EXPLORATION OF ELITE COACHES IN MALAYSIAN SPORTS SCHOOLS IN STUDENT ATHLETE DEVELOPMENT: EVOLVED GROUNDED THEORY APPROACH

Developing high-performance (HP) coaches remains a challenge for sporting bodies with limited guiding research. This study, integrated multiple perspectives and methodologies, examined the transition to HP coaching to inform Irish Rugby’s coaching support. It involved three stages: (1) semi-structured interviews with recruiters (N=8) to explore employment factors, (2) Applied Cognitive Task Analysis with HP coaches (N=5) to understand cognitive demands, and (3) simulation interviews with aspiring HP coaches (N=10) to assess role readiness. Analysis used reflexive thematic analysis (1) and integrative qualitative content analysis (2/3). Recruiters prioritised credibility, breadth and depth of coaching skill and organisational fit in employment decisions. HP coaches experienced a range of cognitive demands including managing pressures, building credibility, staff contributions and pedagogical and tactical challenges. In contrast, aspiring coaches underestimated contextual demands, focusing on procedural tasks and personal affinity. Guided cognitive apprenticeships, incorporating modelling, scaffolding, and social capital development, are recommended to support transitioning coaches.

The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.

Background and Study Aim. The aim of the research is to investigate the efficiency of designed complexes of training exercises aimed to improve the coordination abilities of qualified athletes in fencing.
 Material and Methods. 22 qualified athletes specializing in fencing aged from 15 to 18 took part in the research. The study design included the sequential pedagogical experiment that was realized through the several stages. At the first stage, the preliminary testing of the athletes’ coordination abilities (n=22) was conducted. During the preliminary testing the following tests were applied: jumps to the line; shuttle run (4x9 m.); T-test, straight touch from en-garde position to the target of 10 cm in diameter from close range (10 attempts); straight lunge attack from en-garde position to the target of 10 cm (10 attempts). At the second stage of the pedagogical experiment two complexes of exercises aimed at developing the coordination abilities of the athletes were applied for 3 months. The experimental complexes of exercises were used twice a week. At the third stage, the efficiency of experimental complexes aimed at the developing of coordination abilities of qualified athletes in fencing was checked through a control testing. The Statistica 10 software created by the StatSoft Company was used for statistical processing of data.
 Results. It was established that during the process of coordination abilities development, the greatest attention should be given to the athletes’ ability to control timing, spatial and physical parameters of moves and moves consistency. To improve the process of developing the coordination abilities of the qualified athletes in fencing two complexes of training exercises were developed. The results of the pedagogical experiment confirmed the statistical differences in the levels of the athletes’ coordination abilities manifestation before and after using experimental training complexes (p<0.05).
 Conclusions. It has been shown that specially developed training complexes could be used during the training process in order to develop and increase the level of coordination abilities of qualified athletes in fencing. The analysis of experts’ opinion showed that the development of coordination abilities in fencing should be oriented towards the development of athletes’ ability to control timing, spatial and physical parameters of movements.

Five coaches working at the highest level of their respective sport in Denmark participated in a five-session compassion-based intervention. The intervention aimed to enhance the high-performance coaches (HPCs) understanding of compassion principles, develop their ability to act compassionately, and strengthen their role as compassionate role models. Utilizing a single-case mixed methods design with a dominant qualitative analysis, we explored the HPCs experiences with the intervention and its perceived effects. Semi-structured interviews were conducted pre- and post-intervention, and quantitative measures of compassion were used to examine potential changes in compassion levels. Thematic analysis of interview data generated two higher-order themes. The first focused on the HPCs experiences with the intervention’s format, content, and delivery. The second addressed perceived outcomes, including changes in how they understand, relate to, and apply the three flows of compassion. Findings suggest that a compassion-based intervention, when embedded within HPCs elite sport environment and facilitated by a sport psychology professional is both feasable and impactful. The coaches’ responses indicate that compassion training may contribute to improved coaching practices, personal well-being, and long-term professional sustainability in high-performance sport settings.

It is an open question to which degree compassion—noticing, engaging with, and acting to alleviate suffering in self and others—is (considered) advantageous in elite sports. Addressing this question, we herein provide insights into high-performance coaches’ perceptions on the role of compassion in elite sports environments. Specifically, 12 coaches working at the highest level of their respective sport (in Denmark) partook in semi-structured interviews focusing on the utilization, implications, as well as barriers for implementing compassion in elite sports environments. Following a thematic analysis, three themes comprising various subthemes were identified and discussed. The first theme – Benefits of compassion – focuses on coaches’ perception of the use and implications of compassion and comprises four subthemes: Compassion is important when times are tough; Compassion stimulates human connection; Compassion fosters unity in competitive environments; and Compassion promotes performance. The second theme – Increasing compassionate competence – focuses on how a compassionate approach can flourish and comprises three subthemes: Reflection; Awareness and knowledge; and Keeping up with the times. The third theme – Barriers to compassion – focuses on barriers to implementing and enhancing compassion in elite sports environments and comprises four subthemes: Compassion is soft; Power dynamics can stand in the way; Requires prioritization; and Performance outcome orientation. We conclude that while compassion (beyond self-compassion) can be beneficial in elite sports, coaches still perceive barriers for successful implementation, and that research should further investigate the outcomes and consequences of compassion in the elite sport context.

ABSTRACTAt the beginning of the 2013/2014 season in England and Wales, 90 head coaches of the 92 men's national professional football league clubs and 20 of the 22 men's professional rugby union clubs had tenure as a professional elite player in their respective sports. Moreover, Rynne [(2014). ‘Fast track’ and ‘traditional path’ coaches: Affordances, agency and social capital. Sport, Education and Society, 19, 299–313] has claimed that many former elite athletes are ‘fast-tracked’ through formal accreditation structures into these high-performance coaching roles. The reasons why former elite athletes dominate head coaching roles in professional sports clubs and why a ‘fast-track’ pathway from elite athlete to high-performance coach is supported remain unclear. Thereby the present study sought to address this issue by investigating the basis for ‘fast-tracked’ head coaching appointments. Eight male directors of men's professional football and rugby union clubs in England were interviewed to examine how particular coaching skills and sources of knowledge were valorised. Drawing upon Bourdieu's conceptual framework, the results suggested that head coaching appointments were often based upon the perceived ability of head coaches gaining player ‘respect’. Experiences gained during earlier athletic careers were assumed to provide head coaches with the ability to develop practical sense and an elite sporting habitus commensurate with the requirements of the field of elite sports coaching. This included leadership and practical coaching skills to develop technical and tactical astuteness, from which, ‘respect’ could be quickly gained and maintained. The development of coaching skills was rarely associated with only formal coaching qualifications. The ‘fast-tracking’ of former athletes for high-performance coaching roles was promoted by directors to ensure the perpetuation of specific playing and coaching philosophies. Consequently, this may exclude groups from coaching roles in elite men's sport. The paper concludes by outlining how these findings might imply a disjuncture between the skills promoted during formal coaching qualifications and the expectations club directors have of elite coaches in these sports.

The Turkish educational system employs teachers in a variety of positions with varying levels of privileges but also with some shared traits. This study aims to ascertain contract teachers' and school administrators' perspectives on the contract teaching procedure from the standpoint of these distinctions. The focus group interview technique, which favors the phenomenology approach, a qualitative research method, was employed in the study. 15 educators and 6 administrators who are employed in the Türkiye for the 2022–2023 school year make up the two separate study groups. Additionally, a semi-structured observation form was utilized in the research as a method for gathering data. In the data analysis, the content analysis technique was used to examine the information gleaned from the open-ended questions asked in the semi-structured interviews. As a result of the content analysis, the study findings were thoroughly assessed, and the data gathered within the confines of each sub-problem was coded. These codes were then collected under the appropriate themes. It was concluded that the contract teaching had a negative impact on school administrators, contract teachers, and the educational process. Keywords: contract teachers, school administrators, teacher employment types

Problem Statement : School administrators are the first responsible body for the implementation of the counseling and guidance program. For sharing this responsibility, school administrators should be in cooperation with school counselors. Administrators’ perceptions on school counseling and guidance services show that school administrators have positive attitudes toward counseling services and they cooperate with the counselors at school. School administrators describe counseling services as necessary and successful activities. However, other studies show that school administrators are of the opinion that counselors should perform tasks that are not in their job descriptions. In short, school administrators’ perceptions on school counseling and guidance services and the tasks and missions of school counselors vary greatly and there is no consensus among the administrators. It is important to investigate the perceptions and views of school administrators towards counselors. Therefore, the present study aimed to contribute to the current literature via offering suggestions to increase the productivity and effectiveness of school counselors. Purpose of the Study : The aim of this study is to investigate the perceptions of school administrators who are important shareholders in carrying out school counseling and guidance services. The sub-aims of the study are to investigate the status of school counselors, and the school administrators’ expectations of school counselors, both in terms of personal and professional qualifications and in terms of the status and duties of the counselors. Method : This qualitative study investigates the perceptions of school administrators towards school counselors in terms of their roles and duties. The current research utilizes a phenomenological design. The participants of the study were 13 school administrators who were working in primary and secondary schools in downtown Diyarbakir. A semi-structured interview, developed by the researchers, was used to collect the data. Gathered data were first analyzed in terms of descriptive analyses and then digitized. Findings : Research findings show the administrators’ positive perceptions of counselors being necessary and important in educational and instructional activities for every shareholder of education. School administrators listed a set of personal and professional qualifications for school counselors. In addition, school administrators are of the opinion that school counselors have some privileges apart from other teachers in terms of their status and role at the school. It is found that school administrators are well aware of the necessity and importance of school counselors, who serve as field experts at schools. Conclusion and Recommendations : In this study it is found that school managers are very aware of and positive about the school counseling and guidance field and counselors’ teaching duties and responsibilities. The quality and efficiency of school counseling services should be increased, and the counselors’ job description should be clarified by the Ministry of Turkish National Education to prevent confusion. School administrators and other shareholders should support the creation of a common professional identity for school counselors. Keywords : School counselors, school administrators, roles and duties Problem Statement : School administrators are the first responsible body for the implementation of the counseling and guidance program. For sharing this responsibility, school administrators should be in cooperation with school counselors. Administrators’ perceptions on school counseling and guidance services show that school administrators have positive attitudes toward counseling services and they cooperate with the counselors at school. School administrators describe counseling services as necessary and successful activities. However, other studies show that school administrators are of the opinion that counselors should perform tasks that are not in their job descriptions. In short, school administrators’ perceptions on school counseling and guidance services and the tasks and missions of school counselors vary greatly and there is no consensus among the administrators. It is important to investigate the perceptions and views of school administrators towards counselors. Therefore, the present study aimed to contribute to the current literature via offering suggestions to increase the productivity and effectiveness of school counselors. Purpose of the Study : The aim of this study is to investigate the perceptions of school administrators who are important shareholders in carrying out school counseling and guidance services. The sub-aims of the study are to investigate the status of school counselors, and the school administrators’ expectations of school counselors, both in terms of personal and professional qualifications and in terms of the status and duties of the counselors. Method : This qualitative study investigates the perceptions of school administrators towards school counselors in terms of their roles and duties. The current research utilizes a phenomenological design. The participants of the study were 13 school administrators who were working in primary and secondary schools in downtown Diyarbakir. A semi-structured interview, developed by the researchers, was used to collect the data. Gathered data were first analyzed in terms of descriptive analyses and then digitized. Findings : Research findings show the administrators’ positive perceptions of counselors being necessary and important in educational and instructional activities for every shareholder of education. School administrators listed a set of personal and professional qualifications for school counselors. In addition, school administrators are of the opinion that school counselors have some privileges apart from other teachers in terms of their status and role at the school. It is found that school administrators are well aware of the necessity and importance of school counselors, who serve as field experts at schools. Conclusion and Recommendations : In this study it is found that school managers are very aware of and positive about the school counseling and guidance field and counselors’ teaching duties and responsibilities. The quality and efficiency of school counseling services should be increased, and the counselors’ job description should be clarified by the Ministry of Turkish National Education to prevent confusion. School administrators and other shareholders should support the creation of a common professional identity for school counselors. Keywords : School counselors, school administrators, roles and duties

Background and Aims: The sports school system has long been the main channel for developing sports-related talent in China. However, because of the imbalance between academic learning and sports training, only a small proportion of students from these sports schools show enough competency in their careers. This research aims to build an integrated model of sports and education to enhance the competencies of sports school students. Methodology: (1) For data collection, this research mainly used the questionnaire method. A stratified random sampling method was used to pick 40 sports schools in different regions out of a total of 149 sports schools in Guangdong, China. For each school, related parties such as students, teachers, and school administrators were randomly chosen to answer the questionnaire from different perspectives. (2) For data analysis and model construction, descriptive statistics including mean and standard deviation, median, and interquartile range were used to analyze the data. (3) To refine the model, the Delphi method was used to consult experts in education and sports. After three rounds of Delphi, the final model was constructed, which both considered the information from questionnaires and the advice from experts. The final model was confirmed through the Focus Group method to further show its practicality. Results: The research identified significant factors impacting student-athlete performance, including specialized academic planning, after-school tutoring, and the integration of sports and education administration. The study revealed that a tailored approach to academic and athletic training, along with coordinated management between sports and education bureaus is essential for enhancing student competencies. Conclusion: The developed integrated model offers a comprehensive framework for sports schools to improve student outcomes in both academic and sports fields. By prioritizing both academic and athletic development, the model supports the sustainable growth of sports schools and the preparation of well-rounded student-athletes for future challenges.

In Canada, high school sport is a popular activity used to foster the physical and psychosocial development of student-athletes. Despite the popularity of high school sport, social justice inequities (e.g., racism, ableism) continue to shape student-athletes’ experiences. Given that the mission of School Sport Canada (i.e., the national governing body of school sport) is to facilitate the “total development of student athletes through interscholastic sport”, there is a need to study the way coaches think about and act for social justice. Thus, the purpose of the study was to profile the social justice activism and allyship of Canadian high school coaches. Semi-structured interviews were conducted virtually (i.e., via Zoom) with 28 Canadian high school sport coaches. Interview data were subjected to reflexive thematic analysis, which led to the development of two coach profiles based on the two continua model for life skills teaching (Camiré, 2023). The two coaching profiles – the normative coaching approach (i.e., general disinterest in social justice) and the transformative coaching approach (i.e., proactive social justice activism through a developed critical consciousness) – are contrasted across four overarching themes (a) I’m (Not) Confident, I (Don’t) Understand; (b) (Un)intentionally (Re)acting; (c) You See Excuses, I See Obstacles to be Toppled; and (d) (Dis)engaged and (Non)autonomous Education. Findings have practical implications for centering social justice in coach education, for developing critical praxis related to activism and allyship, and for instigating systemic policy changes that can make the Canadian school sport system safer, more equitable, and more inclusive for all participants.

In undertaking their complicated and multi-faceted work, high performance coaches have previously been shown to be influential in the performance of athletes. It has also been noted that high performance coaches are learners by necessity. However, what remains unclear is how coaches’ learning influences their engagement in sustainable practice. This study draws on three cohorts of full-time high performance coaches employed in Olympic and professional sports throughout Australia. Semi-structured interviews were conducted face-to-face and were inductively analysed. The results revealed that the coaches were presented with a variety of opportunities to learn, with the most valued sources being ‘learning on the job’, ‘discussions with others’ and ‘experience as athletes’. These unmediated learning opportunities are critiqued along with other mediated opportunities in relation to notions of sustainability. The dominance of unmediated sources of learning meant that sustainable practice was present but was not assured. Sustainable practice is also discussed in relation to the dominant models of high performance athlete development and the demands of coaching work.

Educators and education staff have the same role and task, namely carrying out various activities that lead to the creation of convenience and success for students in learning. The role of educators in facilitating school administration is very important because they have great duties and responsibilities for the smooth running of teaching and learning activities in schools. Every school requires skilled, reliable educators, and understand the job description. The formulation of the problem in this paper is first, what is included in school administration? Second, what is the role of education personnel in school administration? The purpose of this study is to increase understanding of the concept of school administration and the professional ethics of education personnel in school administration. This study uses a qualitative method with a library research approach. Data collection techniques by taking data in the library, reading, taking notes, and processing research material. Based on the results of the data analysis, several conclusions were found as follows regarding matters covered in school administration, namely 1. Curriculum Administration, 2. Student Administration, 3. Infrastructure Administration, 4. Financial Administration and 5. Public Relations Administration. The role of education personnel in school administration is to play an active role in quality service efforts, and the formation of professional human resources in the field of school development and administration. As well as carrying out the educational code of ethics as a form of moral responsibility towards his profession as an educator

The success of an athletic program is often defined by wins and losses. According to the sporting success framework (De Bosscher et al., 2006) as well as the athlete development literacy (ADL) model (Livengood et al., 2015), athlete development contributes to athletic achievement. The purpose of this study is to investigate the relationship between athlete development personnel resources and winning success at NCAA Division I institutions. A total of 150 universities were included in this study. Utilizing the ADL model (Livengood et al. 2015) of personal and player development literacies, athletic department personnel selected for this study included: academic advisors, athletic trainers, doctors, learning specialists, nutritionists, mental health professionals, physical therapists, sport psychologists, as well as strength and conditioning coaches. Winning success was measured using the final 2017-18 Learfield IMG Directors’ Cup standings (Directors’ Cup, 2019). The results suggest that athletic trainers, learning specialists, and sport psychologists significantly contribute to winning success. As such, athletic departments should appropriately invest in athlete development specialists.

Who is sensitising whom? A participatory interview guide development as an awareness tool within a health care research project

The concept of grit has been understudied in the local literature in the Philippines compared to other international nations. Furthermore, studies that focused on grit to swimming coaches has not yet been documented. In this regard, this research probes the dynamic relationship between grit and competence among swimming coaches (n=207) of Central Luzon Philippines, aiming to analyze the impact of these key factors on coaching effectiveness and athlete development. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews, to gather data from a diverse sample of experienced swimming coaches in the Region. Quantitative measures will assess coaches' levels of grit through the Grit Scale and self-perceived competence through the Coaching Competency Scale, while qualitative insights will provide a deeper understanding of the challenges faced and strategies employed in the demanding field of swimming coaching. As hypothesized, results from this research revealed that Grit influences Coaching Competency (F(3, 203) = 20.251, p <.001). However, Ambition did not register a significant relationship to Coaching Competency (β = .141, t = .889, p = .375). Coaches are very willing and highly enthusiastic in sharing the knowledge and skills to their swimmers towards improving their athletic abilities. Amidst adversities, coaches defined their resiliency in developing strategies to cope. Central Luzon coaches share their vision to their athletes towards achieving their goals through motivational strategies towards productive transformation. Lastly, coaches share the importance of serving as a role model towards improving motivation, game strategies, technique and character building of swimmers. Results of the study may be used to formulate programs for further enhancements on coaches’ grit and competencies. It is recommended to conduct parallel researches to other regions in the Philippines and other nations.