Coach Development Research Articles

Comparing Malaysian and international track and field records through strength, weaknesses, opportunity and threats analysis to formulate strategies for performance improvement

Introduction: Resources for improving Malaysian track and field performance are limited and this may lead to gradual performance decrement at both local and international levels. The objective of this study was to assess current Malaysian outdoor track and field performance against regional multi-sport games. Methods: A historical analysis approach was conducted to understand previous track and field records through examination and interpretation of available online archives. A total of 179 records from the Malaysian Open, Malaysian National Records, Southeast Asian Games (SG), Asian Games (AG) and Commonwealth Games (CG) were identified from online databases and converted into World Athletics score points for the analysis of strength, weaknesses, opportunity and threats. Results: The results revealed that 11 events (eight males and three females) were identified as Malaysian strengths that were highly likely to succeed in upcoming SG. Conclusions: A few Malaysian records were set decades ago and there is a significant decrease in performance. Considerable attention is needed to close the performance gaps with other countries and unveil the true performance potential of Malaysian track and field athletes. A long-term development programme for talent recruitment, coach development, technology utilisation and nurturing the local competitive environment is needed to meet the AG and CG standards.

Expertise development of elite Taekwondo coaches

Objective: While numerous studies on the expertise of elite sports coaches have been conducted, few studies have been conducted on coaching Taekwondo, an Olympic sport rapidly gaining worldwide popularity. Yet, as a combat sport with Asian martial arts roots, elite Taekwondo coaches may have different needs than their peers in other sports. The present study thus explored elite Taekwondo coaches during the course of their careers. Methods: Qualitative data were gathered through semi-structured interviews. Coaches (n=9) were selected via purposeful sampling and were all elite Taekwondo coaches with more than 10 years’ experience in elite Taekwondo coaching. Focused questions examined the transition of expert elite Taekwondo coaches through various stages in their careers to explore their expertise development process. Results: Five key variables emerged from the analysis of the expert coaches’ growth toward expertise. These variables correlate with what other coaches of elite coaches experienced during their development, thus evidencing that coaching Olympic Taekwondo is not unlike coaching other elite sports.

The role of individual and personal characteristics in professionalization in the modern information society

Today, specialists are in demand who are able to flexibly adapt to the challenges of the time, ready for constant self-development and self-improvement, instant mastery of innovative digital technologies and inclusion in the information society. The aim of the research is to study the features of self-assessment of professional and pedagogical motivation among coaches with different self-efficacy. The study involved 75 people. The respondents were coaches, of whom 15% were female and 85% were males, 82% of the subjects had higher education and 18% had secondary vocational education. Work experience ranges from 1 year to 28 years. Age limits are from 21 to 49 years old. Methods used: test “Self-assessment of professional and pedagogical motivation” (adapted by NP Fetiskin), “Diagnostics of self-efficacy by the method of Madduks and Scheer.” Test “Assessment of job satisfaction” V.А. Razonova. When carrying out mathematical processing, the computer program for statistical analysis and data processing SPSS v 21 was used. It has been empirically established that for coaches with different self-esteem of professional and pedagogical motivation, self-efficacy, ideas about the object of work and about their work are different. Prospects for further research are relevant in the direction of studying the problem of psychological and pedagogical support of the process of professional self-determination and professional development of coaches in the information society.

INFLUÊNCIA DE LESÕES ESPORTIVAS E TREINAMENTO DE RESISTÊNCIA NA MASSA ÓSSEA DE ESQUIADORES

ABSTRACT Introduction: With the preparation and development of the Winter Olympic Games, there has been an increase in the popularity of skiing. Driven by this demand, the professional development of coaches requires updates in the analysis of skiers’ sports injuries, elaboration of corresponding prevention and treatment strategies, and resistance training to promote the development of athletes’ physical quality, such as bone mass and mineral density. Objective: Study the sports injuries of skiers and explore needs and ways of applying resistance training in skiing. Methods: The questionnaire survey was used to explore the main types of injuries and their influencing factors. Then, 20 volunteers were selected for the resistance training experiment; each group of 10 people included five men and five women. The control group maintained a normal daily life, while resistance training was added to the experimental group three times a week, based on the control group. Results: The research results showed that the current proportion of skiing injuries was relatively high, mainly in mild injuries. After nine weeks in the experimental resistance training group, both men and women had positive bone mass development. Conclusion: Resistance training can improve physical quality and reduce the occurrence of sports injuries, demonstrating the benefits of its implementation in endurance training for skiers. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.

Acceptability and Preliminary Efficacy Testing of a Web-Based Coach Development Program Addressing Gender Essentialism Among Coaches of Adolescent Girls

Gender essentialism in coaching discourses often goes unnoticed by coaches yet promotes gender stereotypes. Currently, no coach development program addresses gender essentialism. This study tested the acceptability and preliminary efficacy of a novel web-based coaching intervention comprising seven self-led modules, aimed at reducing gender essentialism among coaches. A pilot randomized controlled trial was conducted with 102 coaches of adolescent girls across multiple sports. Coaches were randomized into the intervention condition (n = 54) or a waitlist control condition (n = 48). Both intervention and control group participants completed a baseline self-assessment prior. Intervention group participants undertook Coaching HER Foundation modules over 2 weeks and completed a postintervention self-assessment. Control group coaches completed the postintervention assessment without completing the Coaching HER Foundation modules. Based on the data, coaches found the intervention easy to follow, relevant, applicable, and enjoyable. Efficacy analyses illustrated the intervention group reported lower levels of gender essentialism at postintervention compared with the control group. Study results must be considered in relation to the small sample size and high attrition rate (72%). Study findings will inform intervention optimizations based on participant feedback, after which Coaching HER Foundation will be made freely available within a wider coach education and training framework.

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.

2022년 국내 코치 활동에 관한 현황조사 연구: (사)한국코치협회 소속 코치를 중심으로

The purpose of this study is to contribute to the growth and development of coaches by providing basic data related to domestic coaching activities, focusing on coaches belonging to the Korea Coach Association. To this end, an online survey was conducted targeting 638 coaches belonging to the Korea Coach Association, and the response results were analyzed. Analysis was conducted focusing on 44 questions out of a total of 61 questions, and the study focused on the analysis of the current status of domestic coaches' general activities, coaching costs and income, and coaches' coaching competence. The research results are as follows. Most of the coaches were master's graduates majoring in business administration, psychology, and coaching, and the areas of activity of coaches were mainly concentrated in Seoul and Gyeonggi Province. In terms of coaching cost, there were differences between the level of coaching cost currently received and the desired to receive per session, and there were differences by coach qualification in terms of coaching career, affiliation, occupation, coaching cost and income, and coaching hours. They coaches responded that the biggest obstacle to working as a full-time coach was that there were not many clients. Regarding coaching competency, the coach's professionalism was emphasized, and listening was a key skill. This study is meaningful in that it suggests a direction for coaches as professionals and derived coaching-related implications, limitations, and expectations.

METHODOLOGICAL TECHNIQUES FOR INJURY PREVENTION DURING CLASSES AND COMPETITIONS IN ARMWRESTLING

The article identifies the causes of injuries and developed methodical techniques for their prevention in arm wrestling. During the study, the protocols of 92 (n = 92) arm wrestling competitions of various levels, from club to international, were analyzed, and 156 (n = 156) competitive movements of athletes were analyzed when performing arm wrestling techniques. In the course of the study, the protocols of 92 (n = 92) different level armwrestling competitions, from the club to the international competition were analyzed, 156 (n = 156) competitive movements were analyzed for athletes when armwrestling performing techniques. The data obtained indicate that, along with the increasing number of competitions, the number of injuries gradually and significantly decreases. So, at the first stage, during 24 competitions, athletes received 50 injuries, which on average annually amounted to 6.250±0.701 cases; at the second stage, during 28 competitions, 15 injuries were received (1.875±0.441 cases annually); at the third stage, out of 40 competitions, there were only 4 injuries (0.500±0.267 cases annually). A clear and reliable dynamics in the reduction of injuries (P < 0.01–0.001) indicates that the development and spread of armwrestling has a positive impact on the professional development of coaches, referees and athletes. Significant dynamics of injury reduction indicates that preventive measures to prevent the causes of injury have a positive impact on the training of coaches, referees and athletes. The annual seminars with the involvement of qualified athletes made it possible to significantly improve the technique of performing competitive exercises, improve the means of preventing injuries, and increase the qualification level of judges. In addition, in recent years, the material and technical base for training athletes has been improved, the Rules for holding competitions have been adjusted, as well as the methodology for strength training of armwrestlers of various qualifications.

On becoming a coach: Narratives of learning and development

Coach maturation: understanding the why, what and how has the potential to influence the coaching profession in its own journey of professionalisation. This paper seeks to provide some insight to how experienced coaches understand their own development processes. With a few exceptions, little has been published on coach development and the literature evidences its strong emphasis on client development leaving a vital knowledge gap in coaches’ learning and development. This study aims to address this void by exploring experienced coaches’ experience of their developmental journeys by employing Interpretative Phenomenological Analysis (IPA) as a research methodology. We purposively selected 46 experienced coaches and interviewed 32 using semi-structured interviews. The findings appeared as a series of narratives, nonlinear, and no logical sequence, it could be defined as ‘messy’. The narratives are: Vehicles of Development, Awareness, Letting Go, Ethical Practice and Characteristics of the Becoming of a Coach. These narratives collectively explain how coaches subjectively approach their often-unplanned development. The findings offer a unique research-based contribution to the literature on coach development with implications for coach education.

Learning to coach: An ecological dynamics perspective

A constraints-led approach (CLA), based on an ecological dynamics rationale for athlete learning and development has been applied to analyses of individual and team sports. To date, such an approach has yet to be applied to the learning of coaches. Here, we propose how applying a CLA in education and professional development programmes can shape emerging behaviours of coaches as they interact with constraints of representative environments to adapt their practice. A core concept within ecological dynamics for coach education is the conceptual differentiation between knowledge of (direct perception) and knowledge about (indirect perception) the environment. Current coach education and development practices focus primarily on the acquisition and transmission of knowledge about, which over-relies on provision of (abstract) verbal and visual augmented corrective information found in manuals. Reconsidering coaches’ behaviours as emerging under constraints provides a coach developer opportunities to identify and manipulate key individual, environmental and task constraints. This approach guides attention to relevant and alternative affordances (opportunities for action) when coaching, and promotes continuous self-regulation of coach learning, supported by an experienced mentor. Learning to coach through a CLA could result in an extensive appreciation of multiple sources of knowledge, resulting in a continuously deepening fit between the coach and their performance environment. An ecological perspective of a coach learning to adapt to the constraints of a performance environment offers an alternative to current formalised coach development practice.

Reflection and reflective practice in high-performance sport coaching: a heuristic device

ABSTRACT Introduction Reflection is established as important in coaching and coach development, however, no research has developed an illustrative device depicting an understanding of reflection in coaching. Instead, the concept remains poorly defined, understood, practiced and supported by coaches and coach developers. The purpose of this research was to therefore produce a device to support coaches’ thinking – their reflective practice. Methods Data were collected over a two-year period during a high-performance coach education programme delivered by a National Sports Organisation. Using an ethnographic framework, methods included participant observation of eight three-day coach education workshops, and interviews conducted at the start and end of the programme with high-performance coaches (n = 11) and coach developers (n = 12). Findings and Analysis Based on the principles of grounded theory, analysis led to the production of a heuristic device that captures an understanding of reflection across two axes: types of thinking and reflection content. Conclusion On positioning the coaches’ reflective practice data within the heuristic, opportunities for assessment and intervention to develop reflection in high-performance coach education are presented and discussed.

Parents’ views on coaching in youth community sport settings

Parents play a major role as enablers and motivators of their children’s sport participation and retention. However, parents are often not considered in the data collection pertaining to youth sport coaching initiatives. We investigated parent perceptions of community youth sport coaching within the context of a Coach Developer Program which was trialled across 6 community sport clubs. 17 parents contributed qualitative data via interview. Reflexive thematic analysis resulted in the themes: expectations of coaching; limitations in coach development; parents’ ability to notice change, and sustainability of coach development programs. There was a mismatch between parent expectations of coaches and their recognition that the coaching role is multi-faceted with coach development difficult where coaching is largely undertaken by novice volunteers. Findings from this study add to the limited literature that considers the role of parent perceptions and expectations of coaching when providing coach development programs in community youth sport settings.

Virtual Summer Institutes as a Method of Rural Science Teacher Development

Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.

Development of a critical care pharmacist career coaching and professional development program at an academic medical center

AbstractContinuing professional development is a lifelong process that is multifaceted, holistic, self‐directed, and is not a replacement for continuing education. Through ongoing professional development, pharmacists can improve their skill set in a broad range of clinical, educational, research, and administrative activities. Not only does development of this growth benefit the individual pharmacist, but also the institution and pharmacy profession. In 2020, the American College of Clinical Pharmacy, the Society of Critical Care Medicine, and the American Society of Health‐System Pharmacists published an updated position paper on critical care pharmacy services. A new recommendation in the update was to create mechanisms for critical care pharmacists to develop their career and professional development. Herein, we describe our experience with the development and implementation of a critical care pharmacy career professional development program using peer‐to‐peer coaching within a large academic medical center. Professional development is not a one size fits all and should be individualized. We initially focused on developing research skills based on initial surveys. Afterwards professional development was varied we created new resources such as journal referee “how‐to” and teaching in a flipped classroom.

The Development of Malaysian State Sports Schools Football Coaches' Key Themes in Coaching Process

The aim of the research is to understand and discover the key development themes of practices in the football coaching process developed by the coaches from Malaysian State Sports School. Fourteen experienced Malaysian State Sports School head coaches were involved as participants in this study and in-depth open-ended semi-structured interview method was used for data collection. Data were analyzed based on Evolved Grounded Theory consisting four core categories and fourteen subcategories emerged that make up the key development themes in coaching process; i) planning (coaching syllabus, signature coaching, individual development, fun elements, risk management), ii) deliver (heuristic, empowerment, spirituality), iii) analysing (evaluating, observation, monitoring) and iv) outcome (competence, life skills, coaching intervention). Subsequent exploration is recommended to identify how this knowledge is integrated into the coaching process and applied in the football development program.

Analysis of a community club coach developer project

ABSTRACT Background Coaching is grounded in three knowledge components: professional, interpersonal and intrapersonal knowledge. Coach development research has shown that coaches value contextual, in situ, learning with mentors more highly than formal, mediated programs that are offered by sporting bodies, which often provide generic content. Purpose The aim of this paper is to present the findings of an evaluation of a Coach Developer Program that was implemented across 6 community sports clubs in the southern suburbs of South Australia. The program provided guidance to the clubs in the development of a designated Coach Developer role to support coaches and their practice. Method This study utilised pre and post program surveys that contained qualitative and quantitative questions. 2 club administrators, 3 coach developers and 29 coaches from the 6 clubs participated in an online pre-program survey, and 22 coaches and 2 coach developers participated in an online post-program survey. Results Some coaches believed their coaching was positively impacted on the introduction of a Coach Developer role within their club, and the coaching mentoring promoted as part of the Coach Developer Program, however, many were unsure if their coaching practice had been impacted. Therefore, the perceived usefulness of the role of a Coach Developer was considered equivocal in terms of the overall impact. However, when considering individual impact, the role was beneficial for focussing coach development and support. Recommendation Given the preference of coaches for in situ mentoring expressed in this project and the extant literature, we recommend that governing bodies and community clubs invest in purposeful in situ learning, such as the Coach Developer Program trialled in this study.

Assessing the effectiveness of the transformational coaching workshop using behavior change theory

The current study assessed how participation in the Transformational Coaching Workshop (TCW) influenced youth sport coaches’ perceived capability, opportunity, and motivation to incorporate transformational coaching behaviors into their coaching practices. Sixty-three volunteer youth sport coaches participated in the study as part of an intervention ( n = 31; Mage = 45.65 years; SDage = 8.82 years) or comparison group ( n = 32; Mage = 44.59 years; SDage = 11.86 years). The study employed a two-arm, pre- and post-intervention, non-randomized intervention design. Dependent- and independent-sample t-tests were conducted to assess within and between-group differences. Results indicated that participants in the intervention group reported slight improvements in their perceived capability and opportunity to use transformational coaching behaviors post-intervention. There were no significant differences between groups post-intervention. This study provides support for the effectiveness of the TCW, and the application of behavior change frameworks to evaluate coach development programs.

Re-visiting systematic observation: A pedagogical tool to support coach learning and development.

Systematic observation has been one of the most employed data collection methods in sport coaching literature. Initial work, originally undertaken in the 1970's, and gaining traction in the 80's and 90's looked to predominately offer descriptions of coaches' behavior. While this research continues to offer a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has unfulfilled potential. The premise of this paper is to consider systematic observation as a coach development tool—a precedent which has been set in the literature. The arguments made are based on an alternative way of thinking about systematic observation, as a pedagogical tool that supports coaches in better understanding themselves and their pedagogical practice. Principles of dialogic pedagogy are used as the basis of our argument whereby “researchers” and “coaches” work collaboratively to co-construct knowledge and support coach reflection, and ultimately develop coaches' practice.

Malaysian State Sports Schools Football Coaching Process Model Development: A Grounded Theory Approach

This research was conducted to identify the most significant Malaysian football development coaching process model in Malaysian coaching context that describes the key development themes guided by Effective Coaching Model. A total of 14 head coaches from Malaysian State Sports Schools were chosen by using purposive sampling design. The research instrument used was an in-depth semi-structured interview with open-ended questions that emerged from Grounded Theory. Based on the analysis, the following six core categories and eighteen subcategories emerged that make up the effective coaching in the coaching process; i) coaching knowledge (professional knowledge, psychological knowledge), ii) coaching philosophy (characteristics, holistic approach), iii) planning (coaching syllabus, signature coaching, individual development, fun elements, risk management), iv) deliver (heuristic, empowerment, spirituality), v) analyzing (evaluating, observation, monitoring) and vi) outcome (competence, life skills, coaching intervention). It is suggested that the effective coaching process model will provide an impetus to examine further coaching processes and strategies to ensure all coaches are well supported, trained, and developed. The study's implication is suggested to assist the development of football coaches.

Improving identity leadership through a novel targeted reflective practice intervention

The purpose of this study was to investigate the effectiveness of a novel identity leadership-framed reflective practice intervention for developing sport coach leadership skills. We adopted an eight-week randomized control intervention design, including five experimental group coaches and their associated athletes (n = 47) and four control group coaches and their athletes (n = 32). Athletes’ perceptions of their coach engaging in identity leadership behaviors were measured at Weeks 0 and 8 for both groups. The experimental group coaches completed three specifically designed social identity-framed reflective practice tasks in Weeks 1, 3, and 5. Results showed that when controlling for baseline scores and compared to the control condition, the experimental condition reported significantly greater advancement, entrepreneurship, and impresarioship, but not prototypicality at post-intervention. The results provide support for the use of tailored reflective practice interventions to elicit desirable identity leadership behaviors as perceived by athletes. Lay summary: Leadership is a key aspect of team sport performance. Reflective practice is a core component of coach development. The present study shows the potential to develop leadership through social identity-framed reflective practice activities. Implications for practice Investigation of new ways for developing leadership In-direct development of Identity Leadership Multi-faceted and innovative approach to reflective practice