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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]

Sex, chronological age, and maturity potentially impact multidimensional health-related characteristics (i.e. motor competence, physical fitness, psychosocial, physical activity), which adds to the challenges of reversing current youth health-related concerns. Previous research fails to optimally assess such characteristics and consider sex, age, and maturity among youth. Therefore, the aims were to 1) present the multidimensional health-related characteristics of 9–14-year-olds from the UK, 2) examine sex differences, and 3) account for the effect of age and maturity on such characteristics. Eighty-one girls (mean age = 12.8 ± 1.2 years) and 136 boys (mean age = 13.1 ± 1.2 years) were purposively sampled and assessed across each of the four health-related domains. Multiple ANCOVA analyses examined sex differences among characteristics while accounting for chronological age. Pearson’s correlations were used to evaluate the associations between maturity and multidimensional health-related characteristics. Multidimensional health-related characteristics were lower than similar populations and highly variable. Boys outperformed girls on most physical measures (ES = −0.76 to 0.76), elicited greater self-determined motivation (ES = 0.36), greater perceived competence (ES = 0.54), and engaged in more vigorous physical activity (ES = 0.78). Small age effects were present across some characteristics (e.g. isometric mid-thigh pull). Associations between maturity and multidimensional health-related characteristics were different for boys and girls (e.g. maturity offset positively associated with motor competence scores in girls only). Results suggest that multidimensional health-related characteristics of 9- to 14-year-olds are a concern, and are impacted by sex, age, and maturity. Identifying methods to improve multidimensional health-related characteristics which considers sex, age, and maturity are required. Assessing multidimensional health-related characteristics across youth is recommended to inform and measure interventions. [ABSTRACT FROM AUTHOR]

The possession of certain psychosocial characteristics can offer performance advantages in a range of domains. However, integrating a program to support the development of psychosocial characteristics is a lengthy process and involves context-specific knowledge and effective working relationships with stakeholders. The aim of this article is to present a real-life example of the design, delivery, and implementation of a theoretically informed psychosocial development program for players within an academy soccer setting to include player workshops, coach delivery, and ways to influence the environment. This multifaceted approach included formal and informal meetings, observations, coach education, and social media groups. Initial reflections suggested workshops are an effective method to "teach" some of the aspects within the program. Integrating coaches throughout design and implementation is recommended. Key stakeholders should consider investing time in education for coaches to develop strategies to foster psychosocial development in their players. Limitations and future recommendations are discussed. [ABSTRACT FROM AUTHOR]

Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the 'in-time' holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes. [ABSTRACT FROM AUTHOR]

Talent Development Environments (TDEs) aim to provide the appropriate conditions for youth athletes to realise their full sporting potential. How TDEs are designed and operated is therefore of great importance for the development of elite athletes. Stakeholders are vital in this process, yet their perspectives are poorly understood. This study assessed the quality of TDEs across 5 European countries, comparing athlete, parent and coach perceptions. A total of 571 athletes (Mean age = 15.2 ± 1.5 years), 759 parents and 134 coaches were recruited from TDEs across 27 sports. Participants completed the Talent Development Environment Questionnaire-5 or adapted versions. Overall, perceptions of European TDEs were positive. Coaches reported higher perceptions of TDE quality compared to athletes and parents, athletes reported marginally higher perceptions compared to parents. Across stakeholders, Long-Term Development was highest rated, followed by Communication. Support Network was lowest rated. Stakeholder perceptions varied most for the Holistic Quality Preparation subscale, highlighting perceived differences in TDE support for rounded athlete development. From an organisational perspective, identified strengths and weaknesses provide direction to coach and parent education. Practically, TDE leaders should consider how they can refine stakeholder coordination through integrating stakeholder perceptions as valuable feedback into their environment, especially for intangible factors. [ABSTRACT FROM AUTHOR]

The emergence of Player Development Coaches (PDC) in professional sports demonstrates recognition for the importance of fostering personal and professional development. Nonetheless, the processes by which PDCs facilitate such development are largely unknown. Therefore, the purpose of this study was to explore the perceptions, experiences, and responsibilities of current/former National Hockey League (NHL) PDCs. Semi-structured interviews were conducted with eight experienced NHL PDCs (Mage = 50.5, SD = 9.7). The PDCs reported working closely with athletes to oversee their development, which involved frequent meetings and evaluation of performances. They also described the necessity of establishing trust and ensuring transparency with their athletes, providing support (e.g., emotional), and engaging in reflective practice. In using these sport specific, relational, and introspective competencies, player development coaches guide athletes towards various professional (e.g., physical, psychological performance) and personal developmental outcomes (e.g., character). The findings indicate that PDCs act similarly to mentors, whereby the pillars of trust and respect are central to their perceived ability to impact athlete's personal and professional development. In conclusion, in order to expedite the ultimate performance goal of getting athletes into the NHL, PDCs work collaboratively to reinforce and develop a range of developmental assets that span from improvements in performance to personal growth. Lay Summary: Eight player development coaches were interviewed to examine how they helped their athletes develop into full-time National Hockey League players. These individuals reported the importance of developing trusting relationships with their athletes, monitoring athlete performance/progress, and providing them with the necessary resources to facilitate sport-specific skill development as well as healthy and desirable personal growth. [ABSTRACT FROM AUTHOR]

The implementation of long-term athletic development (LTAD) aims to improve health, physical activity, and performance of all youth. Contemporary LTAD models suggest that a broad range of physical and psychosocial competencies should be developed in youth, but few resources are available for coaches that describe "how" to achieve these outcomes. This article overviews a coaching session framework built around the following components: raise, activate, mobilize, prepare, activity, games, evaluate (RAMPAGE). The framework provides practitioners with information on what can be planned and delivered and when within a coaching session, across multiple ages and stages of development within multiple contexts (e.g. physical education and talent development). [ABSTRACT FROM AUTHOR]

Research has indicated that adversity created in training environments can develop mental toughness in adolescent athletes (Bell, Hardy, & Beattie, 2013; Connaughton, Hanton, & Jones, 2010; Gucciardi, Gordon, & Dimmock, 2008). However, few studies (Bell et al., 2013) have explored this development prospectively. Employing a pragmatic, longitudinal, mixed methods design, this study assessed 70 adolescent wrestlers participating in an established intensive wrestling camp that systematically employed adversity. The Trait Sport Confidence Inventory, the State Hope Scale, and the Athletic Coping Skills Inventory-28 were administered at the outset, conclusion, and nine-months-following the camp. A repeated measures MANOVA with post-hoc measures showed increases in seven variables, maintained at the nine-month follow-up, with the strongest partial effect sizes in hope (η = .242), sport confidence (η = .151), and coping with adversity (η = . 142). Interviews with eight participants, conducted throughout the camp, one-week post-camp, and nine-months post-camp, yielded five high-order themes: enhanced confidence, work ethic, development of empowering attributes (e.g., responsibility, internal control), enhanced thought processes (e.g., self-awareness), and enhanced interpersonal skills. Results suggest that this highly-structured adverse training environment has the ability to develop a range of skills and dispositions related to mental toughness, and that some of these factors may transfer to other life contexts. [ABSTRACT FROM AUTHOR]