relevant articles, with a focus on sport psychology and sport coaching and physical education journals. However, there is a need for more representation of sociology journals. An analysis of article titles reveals that the most common words are "coach," "coaching," "sport," "youth," "elite," and "athletes." The document also discusses trends and topics in the titles, such as youth and performance-based research. The Digest is important for coaching scholars as it provides links to literature in other fields and journals, and interested individuals are encouraged to join the Digest team to expand its scope. [Extracted from the article]

Sport is a breeding ground for exclusionary gendered discourses and this trend is evident within the coaching cultures of numerous national sports organisations in New Zealand. Drawing on an organisational case study of a New Zealand national sports organisation (NSO) data were collected through thirteen semi-structured interviews and observations with coaches and staff in the NSO. Engaging in a critical feminist approach, this paper explores the various ways in which women’s exclusion from high-performance coaching roles was maintained, reflecting critically on the extent to which hegemonic masculinity was reproduced within the organisation’s coaching history and culture. Specifically, we illustrate the ‘felt’ dimensions of gender exclusion, highlighting how women’s absence from coaching is not through choice but is reflective of the gendered power dynamics of coaching. Together, the analysis demonstrates the institutionalisation of hegemonic masculinity and the mechanisms through which this is maintained, solidified and undermined. This study, while focusing on a particular NSO, offers insights that extend to male-dominated sporting systems across New Zealand, bringing to light the challenges encountered by women coaches within high-performance sport. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify both the latent profiles of coaching styles based on athletes' perceptions and their subsequent associations with athletes' motivation and sport commitment. The sample comprised young athletes from various sports types. Participants provided self‐reports of their perceptions of their coaches' behaviors, and their sport commitment and sport motivation. Cluster analyses revealed three coaching style profiles: Cluster 1 were coaches with a “low coaching style,” including those who lacked an autonomy‐supportive and those with a low controlling coaching style. Cluster 2 was labeled “Supportive coaching style” and represented coaches who were more apt to be autonomy‐supportive and less controlling. Cluster 3 was a “Controlling coaching style” and included coaches who demonstrated a low autonomy‐supportive and a high controlling style. Compared with athletes in Cluster 3, athletes in Clusters 1 and 2 reported higher levels of adaptive motivation and commitment variables. Thus, youth athletes perceived three clusters of coaching styles (Low coaching style, Supportive coaching style, and Controlling coaching style), and these profiles were associated with varying levels of athletes' motivation and commitment to sport. [ABSTRACT FROM AUTHOR]

Introduction: The autonomy-supportive coaching style is recognized for its positive impact on athletes' well-being and performance. However, the transition of excessive autonomy into a laissez-faire coaching style has not been thoroughly examined within the context of coach evaluation scales. Existing scales focus predominantly on the positive dimensions of autonomy support, and do not possess the capabilities to measure outcomes which may be viewed as negative or other outcomes. This study aims to integrate the autonomysupportive and laissez-faire coaching styles within the same measurement framework. Methods: Our study developed a comprehensive scale to assess both the autonomy-supportive and laissez-faire coaching styles, drawing on items from the Sport Climate Questionnaire for autonomy support and adapting items from leadership research for laissez-faire coaching. We conducted two studies: the first with 148 athletes to refine the laissez-faire items and the second with 460 athletes to validate the full scale, utilizing exploratory factor analysis, confirmatory factor analysis, and correlation analysis. We also measured internal consistency and split-half reliability. Results: The finalized scale includes a 6-item autonomy-supportive subscale and a 5-item laissez-faire subscale. Validation processes confirmed the scale's construct and criterion validity, alongside its reliability. Discussion: The Chinese Coaches' Autonomy-Supportive-Laissez-Faire Coaching Style Scale effectively captures both the beneficial and potentially detrimental aspects of coaching styles, addressing a critical gap in the literature and providing a reliable tool for evaluating coaching approaches. [ABSTRACT FROM AUTHOR]

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches' perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches' learning and implementing multiple 'reflective conversations' with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches' understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching. [ABSTRACT FROM AUTHOR]

Coach leadership style has long been positively correlated with athlete experiences such as motivation, health (i.e., burnout), and performance outcomes (i.e., enhanced execution time to complete tasks) (24). More recently, grit (18) has been positively correlated with athlete experiences such as engagement (39) and decreased burnout (32). Given the impact coaches have on their athletes and the positive psychological benefits of grit, it is reasonable to explore the intersections of coaching behaviors and grit. As such, the purpose of the current study was to examine the relationship between athlete perceptions of coach leadership behaviors and athlete grit. Intercollegiate athletes completed measures of grit and the leadership behaviors of their coach. A significant positive relationship was observed between the grit perseverance subscale and the leadership behavior of training and instruction (r =.30, p < .05). Additional analyses revealed that athletes’ perceptions of coach positive feedback significantly predicted their perseverance. Taken together, these findings suggest a link between positive coach feedback and athlete perseverance. Implications of these results for professional practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Sporting success among nations provides a sense of value and national pride. This paper evaluated the perceptions and experiences of national coaches on the enablers and hindrances of international sporting success by elite athletes from historically disadvantaged areas (HDA) using the SPLISS framework. A qualitative research study design was employed for this study. Ten internationally recognised coaches (46.7 ± 12.9 years) volunteered for the study. Data was collected through semi-structured interviews. A thematic analysis was used to analyse data. Data was analysed using a computer software programme. Governance, organisation and sports policies, coach provision, local/international competition access, bursaries/scholarships and sport volunteerism were perceived as enablers, while lack of financial support, foundation level participation, school sport, athlete retention, sports facilities, reliable transport system and scientific support were perceived to be hindrances to sporting success. The findings highlight the need for policymakers to oversee and ensure a systemic governance approach with an integrated sports support system and effective policies, institutions and strategic planning, coupled with an adequate budget allocation in support of this system to facilitate elite sports success. [ABSTRACT FROM AUTHOR]

Strength and conditioning (S&C) interventions for golfers consistently demonstrate improvements in performance metrics such as clubhead speed. Golfers typically employ Professional Golfers' Association (PGA) coaches to support technical and tactical development. These coaches need to ensure golfers balance S&C training alongside competitions and technical golf practise, although no empirical data exist that demonstrates how this integration occurs practically. This study aimed to investigate the perceptions and practises of PGA Professional golf coaches and how S&C is integrated into the golf year. Forty-three (male = 35; female = 8) PGA coaches completed a mixed-methods survey with questions on themes such as coaching approach, perceptions of S&C, annual planning and goal setting. Results show that formal planning processes are highly variable or absent. The majority (n = 29; 70.7%) of PGA coaches stated they worked with an S&C coach and see the role of the S&C coach to support golfers with their input. However, when planning the season, 63.4% (n = 26) of coaches do so without input from the S&C coach. These and other related disconnects between desire for S&C intervention and inclusion of the S&C coach in planning processes were evident throughout survey responses. There may be subsequent risks of conflict or misunderstanding between PGA coach, S&C coach and golfer. It is recommended golf coaches, golfers and S&C coaches work collaboratively as a multidisciplinary support team to ensure coordinated golfer support is obtained. [ABSTRACT FROM AUTHOR]

This article uses Lefebvre’s rhythmanalysis to critically explore and make-sense-of the (co-)productive schemes of ‘coaching rhythm(s)’ at Alvour Football Club (a pseudonym). The first author spent seven months at a semi-professional football club by living with the group’s weekly schedule of training, meetings, and matches. The precise research methods included (written) field-notes, individual semi-structured interviews, and visual data. The findings introduce and explicate how the group’s rhythmic flow of the week was subject to the perpetual manipulation and imposition of the coaching staff, while also being politically negotiated, and simultaneously resisted by athletes. Specifically, the analysis uses the interplay between ‘eurhythmia’, ‘polyrhythmia’, and ‘arrythmia’ to understand the subtle and nuanced routines of coaching, and how individuals become sensitive to their production. In addition to introducing the value of understanding rhythm(s) in coaching, it is hoped the rhythmanalysis offered in this paper contributes an original interpretation of the taken-for-granted everydayness of coaching, which can challenge many of the assumed mechanical overtones that currently exist. Doing so, the paper offers a new reading of coaching as manipulating rhythm(s). [ABSTRACT FROM AUTHOR]

Abstract\nLay Summary\nIMPLICATIONS FOR PRACTICEThe current study follows up on the first-time implementation of the GrowTMindS Intervention described in Part I, with an overall aim of improving sports coaches’ beliefs in their talent as a coach (coach talent mindset, C-TM) and their athletes’ talent (athlete talent mindset, A-TM) as being malleable. By drawing on the user-centered design approach, we first refined the intervention using the insight provided by the coaches in Part I. A mixed-method approach then evaluated the second-time implementation, which included 33 participants (Mage = 38.76, SD = 16.55; 13 women, 20 men) in the quantitative strand and 11 informants (Mage = 39.09, SD = 14.10; 5 women, 6 men) in the sequential qualitative strand. The coaches represented the sports of swimming, bandy, ski sports, golf, and orienteering. The quantitative results indicate that the intervention targeted the coaches’ talent mindsets as their growth C-TM and A-TM scores increased from pre-test to post-test a year and a half after the intervention. The qualitative findings substantiate these results, showing how an increase at scale also appears meaningful concerning their belief in their own and their athletes’ developments. The findings also helped us to understand how the embracing, or possibly refuting, of intervention delivery may substantiate different trajectories of change, and thereby provided insight into the difficulty of targeting and the complexity of psychological processes and behavioral change. By considering the changes in coaches’ growth C-TM and A-TM, we assume that the GrowTMindS Intervention is ready for testing in a Phase III efficacy trial.The current study first refined the GrowTMindS Intervention to improve sports coaches’ mindsets about their talent as coaches and their athletes’ talent as being malleable and something that can grow. Then, using a mixed-method approach, the evaluation of this second-time implementation revealed a statistically significant and meaningful change in their mindsets through participation in a field study.The GrowTMindS Intervention 2.0 can influence adult sports coaches’ growth mindsets regarding their talent as coaches and their athletes’ talents.Implementing the GrowTMindS Intervention 2.0 in coach education programs can contribute to changing coach behavior for the sake of athlete development and avoiding potential adverse athlete outcomes related to early talent identification and early specialized training.The findings underscore the need to recognize coaches’ backgrounds and pre-understanding to tailor growth talent mindset messages for clarity and impact, motivating participants to adopt new behaviors. They also emphasize the crucial role of engaging and committing coaches to new behaviors through assignments and fostering supportive environments to reinforce the communicated growth talent mindsets messages.The GrowTMindS Intervention 2.0 can influence adult sports coaches’ growth mindsets regarding their talent as coaches and their athletes’ talents.Implementing the GrowTMindS Intervention 2.0 in coach education programs can contribute to changing coach behavior for the sake of athlete development and avoiding potential adverse athlete outcomes related to early talent identification and early specialized training.The findings underscore the need to recognize coaches’ backgrounds and pre-understanding to tailor growth talent mindset messages for clarity and impact, motivating participants to adopt new behaviors. They also emphasize the crucial role of engaging and committing coaches to new behaviors through assignments and fostering supportive environments to reinforce the communicated growth talent mindsets messages. [ABSTRACT FROM AUTHOR]

Mindfulness training, characterised by the cultivation of present-moment awareness and non-judgmental attention, has emerged as a potent tool for enhancing mental wellbeing and resilience in the face of life's challenges. In the realm of sports, its effectiveness in fortifying the mental resilience and performance of athletes and coaches has garnered significant attention. This study sought to investigate the impact of an online mindfulness-based intervention on the perceptions of stress, emotion regulation, and burnout among full-time coaches. Sixteen full-time coaches (nine females and seven males) engaged in a six-week online mindfulness-based intervention program, an adaptation of the Mindfulness Training for Coaches program, within the context of swimming as a sport. Participants completed a series of online questionnaires assessing their levels of mindfulness, emotion regulation, burnout, and stress. Data collection occurred before the intervention, at weeks three and five during the program, and post-intervention. Baseline data indicated that full-time coaches reported significant levels of burnout. The study's results unveiled notable improvements, with coaches experiencing (a) a significant reduction in difficulties associated with regulating emotions (p =.02) and stress (p <.001), (b) a noteworthy trend towards increased mindfulness scores (p =.08), and (c) a promising trend towards decreased burnout (p =.08). This investigation underscores the relevance of mindfulness participation in bolstering the wellbeing of full-time coaches, demonstrating its potential to enhance their mental fortitude and reduce the detrimental effects of stress and burnout. The implications extend beyond coaching, offering insights into the broader application of mindfulness interventions for improved mental wellbeing and performance within the sports arena. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ido Movement for Culture. Journal of Martial Arts Anthropology is the property of Idokan Poland Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the author’s coaching practices at Shiga University, where he has coached the baseball team since 2017. The purpose of the paper is twofold: first, to provide an accurate picture of today’s sports coaching on Hikone Campus using the baseball team as an example, with the target readers being people who have been involved with Shiga University, an institution with a century-long history; and second, to deepen the author’s own understanding of the art of coaching through reflection on his own experiences as a coach. First, the paper begins by chronicling my coaching practices and the baseball team’s results over the past seven years as a case study. Next, the paper reflects on those coaching practices with the goal of revising my coaching philosophy. As a result, I was able to modify my coaching philosophy, which aims to promote the growth of student through working towards the team’s goals while enhancing their independence and ethical awareness, and to realize my own personal growth in the process. [ABSTRACT FROM AUTHOR]

This study aimed to examine how managers of non-profit football clubs in New Zealand manage volunteer coaches, in the context of a sport being driven to professionalise by the national body. Eight managers, referred to as Directors of Football and from different parts of New Zealand, were interviewed with a specific focus on how they manage their volunteer coaches. The study found that club managers feel considerable pressure from the national body, and are adapting to nationally-driven professionalisation demands through managing paid coaches with business-like methods, but retaining the awareness on providing a positive fulfilling experience for volunteer coaches. These findings are important for understanding how systemic professionalisation plays out at the club level. National bodies, or others imposing professional requirements, need to be aware of the additional resourcing pressure these place on managers. This study extends our understanding of systemic and occupational professionalisation and of how clubs adapt to externally imposed demands. Coaching has become established as both a professional career path and a voluntary social good, and managers have adapted to supporting both of these types of coaches. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Leader-member exchange theory (LMX) has proliferated as a framework for understanding coach-athlete interactions, as the exchanges of communicative resources greatly influence athletes' sporting experiences. The current study uses coaches' perceptions of task and social determinants of LMX to reveal comparative insights about forming low- and high-quality exchanges. Data collected from 380 coaches, spanning 14 different sports, at 160 high schools indicated that high-quality exchanges are solely determined by athletes' abilities. In contrast, low-quality exchanges are determined by coaches' negative affect towards athletes, and to a lesser extent, athletes' poor performances and lack of competitiveness. Findings contribute to sports communication literature by examining LMX from coaches' perspectives and identifying the unique determinants of various groupings within LMX. Both coaches and athletes may find utility in the current findings as they look to create meaningful relationships and positive sporting experiences. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While there is increasing recognition that sport is sociomaterial, little is known about what this means for an analysis of coaching practice. This paper develops a cartography of coaching based on an actor–network theory ethnography of two volunteer football coaches' practices in Scotland. A sociomaterial analysis generates anecdotes that are reordered into five parts: (a) moving from the eleven-a-side game toward a field of practice, (b) delegation, (c) quasi-object, (d) interruptions, and (e) manufacturing. Each part is accompanied with an analytical move inspired by Latourian actor–network theory. Coaching is conceptualized as a field of practice resting on three propositions. The first proposition is that coaches intervene by fabricating passages in practices which are always under construction. The second proposition is that materials and materiality shape practices in ways which can make players more, or less, disciplined. And the third proposition is for a local and situated sociomaterial competence where nonhumans are matters of concern. Coaching with Latour paves the way for a new space in the sociology of sport for studies dedicated to the sociomateriality of sport. [ABSTRACT FROM AUTHOR]

Objectives: The objective of this study was to examine the impact of athletes achieving excellence at different ages (excellent age) on their subsequent performance development. The aim was to deepen understanding of the interplay among talent, training, and athletes' performance development. Additionally, the study aimed to provide insights for athletics coaches to better identify talent and devise more effective personalized long-term training plans. Design: This was a cross-sectional study. Method: A hierarchical linear model was employed to analyze the correlation between excellent age and subsequent performance development in a cohort of 775 elite track and field athletes. This analysis was expanded upon by the application of a general linear regression model, which was used to explore the relationship between excellent age and peak age, peak performance, as well as the growth in performance during adulthood. Results: As athletes reached excellence at later ages, their peak performance exhibited a U-shaped pattern(p <0.001), initially decreasing and then rising. Simultaneously, their peak age became increasingly advanced(p <0.001), with a progressively larger performance improvement during adulthood(p <0.001). In various disciplines, excellent age is negatively correlated with peak performance for speed athletes(p = 0.025), exhibiting a U-shaped pattern for endurance athletes(p = 0.024), and showing no significant correlation for fast-power athletes(p = 0.916). Conclusions: Athletes who achieve excellence either early or later often show more remarkable future developments. However, there are significant distinctions in the age at which these athletes reach their peak performance and the pace of improvement leading up to it. Those who excel early may possess greater innate athletic talent, whereas those who excel later may exhibit superior training adaptability. Consequently, an athlete's early performance can predict his/her future performance trajectory, offering support for individualized long-term training plans. In summary, the age at which athletes achieve excellence may bring different advantages to their future athletic performance and development. This implies that we should harness these differences to uncover each athlete's maximum potential. [ABSTRACT FROM AUTHOR]

Despite concerted efforts, LGBTQ + inclusivity is not fostered across all sporting contexts. Interpersonal relationships with teammates and coaches are particularly significant when it comes to cultivating positive and inclusive LGBTQ + experiences within sport. Using online qualitative data collected from 741 LGBTQ + adults, this study examined how relationships with coaches, teammates and sport-related staff impacted sport experiences and participation. Participant responses were independently coded using reflexive thematic analysis. Data were used to develop a new visual model to understand different types of relationships LGBTQ + individuals experience in sport and how this impacted their sport experiences. Exclusive sport relationships were characterised by experiences of discrimination and were found to greatly influence how participants viewed sport and physical activity contexts as adults. Inert or neutral sport relationships were maintained through protective self-distancing techniques. Inclusive relationships with coaches and teammates were primarily based on acceptance and associated with viewing physical activity positively. Identity-concealment strategies and athletic ability were identified as factors that impacted LGBTQ + adults' relationships within sport. Our overall findings demonstrate how discrimination in the form of overt or subtle sexual and gender prejudice can thwart feelings of relatedness among LGBTQ + athletes. [ABSTRACT FROM AUTHOR]

Coaches are faced with navigating a complex and dynamic environment that requires the wise and measured management of numerous competing factors. Traditional and contemporary approaches are often contrasted, with traditional approaches thought to be beneficial for outcomes like speed of skill acquisition but criticised for being overly prescriptive, and contemporary approaches praised for facilitating individualised learning and transferrable skillsets. We contend that the task for coaches is not deciding which approach is "better" and strictly conforming to one approach, rather it is determining which approach or learning principles best suit the athlete's learning requirements. Coaching is not an exact science, it is an art, in which skilled coaches need to be open, adaptable, and flexible in their approach, constantly considering the complexities of the wider coaching process. In this article, we discuss how coaching practices have the potential to be enhanced by integrating key principles from both traditional and contemporary (CLA) approaches to adapt practice to the emerging situation and meet the skill development needs of their athletes while considering the intricacies and subtleties that typify real-world coaching environments. [ABSTRACT FROM AUTHOR]

Supporting high-level performance is increasingly seen as a team game, reflected in the growth in support services. Coaches and management must work effectively with various practitioners to deliver the required support to athletes. To date, how coaches experience these support teams has yet to be explored. Accordingly, we utilized a qualitative research design with semistructured interviews to examine coach-consumers' perceptions of more or less effective practice. Eight high-level coaches were recruited, and data was analyzed using reflexive thematic analysis. Key themes generated included the make-up and conduct of high-performing teams, prioritizing coach–practitioner relationships, and professional development considerations for both coaches and practitioners. Data suggest that practitioners are seen as playing a crucial role in elite sports performance, and coaches generally have a positive view of the contributions of sports science teams. Notably, however, several challenges were identified, including communication issues, conflicts over the allocation of resources, recruitment of, and the need for sports scientists to understand the demands of sports and the coaching process. Findings have practical implications for support teams and coaches working in high-performance sports; specifically, in the recruitment and development of sports science and medicine practitioners and coaches. [ABSTRACT FROM AUTHOR]

This article explores the practical implications of traditional and constraints-led approaches in sports coaching. It acknowledges the complexity of learning and the various theories that have been developed to explain it. The article emphasizes the importance of integrating these theories but also highlights the risks involved. It suggests considering alternative theories from outside the motor learning domain and concludes by discussing the need for coaches to have a comprehensive understanding of different theoretical approaches in order to design effective practice activities for athletes. The text also discusses different approaches to integrating theoretical frameworks and techniques in coaching and motor learning, highlighting the potential of Assimilative Integration. It emphasizes the importance of clear pedagogical frameworks and case studies to guide coaches in implementing theoretical approaches effectively, and emphasizes the need for coaches to tailor their decision-making processes to individual athletes and their learning outcomes. [Extracted from the article]

The purpose of this study was to examine how coaching behaviors, coaching experience, and coach training relate to physical activity (PA) levels of children during their participation in a youth sport program. Youth soccer teams (N = 27) serving children ages 6–11 years were directly observed during one practice using momentary time-sampling procedures consisting of 30-s intervals (10-s observation, 20-s recording). Team coaches reported prior coaching experience, training, and demographic characteristics. Multilevel logistic regression was conducted to describe associations between coaching behaviors and intensity of children's PA. Interaction terms were added to the models to determine if the associations differed across girls-only, boys-only, and coed teams. ANOVAs were used to describe associations between coaching experience, coach training, and team PA level. Children were more likely to engage in moderate or vigorous PA when coaches were watching without verbal feedback (Odds Ratio [OR], 3.2, 95% CI = 1.70–5.83) or watching with verbal feedback (OR, 2.1, 95% CI = 1.27–3.59), compared to when the coach was disengaged, regardless of team sex composition. The number of prior seasons coached was positively related to team PA levels. These findings can be used to inform coaching strategies for promoting increased PA during youth sport practices. [ABSTRACT FROM AUTHOR]

Between 1989 and 2000, many women's sports which had previously been governed separately to men's sport were forced into 'mergers' with male governing bodies. These processes were profoundly disempowering for the women involved, often leaving them with very limited voice and representation in the governance of their sport post-merger. In this article, I detail the experiences of female coaches caught up in these merger processes, based on an analysis of archival documents and oral history interviews across six sports (squash, athletics, football, hockey, lacrosse and cricket). For some women coaches, the mergers proved a positive step on the path to professionalisation: they began to be paid for work which previously was often done for free. However, in other cases, elite coaching roles were removed and reallocated to men at the point of merger. Prior to the mergers, many women's sports were coached entirely or predominantly by women; however, the mergers led to the loss of a generation of women coaches who were either actively pushed out or were asked to 'requalify' for their roles and left coaching altogether. The legacies of the mergers are still evident today in the structural gender discrimination which operates across contemporary British sport coaching. [ABSTRACT FROM AUTHOR]

The compliments paid to Clara Jarvis by the Amateur Swimming Association in recognition of her contribution as trainer to the women's swimming team at the 1912 Olympics marked a unique public recognition of the role of the woman as coach in the Edwardian era (1901–1914). The absence of similar references to women as coaches or trainers in the archives could easily persuade the observer that Clara was an isolated example, but the reality was very different in that women were actively coaching in several sports and activities, if coaching is interpreted in the sense of helping others to improve their physical performance. The key to researching these women is to look beyond the terminology 'coach' or 'trainer'. This paper uses a range of search terms to uncover women involved in skating and riding, and as physical culturalists and games mistresses, from the 1911 census and explores the characteristics of each group as well as uncovering some individual life courses. The paper concludes that these women were not unique, in that similar communities can also be identified in activities such as swimming and dance, and that the notion that few women coached in this period needs to be revised. [ABSTRACT FROM AUTHOR]

This study was designed to support the tactical decisions of wheelchair basketball (WB) coaches in identifying the best players to form winning lineups. Data related to a complete regular season of a top-level WB Championship were examined. By analyzing game-related statistics from the first round, two clusters were identified that accounted for approximately 35% of the total variance. Cluster 1 was composed of low-performing athletes, while Cluster 2 was composed of high-performing athletes. Based on data related to the second round of the Championship, we conducted a two-fold evaluation of the clusters identified in the first round with the team's net performance as the outcome variable. The results showed that teams where players belonging to Cluster 2 had played more time during the second round of the championship were also those with the better team performance (R-squared = 0.48, p = 0.035), while increasing the playing time for players from Classes III and IV does not necessarily improve team performance (r2 = -0.14, p = 0.59). These results of the present study suggest that a collaborative approach between coaches and data scientists would significantly advance this Paralympic sport. [ABSTRACT FROM AUTHOR]

Never has the domain of sports coaching been so inundated with secondary information. In high-performance contexts, for example, coaches are routinely presented with detailed reports specifying features about an athlete's or team's performance. Here, we question whether such detailed secondary information has led us to know too much, obscuring what the world has to share directly with us. To over-rely on secondary information is to narrow in on certainty, on cause-effects that are oft-espoused through de-contextualised 'performance' tests and metrics. This indirect approach eschews opening up to uncertainty, to ongoing inquiry embedded in primary experience. For where certainty risks closures, uncertainty opens to the possibility of carrying on with and alongside others. We explore this thesis through the reflections of an Olympic Canoe Slalom coach, meandering through three sections: (i) on paying attention; (ii) on knowing better; (iii) on guidance without specification. In presenting this thesis, we hope to encourage others - in sports coaching and beyond - to embrace an ethos of not-knowing, opening up to the 'goings on' of what interests them, actively attending and directly responding with genuine care and curiosity. Indeed, while embracing an ethos of not-knowing can be unsettling, vulnerably exposing oneself to changing power relations in a world perpetually on the move, it can facilitate primary experience of the surrounding ecology. The accompanying growth of responsiveness to one's surroundings emerges from listening to what it has share, joining in conversation to find ways of carrying on. It is in this responsiveness, we contend, that a wisdom can be found; a wisdom of not-knowing. [ABSTRACT FROM AUTHOR]

The purpose of this insight article is to explore the relevance and value of some of Bruce Lee's ideas that influenced his coaching philosophy, (re)viewed through the lens of contemporary discussions in movement skill acquisition. To achieve this aim, we highlight empirical and anecdotal examples of many of the important concepts that support Bruce Lee's interpretation of martial arts, Jeet Kune Do (JKD). We contend that Lee's approach to coaching and skill refinement was deeply aligned with ideas that underpin an ecological dynamics framework. Central to the philosophy of Bruce Lee and JKD is the need for coaches, practitioners, and athletes to embrace and express more water-like adaptability throughout their practice. Examining the various, nuanced insights of Bruce Lee, we can observe many practical lessons which have stood the test of time, remaining highly applicable to athletes of today seeking to move skillfully in sports. [ABSTRACT FROM AUTHOR]