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Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective strength and conditioning (S&C) coaching practice, such as reflective practice and community of practice. Such approaches are relational meaning that the S&C coach developer must build effective relationships with the learner (i.e., S&C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of how to integrate and utilize reflective practice and community of practice within S&C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge-to-action gap by examining how a S&C coach developer, who is paid by and in situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community, and trust, which underlines the organic process that seamlessly integrates guided critical reflection and community of practices as valued learning strategies to develop S&C coaches' psychosocial skills. [ABSTRACT FROM AUTHOR]

In the context of contemporary coaching, it is necessary to explore approaches that cater to the needs and preferences of modern learners. Given the emergence of online/remote coaching and coach development (ORC/CD) in recent years, this could involve the exploration of frameworks and onto-epistemologies that better ensure alignment with contemporary understandings of learning in the digital era. In the current article, we take the opportunity to explore some of the possible theoretical considerations that can inform future research in this emerging area; and thus support the application of technology-enhanced coaching/learning in sport coaching contexts. First, we philosophically position our arguments within a 'new culture of learning' (NCOL) – a framework that is congruent with online learning experiences. From there, we consider Connectivism – as an expression of New Materialism – as a suitable onto-epistemology to guide future research given its recognition of networked ways of being in the twenty-first century. We conclude by suggesting heutagogy (self-determined learning) as an appropriate signature '∼gogy' for ORC/CD environments. [ABSTRACT FROM AUTHOR]

Psychosocial coaching competencies, including psychological, pedagogical, philosophical, and sociocultural aspects, which underpin an athlete-centred coaching approach, have been largely overlooked by the United Kingdom Strength and Conditioning Association (UKSCA) coach education. It is possible to understand why psychosocial competencies have been disregarded by critiquing how stakeholders’ perceptions, such as board members, tutors, assessors, who are responsible for coach education, have been shaped by dominant discourses within sport culture. The purpose of this study is to understand and critique UKSCA stakeholders’ perceptions of psychosocial coaching practices through the lenses of dominant discourses in Strength and Conditioning (S&C) coaching. Thirty stakeholders took part in one-to-one semi-structured interviews. To prompt discussion for the interviews, they were shown video vignettes depicting psychosocial coaching competencies. The data were analysed in two phases. First, a thematic analysis deduced participants’ understandings of the competencies built into each vignette. Second, a poststructural discourse analysis critiqued how a performance-scientific coaching discourse and a discourse of orthodox masculinity impacted stakeholders’ perceptions. The results indicate that stakeholders’ perceptions of psychological and pedagogical effective coaching approaches focused on athletic performance, which disregarding the well-being and personal development of the athlete. Stakeholders also recognised overt sexist coaching practice, which suggest some appraisal of sociocultural and philosophical competencies. Yet, covert sexist microaggressions towards female coaches were often accepted as banter and female coaches’ emotional labour were not recognised. This study advances the literature by showing how the dominant culture of performance-scientific coaching and orthodox masculinity shape what is accepted as effective coaching practice. Such coaching practice de-emphasises psychosocial coaching competencies and limits the impact of equity, diversity and inclusivity (EDI) strategies, as well as the holistic development of both athletes and S&C coaches. [ABSTRACT FROM AUTHOR]

Within sports psychology, researchers have explored intrapersonal conflict, and how individuals perceived to be "problematic players" can create conflict in a team environment. We present an exploration of the psychosocial processes of a case of interpersonal conflict that occurred in an elite sports environment. The case centers on Warwickshire cricket club's successful, treble-winning season in 1994, and focuses on the conflict that occurred throughout that season between club captain, Dermot Reeve and star batsman Brian Lara. The data sources used in this study were the autobiographical accounts of the captain and star player, supplemented by autobiographical accounts from the coach and a third player, and subsequent interviews with seven other players from the team. We first adopt the role of story-analysts, by undertaking a thematic analysis of data and then the role of story-tellers via the development of an ethnodrama, developed to illustrate the conflict between Reeve and Lara. The dialogue within the ethnodrama highlighted some of the determinants of these conflicts and the resulting consequences from multiple perspectives of those involved. Recommendations are offered in terms of interpersonal conflict and the potential use of ethnodrama as a pedagogic resource. Lay summary: Using autobiographies and player interviews, we studied conflict within one of the most successful sports teams in history. The data are presented as an ethnodrama to showcase the complexity of conflict, encourage reader engagement with the results, and promote discourse on varied perspectives on conflict. This work provides a novel insight into the conflict between a captain and star player occurring in an elite environment. The ethnodrama allows readers to understand the determinants and consequences of conflict from multiple perspectives. The ethnodrama could be used as a resource to develop shared understanding, create empathy for different perspectives between individuals in conflict, and stimulate discussion as an educational resource in performance domains. [ABSTRACT FROM AUTHOR]

Strength and conditioning (S&C) practitioners need to know and apply varying and diverse psychosocial competencies in their practice. The definitions of psychosocial coaching competencies are poorly understood and multiple interpretations exist. The purpose of this study was to define psychosocial S&C practice terms (i.e. pedagogical, philosophical, psychological, sociocultural) from the perspectives of S&C researchers and practitioners. Using a participatory action research approach, qualitative data were collected from 13 researchers and 30 stakeholders with the United Kingdom Strength and Conditioning Association (UKSCA). A qualitative summative content analysis was used to analyze the researchers' and UKSCA stakeholders' definitions of psychosocial competencies. Pedagogical competencies were defined related to the themes of instruction, learning, skill acquisition, feedback, and design structure. Philosophical competencies were defined related to themes of beliefs, values, and style. Psychological competencies were defined related to communication, mindset, relationships, motivation, emotions, learning, and behavior. Sociocultural competencies were defined related to sport norms, understanding differences and different backgrounds, adapting to culture, and coaching behavior and biases. Significant differences existed between researchers' and practitioners' definitions of these terms, particularly with pedagogical, philosophical, and sociocultural competencies. Practitioners often associated psychological coaching competencies with subject matter outside of biophysical knowledge or many aspects spanning diverse social and behavioral sciences. [ABSTRACT FROM AUTHOR]

This study explored which strength and conditioning (S&C) coaching behaviors and characteristics are perceived as effective by elite athletes and how these influence the athletes. A secondary aim was to consider the development and usefulness of vignettes to elicit new knowledge. Ten elite athletes reflected on scenarios presented in vignettes. Resulting themes were divided into the processes and factors influencing athletes and how the athletes are affected. The athletes considered these themes effective because the coach had built an environment of trust and respect. How coaches might influence athletes were divided into cognitive influences and behavioral influences. The results are discussed in light of current sport coaching literature, and the way vignettes enhance the richness of the data collection is reflected on. Practically, the results suggest that S&C coaches can build trust and respect to influence athletes' development through effective instruction, communication, and motivation. [ABSTRACT FROM AUTHOR]

This review article advances the longstanding need to address psychosocial issues within strength and conditioning (S&C) that have renewed significance with the National Strength and Conditioning Association's entry into accreditation. First, a brief history is presented on the omission of psychosocial issues within S&C and the education of S&C practitioners. Second, the article provides an overview of learning theory and instructional strategies on how to develop essential psychosocial competencies of S&C practitioners. Third, multilevel recommendations are offered to address established calls to improve the education of S&C practitioners, ongoing accreditation efforts, and continued structural changes throughout the growing, global profession of S&C coaching. [ABSTRACT FROM AUTHOR]