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Government-led reforms in the Further Education (FE) sector in the UK have highlighted the impact that FE institutions can have on national productivity and economic growth. This has resulted in growing calls to support the performance of FE teachers in the classroom. There is a paucity of research that has considered effective teaching practice within the unique context of FE. To address this gap, we sampled 90 full-time FE teaching staff, who participated in one of 12 in-depth focus groups, which aimed to: (a) develop a working definition of effective teaching in FE; (b) examine the characteristics of effective FE teachers; and (c) explore the process of effective FE teaching and the factors that may impact on this. Using thematic analysis, a definition was constructed that considered effective teaching practice to be a learner-centred process that facilitated learners' basic psychological needs resulting in a range of holistic outcomes. A number of effective FE teacher characteristics were also identified and categorised into four main themes: knowledgeable; professional skills; personal qualities; and interpersonal qualities. Finally, institutional-, learner-, and teacher-derived issues (e.g. institutional targets; learner expectations; teacher doubts over ability) were identified as factors that may influence the effectiveness of practice in FE. Our findings offer a unique insight into a context-specific conceptualisation of teacher effectiveness that can potentially support the training and development of FE teachers.

Mentally tough behaviors (MTbs) entail verbal or physical acts that allow athletes to engage their capacity to produce consistently high performances under pressure. However, researchers of mental toughness (MT) have typically focused on the characteristics that make an athlete mentally tough, rather than how these characteristics are developed through learning to, and reflecting on, the display of MTbs. Consequently, we explored the athlete MT development process within youth international football. Collaborating with a Union of European Football Associations (UEFA) National Association, age-group international players (n = 6), coaches (n = 6), support staff (n = 7), and parents (n = 6) were interviewed regarding MTbs, the specific contexts (e.g., training) that require MTbs, and how key personnel (e.g., coaches, parents, teammates) might help develop players' MTbs in international youth football. Using thematic analysis, we found MT development to be a relational, multidimensional process, where players transacted with individuals (e.g., coaches) in their environment. These individuals' behaviors (e.g., autonomy-supportive) influenced players' propensity to engage in and reflect on contextually relevant MTbs, leading to MT understanding, development, and maintenance. We suggest organizations develop a common understanding of the MT development process and educate all relevant stakeholders regarding their role in supporting athletes to develop the capacity to perform consistently under pressure. Lay summary: We explored key stakeholders' perceptions of mental toughness (MT) development in international youth football. We found players' MT is developed via key relationships, with players encountering opportunities to display this capacity via mentally tough behaviors (MTbs). Players must reflect upon their display of MTbs to further develop and maintain MT. Practitioners should assist coaches in learning to consistently recognize MTbs in critical moments in training and competition and reinforce the display of these MTbs in players via autonomy-supportive practices. Practitioners should educate athletes regarding the importance of displaying and reflecting on MTbs under pressure to develop their MT capacity. Parents of international players need to be educated on what MT is and the role they play in developing their child's MT at home. [ABSTRACT FROM AUTHOR]

A novel concurrent, independent mixed-methods research design was adopted to explore elite association football coaches' stress and mental ill-/well-being experiences over the course of an entire season. Elite coaches (N = 18) completed measures of perceived stressor severity, coping effectiveness, and mental ill-/well-being, with a sample (n = 8) also participating in semistructured interviews, across four time points. Linear mixed-model and retroductive analyses revealed (a) lower mental well-being at the beginning of the season due to negative appraisals/responses to stressors and ineffective coping attempts, (b) higher emotional exhaustion and depersonalization at the end of the season, (c) stressors high in severity led to decreased mental well-being (unless coaches coped effectively) and increased symptoms associated with burnout, and (d) ineffective coping attempts led to increased emotional exhaustion. These findings offer novel insight into the specific components of elite football coaches' stress experiences influencing their mental ill-/well-being over time. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to evaluate the impact of a foundation degree programme, delivered via a flipped university approach, on student learning, development and employability in the sector of football coaching and development. Design/methodology/approach: A mixed-method design was adopted, whereby current (n=106) and graduate (n=41) students from the programme completed an online course evaluation questionnaire and then follow-up interviews were conducted with 12 of the initial sample to explore the impact of the programme in more detail. Findings: Participants reported significant benefits of the flipped university approach on their career development, improvement in their inter- and intra-personal skills (e.g. communication, reflection, confidence) and the acquisition of industry relevant knowledge. Recommendations include a greater provision of tailored study support for individuals and broadening the coaching portfolio of students to help address the diversification in Football Community Trust remits. Research limitations/implications: This study has indicated that new approaches to student learning and development are better suited to preparing young people for the industry in which they seek to gain employment post-education. Sampling a wider range of student perspectives qualitatively would have provided a more thorough insight into their experiences. However, this provides an avenue for future research that seeks to explore the mechanisms through which such approaches to learning facilitate development. Originality/value: The novel flipped university concept is one that should be considered as a way of better educating and preparing students for employment in the sports industry. It is an approach that could be explored by a wide range of sectors as an alternative to both campus-based higher education and degree apprenticeships.

Reflective practice (RP) is a widely accepted approach for facilitating experiential learning within the professional development of service delivery practitioners. However, a dearth of empirical evidence exists to support the potential efficacy of RP for improving applied practice effectiveness. This study examined whether improving professionals' ability to engage in RP at more advanced critical levels impacted their use of communication skills (CS) in practice. A quasi‐experimental, multiple‐baseline, crossover design was employed with 20 Emirati female dieticians who were assigned to one of two groups and exposed to three RP treatments and three control periods. Baseline and postintervention measures of RP and CS were administered to assess whether improved RP skills subsequently impacted practice behaviours. A significant difference between experimental and control groups' RP scores were reported over the treatment period. For CS there was an intervention effect for: listening and rapport; questioning skills; comprehensiveness; organization; transitional statements; and approach to planning and education. The findings indicate that the intervention was successful for improving participants' reflective skills, resulting in more favourable practice behaviours (e.g., CS). This study makes a novel contribution to the literature by providing rigorous empirical evidence to support the value of RP as a metacognitive strategy for improving service delivery behaviours in health professionals. [ABSTRACT FROM AUTHOR]

The stress experiences and their impact upon the daily lives and mental well-being of English Premier League professional (soccer) football coaches were explored using an in-depth qualitative design. Eight participants were interviewed using a semi-structured approach with thematic and causal network analysis revealing that (a) a range of contextually dependent demands were experienced and interpreted in relation to their situational properties; (b) many demands were appraised and emotionally responded to in a negative manner; (c) a range of coping strategies were adopted to cope with stress experiences, with many reported as ineffective; and (d) stress experiences often led to negative implications for their daily lives and eudaimonic and hedonic well-being. Positive adaptations to some demands experienced were reported and augmented perceptions of mental well-being. The findings of this study make a novel and significant contribution to understanding the interrelationships between the principal components of the stress process and the prospective links between stress and mental well-being. [ABSTRACT FROM AUTHOR]

Currently there is a large variation in the quality of children's experiences, both across and within primary schools and concerns regarding the quality of physical education (PE) teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is likely to result in inadequate development of basic movement competence and motivation to be physically active. Critical to this is the collaboration between primary and secondary PE teachers and ensuring that programmes of study for PE are progressive and provide continuity to promote future lifelong physical fitness. A mixed method design was used employing both focus groups and interviews with primary PE teachers to assess their perceptions of the transition process to secondary school and its impacts on children's physical education. Findings would suggest that primary PE teachers receive little support from their secondary counterparts and are often viewed upon as insignificant in providing initial physical education experiences to young children.

Background: Despite considerable investment in UK government initiatives (e.g., the Physical Education School Sport [PESS] plan) aimed at improving the delivery and quality of physical education (PE) in primary schools, many remaining problems have been highlighted (e.g., facilities; staff training). It is suggested that the head teacher (school principal) plays a fundamental role in the experience of PE delivery within their schools as well as the effective implementation of government initiatives (e.g., PESS) that aim to enhance the quality of PE within primary schools. However, this role has been previously overlooked in the literature. Purpose: This study offers an in-depth examination of the challenges faced by primary school head teachers in effectively creating and managing an environment that supports high quality PE and school sport. The study also explores the head teachers' perceptions of the challenges caused by the implementation of the PESS plan within their school. Participants: 14 head teachers of primary schools located in the same local authority agreed to participate in the study through the provision of informed consent. The participants ranged in age from 45 to 61 years, had held their position between 6 and 10 years, and included 5 males and 9 females. Research design: A qualitative approach using a semi-structured interview design was employed. Data collection: Participants were sent an interview preparation booklet one week prior to their individual interview date in an attempt to aid memory recall and improve the flow of the interview. During the interview itself, participants were guided through a semi-structured interview process that consisted of six sections but remained flexible in attempts to enhance the depth and quality of data collection. Data analysis: A combination of both inductive and deductive content analysis procedures were applied to each interview transcript with trustworthiness characteristics being considered throughout the analysis procedures via thick description, the recording and transcribing of all interviews, triangulation, peer debriefing, and member checking. Findings: The participants reported a number of issues relating to the provision of high quality PE including: (a) school policies; (b) the curriculum; (c) extra-curriculum provision; and (d) resources and finance. Participants also acknowledged the challenge of implementing and managing the PESS plan and outlined some initial problems with the initiative. Benefits of the PESS initiative in raising the standards of PE delivery were also reported. Conclusions: The head teacher faces many challenges when it comes to creating and managing an environment that supports high quality PE provision. Although some aspects of these challenges are out of the control of the head teacher (e.g., government targets; access to facilities), it would appear clear that a commitment to PE provision by head teachers would result in greater strategic planning and use of resources to support their staff in implementing PE policy. Consequently, the role of the head teacher in ensuring a specific policy is developed for PE that considers the wider targets of government PE initiatives and that encourages the development of effective, high quality PE cannot be underestimated.

Athletes experience a number of within-career transitions that expose them to a multitude of demands. The club-to-international transition (CIT) is one transition that has received minimal attention. Through cognitive-motivational-relational-theory (CMRT), we sought to address this gap by exploring the psychosocial demands, and their situational properties, football (soccer) players experience during the CIT. Fourteen age-group international players, and 10 coaches (four club; six international) were interviewed. Using thematic analysis, a range of performance (e.g., competition intensity), organizational (e.g., new organizational culture), and personal demands (e.g., evolving identity), and situational properties (e.g., novelty, ambiguity) were identified. Further, the CIT was perceived as a unique adversity, due to its fluctuating and ambiguous nature. For example, international selection is never guaranteed and is predicated on current performance at club and international level. To positively negotiate this transition, we suggest players need to develop key psychological resources (e.g., mental toughness, resilience) and rely on organizational relationships (e.g., clear feedback processes), which assist them in taking ownership over their development. Our research has worldwide reach through offering international level organizations novel insights to help support players making the CIT and facilitate bespoke interventions that will positively impact both individual player development and long-term performance success. Lay summary: We explored the psychosocial demands experienced by international youth footballers' during the club-to-international transition. This transition was defined as an ongoing journey, with many ups and downs and no guaranteed outcome. A range of personal, organizational, and performance demands associated with 'being an international footballer' were also identified. Relevant stakeholders need to be educated about the demands associated with the CIT and its effective management in order to facilitate a more positive and successful CIT experience. Applied sport psychologists and coaches should convey strategies for the development of personal characteristics in players (e.g., mental toughness, resilience) that facilitate positive adaptations to CIT demands and thus support youth development. National Governing Bodies (NGBs) in international football should develop a structured feedback process, involving clear communication channels between the player, international coach, and club coach regarding players' needs during the CIT. [ABSTRACT FROM AUTHOR]

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based life-skills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate-high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice. The characteristics identified can be used to aid the development of the content, delivery and evaluation methods within future sport-based life skills programs. The quality assessment tool (QATID) that is embedded within this paper can be used by applied researchers to ensure that the design of their life skills interventions is of high quality. By using the QATID and the Mixed Method Appraisal Tool (MMAT) when designing and evaluating sport-based life skills programs, applied researchers can validate better subsequent claims of program effectiveness. [ABSTRACT FROM AUTHOR]

This study aimed to gain an insight into the general coping strategies used by sport psychology consultants (SPCs) based in the UK, and an in-depth understanding of their development and impact. To achieve these aims a mixed-method approach was adopted by means of two linked studies. In study one, BASES accredited and/or BPS chartered SPCs (n = 29) completed the modified COPE inventory (Crocker & Graham, 1995) to gain a better understanding of the general coping strategies used by practitioners. In study two, follow-up interviews (n = 6) with participants sampled from study one were conducted to explore how the reported strategies were developed, the perceived impact of coping/not coping with stressors, and how future SPCs may be better prepared for the stressful nature of consultancy. Findings suggested that the participants had a statistically significant preference to using problem-focused coping strategies. Further, the interviews suggested that coping strategies were primarily developed through reflection on experiences in different contexts. The impacts of coping/not coping and the practical development implications raised are discussed. [ABSTRACT FROM AUTHOR]

Background: In light of recent reports, schools must be realistic in that physical activity recommendations cannot be met through curriculum PE alone. However, extracurricular PE and school sport has the potential to further promote physical activity in adolescents. Consequently, the Welsh Government, UK, proposed through its Climbing Higher strategy (2006) for secondary school children to achieve 60 minutes of physical activity a day. This was implemented through Sport Wales and the 5x60 scheme. Method: This study aimed to examine the experiences of the 5x60 officers responsible for implementing the program, with a view to gain an understanding of the barriers associated with increasing participation in physical activity. Officers from 14 unitary authorities across Wales were interviewed using a socioecological approach that considered the impact of: personal behaviors, physical environment, social environment, and policy. Results: Participants reported a number of challenges affecting the delivery of the program, including: availability of facilities, lack of support from senior management, time, and conflict with PE staff. Conclusion: This study suggests that current methods used by personnel to facilitate extracurricular school sport may not be the most appropriate, and future direction should consider the place and contribution of physical activity to young people's lives. [ABSTRACT FROM AUTHOR]

Sports Leaders UK (SLUK) commissioned this study to explore the socio-economic and demographic factors that influence candidates' access, completion and progression through formal sport leader qualifications. A sample (n = 76,179) of registered sport leaders, who are defined as those qualified to lead safe, purposeful and enjoyable sport/physical activity at an entry level in local communities, was selected from SLUK's database covering a five year period. Following frequency analysis and binary logistic regression, findings highlighted certain variables (e.g. gender, experience, locality) as strong predictors of qualification completion and candidate progression through the award system. However, socio-economic status was not found to predict award completion or continued engagement. Frequency analysis indicated an inequality of sport leaders identifying as female, Black or minority ethnic, and/or disabled. This research offers some insight into the landscape of the current and potential future workforce, and has determined factors associated with more sustained involvement in UK sport leader roles. Consequently, such findings are thought to offer a valuable insight into the factors impacting the growth and development of the field. [ABSTRACT FROM AUTHOR]

This study offers an investigation into the concept of effective practice in applied sport psychology (ASP) with emphasis being placed upon the role that reflective practice may have in helping practitioners to develop the effectiveness of their service delivery. Focus groups (n = 2), consisting of accredited and trainee sport psychologists, were conducted to generate a working definition of effective practice, and discuss the concept of effectiveness development through engagement in reflective practices. The resulting definition encapsulated a multidimensional process involving reflection-on-practice. Initial support for the definition was gained through consensus validation involving accredited sport psychologists (n = 34) who agreed with the notion that although effectiveness is context specific it is related to activities designed to meet client needs. Reflective practice emerged as a vital component in the development of effectiveness, with participants high-lighting that reflection is intrinsically linked to service delivery, and a key tool for experiential learning. [ABSTRACT FROM AUTHOR]

This article offers an exploration of factors that influence the effectiveness of applied sport psychology delivery through reflection on a series of consulting experiences. Knowledge gained by a British Association of Sport and Exercise Sciences (BASES) trainee sport psychologist (Cropley), through a process of reflective practice during the first year of supervised experience, is presented around a number of themes that have emerged from current literature regarding the characteristics of effective service providers (A. Anderson, A. Miles, P. Robinson, & C. Mahoney, 2004). It is argued that reflection improves self-awareness and generates knowledge in action that can enhance the delivery of applied sport psychology. Support is therefore provided for the adoption of reflective practice as a tool for personal and professional development. [ABSTRACT FROM AUTHOR]

In this epilogue to the special issue of Journal of Applied Sport Psychology on the psychology of sports coaching, we provide a brief commentary on the field of sports coaching and some reflections on three key themes emerging from the research presented within the issue. In drawing our reflections together, we offer recommendations for the future directions of both research and practice in the area, namely: (a) coach effectiveness; (b) relationships within coaching; and (c) wider coach psychology research considerations. [ABSTRACT FROM AUTHOR]

Welcome to this special issue of Journal of Applied Sport Psychology dedicated to the psychology of sports coaching. In this editorial, it is our intention to provide some insight into the nature of sports coaching and the complexity inherent within the coaching process. Further, we offer some consideration of the importance of exploring sport psychology in the discipline of sports coaching before outlining the contributions contained within this issue. Finally, this special issue concludes with an editorial epilogue in which we offer some reflections and commentary on the psychology of sports coaching. [ABSTRACT FROM AUTHOR]