Coach Education Programs Research Articles

Current Practices in United States Higher Education Coach Education Programs

The purpose of this study was to identify the number and type of higher education institution’s (HEI) coach education programs (CEP) within the USA and survey CEP coordinators regarding curricular ...

Learner-centered teaching in a university-based coach education: First attempts through action research inquiry

A recent call for coach education highlights that the programs could become more learner-centered. Thus, the aim of this study is to provide an overview of the learner-centered teaching operationalization in a university-based coach education program. Using an action research approach, a Sports Pedagogy course was organized through five learner-centered teaching principles over one semester. Participants were a facilitator, a critical friend, and six students. Reflective journals, reflective conversations, and focus groups were used as data sources. Results showed that through different learning strategies based on collaboration and reflection, students were able to expand their understanding of sports coaching, and also to perceive themselves in the coach's role. Action research was a valuable approach to reflect as teachers, highlighting not only the teaching process but the need to understand and “change” (when possible) the learning environment. It is suggested that, to introduce the learner-centered teaching approach, a deep understanding of the institution's culture of learning is required to address meaningful material and support learners' engagement.

마음챙김 코칭교육프로그램 개발을 위한 기초연구

Happiness could increase by both external factors, and exerting self-potential when internal growth is accompanied. In this respect, the importance of ‘mindfulness’ is emphasized. Mindfulness was originally based on the Buddhist practice as a states of self-awareness by nonjudgmental acceptance and awareness, but it is accepted as an important concept about happiness and leads to practical education and research in various areas. In this context, this study developes the mindfulness coaching education program by applying the coaching technique based on the Mindfulness-Based Stress Reduction (MBSR) program, a popularized mindfulness program, for the purpose of improving the happiness of modern people who live busy daily lives. The mindfulness coaching education program in this study is 6step ReMindfulness, consists of six steps and eight sessions. The main features are as follows. First, the process of restoring the original image is the process of planting the intention of going to a desired figure while looking around from the past to the present at each stage. Second, the program consists of open questions, using a coaching's question technique, which leads to conscious change and growth by expanding one's point of view and raising inner thoughts, emotions and patterns. Third, the program is composed of the GROW model of coaching, and there are a series of processes that build self-goals and action plans at each stage. The mindfulness coaching education program in this study has two advantages. Directional awareness is achieved quickly and creating a practical goal and will is generated for each individual, which can be compared to existing mindfulness education programs. Therefore, developing concrete education plans for various adult groups and preparing and implementing universal education programs through the validation of the effectiveness of education will contribute to restore modern people's mindfulness and to pursue their own happiness.

Research review on coaches' perceptions regarding the teaching strategies experienced in coach education programs

Using a learner-centered perspective underpinned by a constructivist view of learning, the aim of this research was to analyze the scientific articles published from 2009 to 2016 concerning sports coaches' perceptions on the teaching strategies experienced in coach education programs. The search for articles took place across six databases: PUBMED, SCOPUS, Web of Science, PyscNET, ERIC, and SPORTDiscus. Two peer-reviewed journals related to sports coaching that were not indexed in the aforementioned databases at the time of the review were also screened. A total of 1937 articles were initially found with 17 eventually deemed appropriate for incorporation into the review after applying the established exclusion criteria. Three themes related to interactive, reflective, and assessment activities were generated from an inductive thematic analysis conducted on the coaches' quotes extracted from the reviewed articles. In general, it was revealed that coaches mostly held positive perceptions of situations and experiences that positioned them at the center of the learning process through interaction and reflection. Suggestions are discussed to address coaches' negative perceptions on the assessment strategies experienced and to improve the integration of learner-centered approaches in coach education initiatives.

How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport

ABSTRACTParkour is a relatively new sport, and so there has not yet been much published research relating to parkour, or more specifically, parkour coaching. There is a large body of knowledge relating to how sport coaches learn to coach, but such research has examined regulated sports; that is, sports with national governing bodies. In North America, where this study was conducted, parkour does not have any national governing bodies, rendering it unregulated. When asked how they learned to coach, parkour coaches from this study described the influences of various sources of learning: parkour coaching experience, previous leadership experience, experience as an athlete in parkour and other sports, other parkour coaches, non-parkour coaches, parkour coach education programmes, school, reflection, and the Internet. It will be interesting to see how the specific influences of these sources might change in the future if parkour in North America becomes regulated.

Research on Positive Youth Development-focused Coach Education Programs: Future Pathways and Applications

Research on positive youth development (PYD)-focused coach education programs have provided valuable insights on how to increase youth sport coaches’ ability to facilitate PYD. Variables such as ke...

Use of video-analysis feedback within a six-month coach education program at a professional football club

This research outlines how a neophyte sport psychology practitioner (SPP), working alongside a professional football coach, utilized video-analysis feedback within a six-month coach education program at an elite level professional football club. Video-analysis feedback was primarily utilized to improve the coach’s self-awareness in relation to his coaching practice. The intervention was also designed to support the integration of a psychosocial focus within the coaching context. Reflective accounts from both the neophyte SPP and the coach are provided. The reflections provide an insight into the efficacy of the intervention as well as presenting some of the challenges of delivering an intervention, such as this, within a professional football club. The use of video-analysis feedback provided the coach with an opportunity to reflect upon his coaching practice and as a result improve self-awareness of his coaching philosophy, especially in relation to the environment created within the coaching context and relationships developed with players.

Teaching strategies adopted in coach education programs: analysis of publications from 2009 to 2015

In order to overcome the limitations and negative perceptions often addressed to coach education programs, the sports coaching literature has offered important contributions for its improvement. Thus, through analyzing scientific articles published between 2009 and 2015, this study aimed to identify the teaching strategies adopted in small-scale, large-scale, and university-based programs. An automatic search for articles was conducted in the following databases: PUBMED, SCOPUS, Web of Science, PyscNET, and SPORTDiscus. Manual search was conducted in two non-indexed peer-reviewed journals. Afterwards, 731 articles were found and 16 were selected by applying the established criteria. The results indicated that most of the studies selected took place in a university-based context. In relation to the teaching strategies adopted, we verified a common intent to engage coaches in group discussions and reflection activities. Based on the articles analyzed, we suggest that the teaching strategies adopted in coach education programs indicate a trend towards learner-centered approaches (coach-centered), meeting the international guidelines for the improvement and effectiveness of these endeavors.

The Professionalization of Sports Coaching: A case study of a graduate soccer coaching education program

The purpose of this qualitative case study was to explore the curriculum and delivery of a graduate soccer coaching education program in the United States in the context of increased professionalization of sports coaching. The research goal was to contribute to the growing literature on formal sports coach education in university settings. Documents, observations, and conversations with faculty served as the data sources, with the coding of themes as the main form of data analysis strategy. The program adopted a problem-based approach to learning and linked new knowledge to students’ specific coaching context. Each cohort functioned as a community of practice with coaches learning from each other through reflective practices. This study has shown that collaboration between a higher education institution and a national sport coaching organization can be productive in a blended (online-residential) environment. Using a professionalization lens, this paper discusses the need for university programs to focus on ethics in order to move the professionalization process along. A follow-up study is recommended to gain more in-depth knowledge of the students’ perspectives on their experiences.

Analysis of sport science perceptions and research needs among South African coaches

Background: There appears to be a gap between coaches’ expectations concerning their needs and the focus of research findings published by sport scientists. Given the important role of sport science in enhancing athletic performance, closing the gap between sport scientists and coaches is expedient.
 Objectives: To investigate the sport science perceptions and research needs among South African coaches.
 Methods: Using a cross-sectional survey design, a total of 202 (28 male and 174 female) purposively recruited South African coaches completed a validated questionnaire.
 Results: Findings indicated that “Improving the technique/efficiency of athletes” (4.33±0.79), “Reducing the incidence of injury/illness in athletes” (4.33±0.76), “Helping athletes peak for competition” (4.31±0.86), and “Mental preparation of athletes” (4.26±0.97) were reported as the most preferred areas of research by coaches. The coaches also reported that “There is a need/role for sport science researchers to translate scientific literature into easily understandable language” (3.93±1.03) and “Sport science knowledge is important for me to be a good coach” (3.90±0.98).
 Conclusion: These findings have practical implications for sport federations regarding the need to revise their coach education programmes to include sport science concepts which can be applied by coaches to improve sport performance.

TRAMPOLINE GYMNASTICS: THE BRAZILIAN PARTICIPATION AT INTERNATIONAL CHAMPIONSHIPS – THE OLYMPIC GAMES STILL A DREAM

Since the modern trampoline was built by George Nissen and Larry Griswold around, 1934 in USA, this equipment and its use has suffered drastic changes. Its development was decisive in order to Trampoline Gymnastics to be included at the Olympic Games program in 2000. In Brazil its practice started in the 1980’s, and has been only integrated the Brazilian Gymnastics Federation in 1999. The purpose of the study is to analyze the Brazilian participation in the international trampoline gymnastics championships. Data collection was performed by the documental and bibliographic research of main international trampoline gymnastics competitions. The results show that, even though Brazil is the leader in South America with relevant participation in the continental level, the first participation at an Olympic Games had only been possible in 2016, because Brazil was the host country. We conclude that the Brazilian participation in World Championships and in the Olympic Games is not relevant. Finally, the lack of adequate equipment, the bad condition of the training centers, the absence of regular and official coaching education programs and the lack of support for the clubs, shows that this gymnastics discipline is not a current priority for the National Sports authorities, hindering its development internally.

A life skills development programme for youth football coaches: Programme development and preliminary evaluation

This manuscript presents two linked studies that together aimed to design, deliver and evaluate a service user informed education programme that focused on improving coaches’ understanding of, and ability to facilitate, life skill development through grassroots football in the UK. First, focus groups (n = 14) were conducted with key stakeholders (n = 56) to explore their perceptions of life skills and how they might be developed within grassroots football. The findings revealed six life skill themes, with social skills emerging as the most pertinent for the context. Further, the role of the coach in formally facilitating life skill development was expressed, suggesting that they are not developed implicitly through sport participation alone. Second, using the findings from study 1, a coach education programme was designed and subsequently delivered to a total of 45 coaches. Preliminary evaluation, using a triangulation of sources, revealed that the programme was successful in developing participants’ knowledge and understanding of life skills as well as improving their competence and confidence to integrate life skill development into their coaching practice. Support is therefore offered for the development of context specific life skill development programmes that are based on key stakeholder needs and expectations.

A Formative, Utilization-Focused Evaluation of USA Swimming’s Nationwide Online Coach Education Program

Large-scale online coach education programs have become a preferred method of compulsory training for sport governing bodies. In particular, USA Swimming launched a revised online version of its Foundations of Coaching program in 2013. To evaluate its effectiveness, a utilization-focused evaluation was employed to engage program decision-makers in the process of inquiry. After conducting program elicitation exercises with program decision-makers, semi-structured interviews with 21 participant coaches examined course effects on knowledge, attitudes, and behaviours related to coaching swimming. Coaches indicated learning and implementing changes to their coaching of swimming skills, but also indicated the adoption of developmentally-appropriate training practices, which was supported by a corresponding attitude change towards developmentally-appropriate training. Goal setting and incorporating fun into workouts were also endorsed. The evaluation uncovered positive perceptions of the course, and showed that using the course to initiate an ongoing conversation between USA Swimming and its membership could help extend learning opportunities and professional development. The course’s effect on some attitudes (but not others) showed how intentionality of course design and pedagogy were linked to attitude formation. Future evaluations show promise for improving the function of similar large-scale coach education programs.

Informal and nonformal learning for sport coaches: A systematic review

Millions of athletes compete in sport for the enjoyment, physical, and psychosocial benefits that result from participation, and one of the most influential persons in creating a positive sport experience is the coach. As such, numerous sport governing bodies have instituted formal coach education programs, worldwide, over the past three decades. However, coaches most frequently learn, and often prefer to learn, from informal sources, as they tend to be contextually relevant and easily accessible. Given the pervasive nature of informal learning, the purposes of this systematic review were to: (a) examine the literature for themes and trends in sport context, methods, and means of informal and nonformal learning, and (b) illuminate gaps in the literature to inform the research field and coach educators. A total of 39 studies were examined for trends in publication, sport context, methods of inquiry, and themes in the sources and types of informal learning. The results show that: (1) research is spread widely across publications but not countries, (2) elite sport contexts are most frequently studied, (3) qualitative, cross-sectional methods are most frequently used, and (4) coaches learn informally through a variety of means; however, they are open to both interpersonal (coach-to-coach) or independent (knowledge search) means of learning. Future research should expand to include non-elite contexts, should employ greater methodological diversity, and should continue to explore the variety of preferred learning options.

교육취약계층 부모와 자녀의 의사소통능력 개선을 위한 코칭교육프로그램의 효과

교육취약계층 부모와 자녀의 의사소통능력 개선을 위한 코칭교육프로그램의 효과

The incidence and burden of time loss injury in Australian men’s sub-elite football (soccer): A single season prospective cohort study

ObjectivesThis study aimed to conduct the first injury surveillance study in sub-elite football in Australia, using methods from the international football consensus statement. DesignDescriptive epidemiological study. Methods1049 sub-elite football players were recruited during the 2016 season. Injury and exposure data was collected by trained Primary Data Collectors (PDCs) who attended every training session and match. ResultsThere were 1041 time loss injuries recorded during 52,127h of exposure resulting in an injury incidence rate of 20 injuries/1000h (95% Confidence Interval [CI]: 15.9–23.3). The injury burden (days lost to injury relative to exposure) was 228days lost/1000h. Muscle and ligament injuries were the most prevalent (41% and 26%) and incurred the highest injury burden (83 and 80days lost/1000h, respectively). The most common injuries were observed at the thigh (22%) and ankle (17%), with hamstring (13%) the highest reported muscle injury. The profile of injury severity was: mild — 35%; minor — 29%; moderate — 28% and severe — 8%. Recurrent injuries accounted for 20% of all injuries. ConclusionsBy addressing issues identified with injury recording in sub-elite football, this study found that the injury incidence was twice that observed in previous research in elite and sub-elite football cohorts. Injury burden was also twice that of the elite setting, with similar injuries associated with the highest burden. The results highlight the need for investment into medical provision, facilities, coach education and injury mitigation programmes to reduce healthcare costs to sub-elite players in Australia.

The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches.

There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances. Consequently, the aim of the present study was to examine the prevalence of pseudoscientific ideas among British and Irish sports coaches. In total, 545 coaches from the United Kingdom and Ireland completed a measure that included questions about how evidence-based theories of the brain might enhance coaching and learning, how they were exposed to these different theories, and their awareness of neuromyths. Results revealed that the coaches believed that an enhanced understanding of the brain helped with their planning and delivery of sports sessions. Goal-setting was the most frequently used strategy. Interestingly, 41.6% of the coaches agreed with statements that promoted neuromyths. The most prevalent neuromyth was “individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, or kinesthetic),” which 62% of coaches believed. It is apparent that a relatively large percentage of coaches base aspects of their coaching practice on neuromyths and other pseudoscientific ideas. Strategies for addressing this situation are briefly discussed and include changing the content of coach education programs.

The Learner-Centred Status of a Brazilian University Coach Education Program

Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.

An exploration of game-strategy efficacy beliefs in UK youth sport coaches

In the sport domain, game-strategy efficacy is the belief that coaches can lead teams or athletes to a successful performance in competition. Developmentally-focused youth sport coaches, however, may define success differently to those working in other contexts. Researchers suggest that if youth sport coaches define successful performances in terms of winning only, the psychosocial development of young athletes could be hindered. Therefore, scholars and practitioners need to understand how developmentally-focused youth sport coaches cultivate their game-strategy efficacy beliefs to improve coach education and personal development programs. The purpose of this study was to explore UK developmentally-focused youth sport coaches’ game-strategy efficacy beliefs and to examine the sources and outcomes of perceived efficacy. A secondary focus was the generation of practically relevant and useable findings that developmentally-focused youth sport coaches could utilise. Data was obtained by interviewing 10 male youth sport coaches and analysed using an interpretive description methodology. Results are presented as a representative bricolage from the perspective of two fictional coaches who either have high or low game-strategy efficacy. These results highlighted sources of game-strategy efficacy within the UK developmentally-focused youth sport context, including acknowledgement, playing experience, relationships with athletes and peers, results, self-image, and success. Additionally, two outcomes of game-strategy efficacy included releasing control and self-evaluation. The findings offer coaches a chance to explore their own game-strategy efficacy beliefs against others in similar positions while opening a dialogue between research findings and those in the field.

Exploring stressors and coping among volunteer, part-time and full-time sports coaches

The stressor and coping experiences of full-time and paid coaches have been reported in the literature, yet researchers have largely overlooked the experiences of part-time and voluntary coaches who make a substantial contribution to the coaching workforce. This study aimed to begin addressing these voids by exploring volunteer, part-time and full-time coaches’ stressors and coping strategies. In addition, this study aimed to explore both men and women coaches’ experiences of stressors and coping because most published literature has focused on the experiences of male coaches. Guided by our interpretive paradigm and blended constructionist and critical realist perspective, theoretically informed semi-structured interviews were conducted with 19 men and women coaches who represented a range of team and individual sports. Data were thematically analysed using an abductive approach. We constructed 141 codes that were represented by three themes of stressors (coach-related, athlete-related and organisational) and 131 codes relating to coping, which we grouped into seven themes (problem-solving, information seeking, escape, negotiation, self-reliance, dyadic coping and support seeking). Based on these findings, we propose several impactful recommendations for researchers and practitioners. For example, we recommend that researchers continue to generate rich understanding of stressors and coping among coaches who are working on different employment bases to work towards the development of effective stress management interventions. Further, we encourage national governing bodies work with practitioners to incorporate specific foci on stress and stress management during coach education programmes to contribute to more effective performance under pressure.