Coaching Behaviors Research Articles

중국 엘리트 수영지도자의 윤리의식 연구

This study aims to provide the baseline data that can help create the right Chinese elite sports culture and fairness in Chinese sports and understand unethical issues in Chinese elite swimming coaches to establish the right sense of ethics in Chinese elite swimming coaches and improve the problems and present measures for preventing them. As for research method, in-depth interviews were conducted with study participants, eight Chinese elite swimming coaches in a qualitative research method to draw the conclusions as follows. First, the types of unethical behavior of Chinese elite swimming coaches were identified as doping, violence, and match-fixing. Second, the causes of unethical behavior among Chinese elite swim coaches were identified as bribery and corruption, no-cause, and winner-take-all. Third, the perceptions of Chinese elite swim coaches on sports ethics education were identified as the necessity of sports ethics education, virtues required of swim coaches, and sports ethics leader education, and it was suggested that sports ethics education is essential and that it is desirable to implement sports ethics education from childhood rather than adulthood.

Raising Leadership Self-Efficacy and Minimizing Organizational Burnout Among School Administrators in a GROW Model of Cognitive Behavioral Coaching

Poor leadership self-efficacy and high organizational burnout are context-based cognitive conditions that sabotage leadership outcomes across organizations. When school administrators who are the leaders and directors of school affairs struggle with poor leadership self-efficacy and elevated levels of burnout their leadership styles are negatively affected with far-reaching impacts on the teachers, students, and the overall school outputs. This randomized control trial sought to investigate the effectiveness of GROW-Model (GROW-M) of Cognitive behavioral Coaching in raising leadership self-efficacy and minimizing burnout symptoms in a sample of school administrators in Enugu State, Nigeria. Participants included 77 school administrators who were randomly assigned to GROW-M ( N = 38) and waitlisted control ( N = 39) groups. A 2-h GROW-M program was delivered to the GROW-M intervention group weekly for 9 weeks. Maslach Burnout Inventory-Educators’ Survey and the School Leaders’ Self-Efficacy Scale were employed to source data at preintervention, postintervention, and follow-up evaluations. Descriptive and inferential statistics were used to explore data using SPSS version 24. Results revealed that participants’ organizational burnout reduced, while their leadership self-efficacy improved significantly at posttest. The changes in burnout and leadership self-efficacy levels were sustained through a 3-month follow-up. We concluded that intervention using GROW-M minimizes organizational burnout and raises leadership self-efficacy as a pliability resource for coping with overwhelming work demands.

A case study of behaviour: Differences between a head coach and player-coach

Background Coach behaviour has received extensive attention in our literature base. This is particularly the case in recent times where systematic observations have highlighted common behaviours exhibited by coaches across various contexts. The current literature, however, lacks significant focus on the behaviours and practices of player-coaches. This is surprising given that these individuals may represent a significant proportion of the non-professional sporting industry. Purpose The purpose of this case study was to investigate the differences in behaviours used by a player-coach and head coach within the sport of cricket and provide a position statement as to how and why further research in this area could be conducted. Method One head coach (age = 26 y; Level 1 Cricket Australia coaching accreditation) and one player-coach (age = 30 y; Level 2 Cricket Australia coaching accreditation) were filmed during their typical practice sessions at various points of the cricket season. The behaviours of each coach were coded using a modified, cricket-specific version of the Coach Analysis and Intervention System. 1 Findings Across 12 practice sessions (head coach n = 4, number of minutes recorded = 1004; player-coach n = 8, number of minutes recorded = 567), observation (on task) and questioning (convergent) were the two most frequent behaviours, irrespective of the coach's role. The player-coach tended to use more instruction when compared to the head-coach, in addition to asking fewer (divergent) questions. Significantly more of the session was spent observing (on task) by the head coach than the player-coach. Specific to this study, the player-coach spent significantly more time involved in training as a player than the head coach. Based on the current findings, it appears that the role of the player-coach is likely to shape practice and behaviour. Indeed, we deploy social theory to provide tentative explanations for these key differences. Conclusion Overall, this paper is among the first to explore the role and practices of the player-coach. Given that player-coaches likely make up a significant proportion of the non-professional sporting industry, much greater research and attention is needed on this area moving forward. In particular, we feel that multiple or mixed-method studies that engage with social theory would be well positioned to develop generative insights into a) intentions behind the deployment of player-coach behaviour, b) actual behaviours engaged, and c) athlete (and others’) perceptions of such practice. Doing so would provide significant opportunities to develop bespoke education for this highly specialised – yet under examined – role.

Psychological safety in European medical students' last supervised patient encounter: A cross-sectional survey.

To investigate the association between European medical students' psychological safety in and experiences from their last supervised patient encounter. A cross-sectional online survey among European medical students. Bivariable and multivariable linear regression was used to explore the associations between the dependent variable psychological safety and independent variables concerning students' experiences from their last supervised patient encounter. A total of 886 students from more than 25 countries participated. The variables most strongly associated with psychological safety were supervisor coaching and modelling behaviour, adjusted beta 0.4 (95%CI 0.3 to 0.5) and 0.1 (95%CI 0.1 to 0.2) per unit respectively on a one-to-five-point scale, and studying in Northern Europe, adjusted beta 0.4-0.5 compared to other regions. There was a weak negative association (reduced score on psychological safety) for being supervised by a medical doctor with <5 years' experience and a positive association for student confidence. Student gender, student seniority, speciality, whether peers were present, number of previous encounters with the supervisor and supervisor articulation and exploration behaviour were not associated in multivariable analysis. Coaching might be a good primary focus to improve supervision practices, as participation with feedback is known to be beneficial for learning and coaching was strongly associated with psychological safety. Supervisors in western, eastern, and southern Europe might have to work harder to create psychological safety than their northern colleagues.

Creating sport environments for youth to thrive: understanding the mechanism to intentions to continue sport and subjective well-being

ABSTRACT The study investigated how social environmental factors (i.e., supportive behaviors of coaches and parents) are associated with thriving in sport amongst a youth population, influencing important outcomes of sport participation (i.e., intention to continue sport and subjective well-being in sport). Two-wave data was collected within a three-month time span to help determine the relationship of social environmental factors with intention to continue and subjective well-being. One hundred fifty-nine Japanese youth sport participants (M age = 15.81) completed the questionnaires twice. Autonomy supportiveness of coaches and parents was positively related to thriving three months later. In contrast, only the relationship between autonomy support from coaches and thriving was mediated by the change in basic psychological need satisfaction. Moreover, autonomy support from coaches was related to intention to continue sport and subjective well-being in sport through the changes in basic psychological needs satisfaction and thriving individually and in sequence. The results indicate the importance of both the parent and coach in the role of nurturing the young athletes, while the influence was more robust for coaches. The findings indicate a need for stakeholders to focus on educating and promoting their role in creating supportive environments aimed at increasing retention and well-being.

Sharing digital self-monitoring data with others to enhance long-term weight loss: A randomized controlled trial

BackgroundParticipants in behavioral weight loss (BWL) programs increasingly use digital tools to self-monitor weight, physical activity, and dietary intake. Data collected with these tools can be systematically shared with other parties in ways that might support behavior change. MethodsAdults age 18 to 70 with overweight/obesity (BMI 27–50 kg/m2) will enroll in a remotely delivered, 24-month BWL program designed to produce and maintain a 10% weight loss. Participants will be asked to use a wireless body weight scale, wearable activity sensor, and dietary intake app daily. All participants will receive individual and group counseling, engage in text messaging with members of their group, and appoint a friend or family member to serve in a support role. A 2x2x2 factorial design will test the effects of three types of data sharing partnerships: 1) Coach Share: The behavioral coach will regularly view digital self-monitoring data and address data observations. 2) Group Share: Participants will view each other's self-monitoring data in small-group text messages. 3) Friend/Family Share: A friend or family member will view the participant's data via automated message. The primary outcome is weight loss at 24 months. Mediators and moderators of intervention effects will be tested. ConclusionThis study will provide a clear indication of whether data sharing can improve long-term weight loss. This study will be the first to discern the mechanisms of action through which each type of data sharing may be beneficial, and elucidate conditions under which the benefits of data sharing may be maximized.

A Study about the Impacts of Coach Behavior on Athletes’ Motivation: A Case Study of University’s Student-athletes

The aim of such a research paper is to identify the impacts of coach behavior on the motivation of student-athletes at the university level. A quantitative method of research is used with a descriptive research design and also follows the cross-sectional method of survey. A total of 370 student-athletes were included as samples from different public sector universities of Khyber Pakhtunkhwa (KP) Pakistan. The researcher has used two different scales, i.e. Coach Behavior and Athlete’s Motivation, for the collection of data from the respondents. The output of the study corresponds with the literature. It was concluded that coach behavior has a substantial impact on the motivation of student-athletes at public sector universities in KP Pakistan. Keeping in mind the restriction of the study, more investigations are needed to modify the findings. The current study has made efforts to provide realistic data to the public sector universities of KP, which will support the coaches to apprehend the coaching techniques to increase the motivation of the student-athletes at the university level.

The associations of transformational leadership and team cohesion on the psychological health of young football players through basic psychological needs

ABSTRACT The present study examined the associations of transformational leadership behaviors and team cohesion with the psychological health (life satisfaction, positive and negative affect, and burnout) of athletes and the indirect relationship of basic psychological needs. The sample consisted of 252 (boys) players aged between 13 and 15. The model data fit was also verified. The results demonstrated that the transformational leadership behaviors of coaches were indirectly related to athletes’ psychological health. Team cohesion was related to athletes’ psychological health both directly and indirectly. Basic psychological needs played an indirect role in these relationships. Transformational leadership and team cohesion have important implications for the healthy development of young people.

Perception of Supportive and Thwarting Coaching Behaviors Among Physically Active Male Adults

The purpose of this study, which was conducted with a sample of healthy adult males, was to reveal how adults of different ages perceive a coach’s interpersonal behavior during sports. The study results showed the perception of interpersonal behavior among coaches and physically active men, influenced by their ages. Support and thwarting behaviors analysis of older individuals rated perceived coach support with higher scores. Younger men experienced more control and pressure during training.

An Evaluation of Virtual Training for Teaching Dance Instructors to Implement a Behavioral Coaching Package.

Few dance instructors receive formal training on how to teach dance skills using behavioral coaching methods and may employ an authoritarian teaching style that utilizes coercive feedback, which can adversely affect dancers' experiences. A behavior analytic approach to dance education may provide dance instructors with strategies that increase the accuracy of dance movements and positively affect dancers' satisfaction with their dance classes. Using a concurrent multiple-baseline design across five dance instructors, we evaluated the outcomes of a virtual training informed by the behavioral skills training framework on dance instructors' implementation of an introductory behavior analytic coaching package consisting of four strategies: task analyzing, emphasizing correct performance with focus points, assessing performance through data collection, and using behavior-specific feedback. We selected these strategies to provide dance instructors with a solid foundation to behavioral coaching methods. It is promising that all dance instructors who participated in virtual training met mastery criteria and maintained their performance at a 1-month follow-up. Future research may consider exploring virtual adaptations that promote more efficient training methods for teaching dance instructors to implement behavioral coaching methods.

Assessing the Suitability of a Virtual 'Pink Warrior' for Older Breast Cancer Survivors during COVID-19: A Pilot Study.

The COVID-19 pandemic impacted the conduct of in-person physical activity (PA) interventions among older survivors of BC, who need such interventions to stay active and prevent functional decline. We tested the feasibility of virtually delivering an exergame-based PA intervention to older BC survivors. We enrolled 20 female BC survivors ≥55 years and randomly assigned them to two groups. The intervention group (Pink Warrior 2) received 12 weekly virtual exergame sessions with behavioral coaching, survivorship navigation support, and a Fitbit for self-monitoring. The control group received 12 weekly phone-based survivorship discussion sessions and wore a Mi Band 3. Feasibility was evaluated by rates of recruitment (≥0.92 participants/center/month), retention (≥80%), and group attendance (≥10 sessions), percentage of completed virtual assessments, and number of technology-related issues and adverse events. Intervention acceptability was measured by participants' ratings on a scale of 1 (strongly disagree) to 5 (strongly agree). The recruitment rate was 1.93. The retention and attendance rates were 90% and 88% (≥10 sessions), respectively. Ninety-six percent completed virtual assessments without an adverse event. Acceptability was high (≥4). The intervention met benchmarks for feasibility. Additional research is needed to further understand the impact of virtually delivered PA interventions on older BC survivors.

Suicide attempts as turning points

PurposeThe purpose of this study is to examine why an attempt at suicide does not always indicate the beginning of a life with poor mental health.Design/methodology/approachCase studies, supplemented by follow-up studies of attempted suicides.FindingsOne of the strongest predictors of a healthy life after the suicide attempt was found to be improvement in the appropriateness of behavior toward others and improved adult functioning.Originality/valueThe results suggest that behavioral coaching, in addition to traditional psychiatric treatment, could help attempted suicides move on with their lives productively.

Targeted exercise for African-Americans with multiple sclerosis: Project TEAAMS

BackgroundWe propose a randomized controlled trial (RCT) that examines the effects of a remotely-delivered, cultrally-tailored exercise training program for immediate and sustained improvements in patient-reported outcomes (PROs) of walking dysfunction, symptoms, and health-related quality of life (HRQOL) among African-Americans with multiple sclerosis (MS). Methods/designThe study will be conducted using a parallel group RCT design. The RCT examines the effects of a remotely-delivered, culturally-tailored exercise training program compared with an active control condition among 100 African-Americans with MS. The primary PROs focus on walking dysfunction. The secondary PROs include symptoms of fatigue, depression, anxiety, and HRQOL. The tertiary PROs include exercise behavior and mediator variables based on social cognitive theory. Participants will be randomly assigned into one of two conditions, intervention (Aerobic and Resistance Exercise Training) or active control (Stretching and Flexibility), using a random numbers sequence with concealed allocation. The conditions will be administered over four months by a trained behavioral coach who will be uninvolved in recruitment, screening, random assignment, and outcome assessment. We will monitor the outcomes of interest before and after the 4-month intervention period, and then again 4 months after intervention cessation for capturing stability of intervention effects. The data analysis will follow intent-to-treat principles with a linear mixed model. DiscussionIf successful, this RCT will provide initial evidence for the uptake and implementation of the program in clinics/environments providing healthcare for African-Americans with MS.

Generalization of Psychosocial Skills to Life Skills in Collegiate Athletes

This study investigated how needs-supportive and needs-thwarting coaching behaviors, basic need satisfaction (BNS), and basic need frustration (BNF) are positively or negatively related to collegiate athletes' generalization of psychosocial skills in competitive sports. Japanese collegiate athletes (N = 228, Mage = 19.7 years) completed the measures to assess the study variables. Structural equation modeling for the hypothesized models of associations among the variables showed that needs-supportive coaching behavior positively influenced BNS, which, in turn, positively affected the generalization of all 10 psychosocial skills in competitive sports. Moreover, needs-thwarting coaching behavior had a positive influence on BNF, which, in turn, negatively affected the following skills: generalization of stress management, appreciating others, communication, and maintaining etiquette and manners. These findings highlight that coaches and life skills educational supporters should display needs-supportive behaviors that help to improve participants' BNS and promote generalization of the psychosocial skills for life skills development through competitive sports. Furthermore, they should prevent needs-thwarting behaviors that frustrate their basic needs in competitive sports.

Motivational Antecedents of Young Players’ Intentions to Drop Out of Football during a Season

Grounded in self-determination theory (SDT), the major aim of this study was to examine the social, environmental, and motivational predictors of adolescent football players’ intentions to drop out of their sport over the course of a season. Participants were 552 players (Mage = 11.23, SD = 1.14). A longitudinal model was tested which hypothesized changes in the coach’s interpersonal style (autonomy supportive, controlling) perceived by the players to predict changes in the players’ motivation (autonomous, controlled and amotivation) which subsequently predicted changes in their intentions to drop out at the season’s end. The results of the longitudinal path analysis presented an adequate fit to the data. Consistent with SDT, findings suggest that increases in autonomy-supportive coaching is promotive of increases in players’ autonomous motivation, which negatively predicted dropout intentions. Over time, more perceived controlling coaching behaviors positively predicted higher levels of controlled motivation and amotivation, with positive changes in the latter corresponding to stronger intentions to dropout.

Perception of Athletes in the Coaching Behavior and Leadership Style of Metro Manila Coaches

Coaching behavior pertains to the demeanor and values exhibited by a coach while leadership is a virtue that acts as a source of motivation or exemplar for the majority. The purpose of this study was to see the athlete’s perception of their coaches about coaching behavior and leadership style. It also sought to answer if there is a significant difference between coaching behavior and leadership style. The study is quantitative in nature. A snowball technique was used to choose its sample from the population. The instrument used in this study was a standard questionnaire, The Coaching Behavior Scale for Sport by Jean Côté and The Leadership Scale for Sports (LSS) by Chelladurai, P., &amp; Saleh, S. D. The research sample consists of 30 student-athletes from Metro Manila schools and universities. The study employed Weighted Mean, and Analysis of Variance (ANOVA) to answer the statement of the problem. The study confirms that in coaching behavior, coaches “always’ show commendable behavior about physical training and conditioning, and technical skills. On leadership style, coaches “always” used training behavior and rewarding behavior as a way to lead the team. The study also reveals that there is no significant difference between coaching behavior and leadership style.

A Case Study Analysis of the Coach–Athlete Dyad in Different Age Grade Nonelite Rugby Union Teams

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.

Reviewing Original Research Articles Published in the International Sport Coaching Journal

The purpose of this commentary is to provide a broad overview of the empirical research-based articles published in the International Sport Coaching Journal from its inception in 2014 through 2020. Data from 101 publications were collected and analyzed using Arksey and O’Malley’s six-stage framework for conducting scoping reviews. Data were extracted on the size and scope of research, populations and perspectives studied, and methodologies and data collection methods used. The results show that empirical research publications grew more prominent over time (i.e., 24.0% of 2014 publications vs. 58.1% of 2020 publications) compared with other publication types. The most commonly researched topics included coach development and coach behaviors. The participants most studied were male coaches, performance sport coaches, and adult sport coaches, featuring primarily European and North American coaches. The majority of studies used a qualitative methodology with the most common research designs being phenomenological and case studies. A variety of data collection methods were used that involved one-on-one interviews and questionnaires. Several recommendations are advanced to stakeholders, including strategies to promote racial and gender diversity and to collect and report demographic data on race and coaching experience.

Harnessing the Power of Meta-Synthesis to Design a Cutting-Edge Cognitive Behavioral Coaching Model

Harnessing the Power of Meta-Synthesis to Design a Cutting-Edge Cognitive Behavioral Coaching Model

Spor Bilimleri Fakültesi Öğrencilerinin Spor Lideri Olarak Antrenör Davranış Tercihlerinin Çeşitli Değişkenler Açısından İncelenmesi

Antrenörler, sporcularıyla yakın iletişim ve etkileşim kurarak onları belirlenen hedeflere yönlendirmek durumunda olan spor liderleri olarak kabul edilirler. Spor Bilimleri Fakültelerinin Antrenörlük Eğitimi bölümleri, lisanslı antrenör yetiştiren bölümler olmakla birlikte, bu okullardaki Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümü mezunlarına da antrenör lisansı verilmektedir. Bu bölümlerde Antrenörlük Eğitimi ve liderlik becerisine ilişkin farklı içerikte ve sayıda alana özgü öğretim programları uygulanmaktadır. Bu durumun öğrencilerin antrenörlüğe yaklaşımlarını ve beraberinde antrenör davranış tercihlerini farklı biçimlerde etkilemesinin kaçınılmaz olacağı düşünülmektedir. Ayrıca alan yazında sporcu ya da öğrenci sporcuların antrenör davranış tercihlerinin çeşitli değişkenler esasında farklılaştığı ortaya konulmaktadır. Bu bağlamda, çalışmanın amacı Spor Bilimleri Fakültesi öğrencilerinin Antrenörlük Eğitimi davranış tercihlerinin cinsiyet, bölüm, sınıf düzeyi, bir spor kulübünde aktif spor yapmış/yapıyor olma ve liderlik becerisine ilişkin bir ders alıp almama durumlarına göre farklılık gösterip göstermediğinin incelenmesi amaçlanmaktadır. Betimsel bir desenin kullanıldığı nicel bir araştırma olarak tasarlanan araştırmanın çalışma grubunu 2020-2021 akademik yılında Niğde Ömer Halisdemir Üniversitesi Spor Bilimleri Fakültesinin Antrenörlük Eğitimi, Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümlerinde öğrenim gören 498 üniversite öğrencisi oluşturmaktadır. Araştırma sonuçları, spor bilimleri fakültesi öğrencilerinin antrenör davranış tercihlerinin liderlik becerisine ilişkin ders alma değişkeni ile sınıf düzeyi değişkenleri bağlamında istatistiksel açıdan anlamlı fark gösterdiğini ancak diğer değişkenler açısından anlamlı bir farklılık bulunmadığını ortaya koymuştur. Farkların liderlik becerisine ilişkin ders alanlar ve birinci-üçüncü sınıflar ile birinci-ikinci sınıflar arasında birinci sınıflarda daha yüksek olduğu sonucuna ulaşılmıştır. Araştırma sonuçları alan yazın temelinde tartışılmış ve uygun önerilerde bulunulmuştur.