Coach Education Research Articles

A Predictive of Loneliness in Sports Sciences Students: Self-Efficacy

In this study, it is aimed to examine the predictive power of self-efficacy on loneliness in sports science students. A total of 255 sports science students, 72 female and 183 male, studying in the Coaching Education and Physical Education and Sports Teaching departments of a state university's Faculty of Sports Sciences, participated in the study, which is carried out using the correlational survey model. In the study, data are collected using the "Personal Information Form", "UCLA Loneliness Scale (ULS-8)" and "General Self-Efficacy Scale". Data are analyzed using descriptive statistics, Pearson correlation and Regression technique. When the research findings are examined, it is determined that there is a negative and low-level significant relationship between loneliness and self-efficacy (p<.05). In addition, it is determined that self-efficacy had a negative predictive power on loneliness (p<.05). As a result, the increase in the self-efficacy of sports science students can make them less lonely. Keywords: Sports sciences, student, loneliness, self-efficacy.

Scholars’ perspectives of positive youth development in coach education for high school sports

ABSTRACT Background Despite the fact that research supports the positive impact coach education has on increasing the quality of athletes’ developmental experiences in sport, there remains resistance regarding the use of positive youth development (PYD) content within coach education. The purpose of the current study is to explore what scholars, who are often viewed as ‘experts,’ believe is important to include in PYD-focused coach education for high school sport coaches. Methods A set of criteria, which were aligned with the study’s aims, were established to identify potential participants: (a) scholars who studied PYD-focused coach education, sport-based PYD, and/or coach education; (b) scholars who published their work in peer-reviewed journals; and (c) scholars who were aware of the nature of high school sport and/or conducted research focused on this sport context. In total, of 162 scholars from around the world who were recruited, 30 completed the entire questionnaire. Specifically, data were collected using a 20-question online survey as a qualitative research tool to understand scholars’ perceptions of the integration of PYD content in coach education, as well as how coaches may best learn about PYD content. Findings Findings highlight that scholars believe PYD-focused coach education is relevant for high school coaches and should focus on a variety of components, including life skills, social justice, and mental health literacy. Scholars also purport that holistic athlete development may be an effective overarching framework for coach education. Further, scholars believe that coach learning should be maximized through a combination of formal, non-formal, and informal learning situations and should focus on learner-centered pedagogical strategies. Implications PYD-focused coach education should help coaches consider technical, tactical, physical, and life skill development as equally important pursuits.

Evaluation of the Knowledge, Attitudes, and Behaviors of the Students Studying In the Coaching Education Department Regarding the Utilization of Nutritional Ergogenic Supplement

Aim: The purpose of this study is to ascertain the knowledge, attitudes, and behaviors of students studying in the Coaching Education Department of the Faculty of Sport Sciences regarding the utilization of nutritional ergogenic supplements. Methods: 61.5% of the participants were male (n=264), 38.5% (n=166) were female. Data were collected by conducting an online questionnaire. 19.5 % of students reported using ergogenic nutritional supplement products. The students received an average score of 3.1±0.7 on the benefit sub-dimension of the attitude scale toward nutritional ergogenic supplement products, 2.7±0.6 on the side effects and ethical sub-dimension, and 2.9±0.7 on the natural nutrition sub-dimension. Results: A significant difference has been detected in the mean scores of students on the benefit sub-dimension depending on their gender, sports branch, and use of nutritional supplement products, on the side effects and ethical sub-dimension depending on their gender, class, and use of nutritional supplement products, and on the natural nutrition sub-dimension depending on their gender and use of nutritional supplement products (p<0.05). Conclusion: Students gave the expected answer to most of the questions regarding the use of nutritional ergogenic supplements. Observing the beneficial effect of taking the sports nutrition course on the responses, reveals the importance of education once again. Keywords: Coach, Nutrition, Nutritional Ergogenic Support, Ergogenic Aid.

Perceptions and practices of fundamental movement skills in grassroots soccer coaches

This study presents the perceptions and practices of fundamental movement skills (FMS) in grassroots soccer coaches. One hundred and twenty-eight coaches (123 males, 5 females) completed an online mixed-method survey comprising 32 questions relating to: participant demographics, education, and qualifications; FMS perceptions, practices, and assessments, and the importance of FMS constructs; and other factors related to FMS. Frequency analysis was used to assess and report responses to fixed response and Likert-scale questions, and thematic analysis used for open-ended questions. Results indicated that grassroots soccer coaches have an awareness of the concept of FMS and value FMS as a contributor to developing general movement and soccer specific skills. However, there was a tendency for the coaches to conflate FMS with fitness. Coaches in the current study reported that developing FMS was useful to improve soccer development. The coaches suggested they assessed FMS but the measures they employed predominantly focused on more general movement outcomes. No coach used a valid or reliable process-oriented FMS assessment. Coaches used resources to inform their practice for FMS development, but the quality of resources accessed lacked an evidence base, with a reliance on social media. While the coaches in the current study reported valuing FMS, there are gaps in coach education and available evidence-based resources which inhibit the effective development of FMS within grassroots soccer practice. Providing training, qualifications and additional support for coaches related to FMS will aid implementation in practice.

Exploring professional coach educators’ realities, challenges and workplace relationships

ABSTRACT Despite scholarly interest in formal coach education, there is a paucity of research with professional coach educators (tutors). To date, and despite their crucial role in certifying and developing coaches, their perspectives have lacked consideration and/or have been limited to empirical enquiry in a specific team sport. Therefore, the aim of this research was to explore the realities, challenges, and workplace relationships of 16 coach educators from different sports in the United Kingdom (UK). Semi-structured interviews were used to gain insights into their experiences and workplaces and the data were analysed thematically through inductive and deductive processes. The sociological framework of Bourdieu was adopted to provide an advanced analysis, drawing on the under-utilised concept of illusio in particular. The analyses showed that coach educators’ roles and realities were typically pressurised, challenging and repetitive. Their experiences were generally, however, contrasting depending on the sport and size of the sporting governing body (SGB). Notwithstanding, each participant exercised compliance in the workplace and performed their roles unquestioningly as they appropriated their SGBs’ methods. The findings highlight the need for further examination and critical inquiry with coach educators, coach developers, senior SGB employees, policymakers and stakeholders to shed light and facilitate greater understanding of coach educators’ realities, challenges, relationships and practice within formal coach education cultures. Only by understanding these environments from all perspectives can experiences, policy and practice be enhanced.

50 Million StrongTM: The Contribution of Sports Coaching

ABSTRACT In 2015, the Society of Health and Physical Educators of America (SHAPE America) launched 50 Million StrongTM with goals of improving physical literacy, increasing physical activity levels, and encouraging lifelong physical activity among children by the year 2029. Not only are youth sports programs crucial to meeting 50 Million StrongTM goals, but it also requires the purposeful efforts of sport coaches, program administrators, researchers, coach educators, and coach developers. While it is encouraging that research on sport coaching topics appears to be growing, there is still much to learn about how to prepare coaches to provide quality sport experiences for their athletes. Consequently, to further this call, it is crucial to understand the current state of sports coaching research and propose future research needs in the discipline. The purpose of this paper is to identify research needs in sports coaching and coach education/development that assists in achieving the 50 Million StrongTM goals of SHAPE America. Throughout the paper, critical research questions are identified in two main areas: 1) coaches’ roles in developing physically literate athletes, and 2) developing coaches in regards to coach learning, the efficacy of coach education, and coach health and well-being. Furthermore, commensurate with other papers in the series commissioned by the SHAPE America Research Consortium, we discuss these areas within a social ecological model to understand the impact of the bi-directional interactions between environmental factors and individual behaviors.

Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

PurposeThe purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.Design/methodology/approachThis review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.FindingsAmong the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.Originality/valueThe paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.

Connecting Theory to Practice: How Psychological Need-Supportive Coaching Improves Athlete Motivation

This article will help youth coaches utilize theory-driven motivational strategies to benefit their athletes and themselves. Researchers and coach educators can also use the stories as educational intervention tools to teach coaches about motivational theories.

Intrinsic and Extrinsic Competition: Winning the Rally versus Scoring the Point

This article speculates that the benefits of competition may derive from the enjoyment and absorption of intrinsic competition, while the many negative effects of excessive competition, especially as seen in children and youth, may be due to extrinsic competition, the pursuit of wins for their own sake. Twelve practical suggestions are offered for physical education teachers and coaches who wish to bring intrinsic competition to the fore and de-emphasize extrinsic competition.

Researcher, Coach Developer, and Coaches’ Perspectives on Learner-Centered Teaching in a Rugby Coach Education Program

In the sports coaching field, learner-centered teaching (LCT) has been advocated as a viable approach to increasing learners’ involvement in the learning process. However, implementing LCT is not a simple undertaking as coach developers, and coaches have encountered dilemmas when it comes to shifting to LCT in coach education. This study aimed to investigate how LCT principles were implemented in a rugby coach education program through the perspectives of the researcher, the coach developer, and coaches. Participants included the researcher (i.e., first author), a coach developer, and 10 rugby coaches. The researcher observed three coach education courses, gathered descriptive and reflective field notes, and conducted individual semistructured interviews with both the coach developer and the 10 coaches. Findings shed light on the strategies adopted by the coach developer and the extent to which these strategies aligned with LCT principles. Coaches discussed how they enjoyed their active role in the courses and the approaches used by the coach developer to leverage learning. The discussion highlights the importance of coach developers in facilitating a learning process that is challenging, motivating, and supports coaches throughout the courses.

Characteristics of Sport Science Undergraduate Courses: Reflections on Coach Education

Characteristics of Sport Science Undergraduate Courses: Reflections on Coach Education

ACADEMIC COACHING: THE CONCEPT AND ESSENCE OF ACTIVITY

The article provides a theoretical analysis of the essence of the concept of “academic coaching,” highlights the targets of the coach in education, and outlines the prospects for the application of academic coaching technology in domestic higher education institutions. There is a brief theoretical overview of current English and Ukrainian scientific papers on the research topic. The essence of the concepts — coaching, coaching in education, educational coaching, and academic coaching — has been examined. A significant distinction between coaching and mentoring related to the concept of “knowledge transfer” has been found. Mentoring involves knowledge and experience transfer from a more experienced participant in pedagogical interaction to a less experienced participant, whereas coaching entails the student’s self-knowledge in order to reveal their inner potential. It has been established that coaching is a specific dialogical and praxeological method of teaching aimed at personal and/or professional development in which the person receives psychological and behavioral assistance needed to achieve specific goals in various spheres of life, thanks to the support provided by the coach. Academic coaching is concluded to be a pedagogical technology whose purpose is to assist students in achieving their educational goals, increasing productivity, and improving educational outcomes through the disclosure of their inner personal potential, which allows them to choose their own ways to solve academic problems. The successful application of academic coaching technologies in US postsecondary education institutions, in particular the Academic Success Centers, has been emphasized. The study has highlighted the importance of conducting a thorough examination of the pedagogical and psychological foundations of academic coaching in order to determine the pedagogical conditions for the implementation of this technology in domestic educational practice.

PHYSICAL CULTURE AND SPORT AS A FACTOR OF SOCIALIZATION FOR THE PEOPLE WITH HEARING IMPAIRMENT ACROSS THE REPUBLIC OF ARMENIA

All the respondents confirmed that physical culture and sport contribute to the health promotion, develop motor skills, increase performance efficiency and enable hard-of-hearing people to feel fully integrated into society. They also valued the role of sport as a factor of socialization, underlying expansion of the communication scope, involvement in the environment of people not having hearing impairments, the opportunity to build sport career and attainment of coach or physical education teacher qualifications. Among the factors hindering the development of sport for PWHI, the respondents noted the socio-economic situation across the Republic, the insufficient level of perception and understanding of PWHI, the need for retraining coaches for the deaf athletes and the passivity of structures associated with the PWHI. Physical culture and sport are a great way for PWHI to socialize. In the development of physical culture and sport for PWHI there are numerous obstacles of socio-economic and organizational nature including issues linked to their education. Thus, for the sector development, it is required to create an appropriate environment with educational and sport facilities.

17. Coaching and Medical Professionalism Education

17. Coaching and Medical Professionalism Education

Tips for Parents of Adolescents: Common Concerns

Adolescence is the time between childhood and adulthood that children go through many physical and emotional changes. Here is information from the American Academy of Pediatrics about common concerns during adolescence. Teen is used in this publication to refer to adolescents, teenagers, preteens, and tweens. Many teens try extreme diets or exercise programs because they want their bodies to look like those of the models, singers, actors, or athletes they see in the media, or they have a misguided understanding of what is “healthy.” Be aware of any diet or exercise program your teen is following. Many diets are unhealthy for teens because they do not have the nutritional value that bodies need during puberty. If you have questions about your teen’s nutritional needs, ask their doctor. If you are concerned about rapid weight loss or suspect your teen has an eating disorder, contact your teen’s doctor right away. Eating disorders like anorexia nervosa and bulimia nervosa can be very dangerous, and treating them promptly is critical for recovery. If your teen wants to train with weights, they should check with their doctor, as well as a trainer, coach, or physical education teacher. Also, help create a positive self-image by praising teens for their strengths and not focusing on their appearance. Set a good example by making eating right and exercising a part of your daily routine. Avoid negative self-talk or dieting. At home, stock up on healthy snacks like fruit, raw vegetables, whole-grain crackers, and yogurt, and limit unhealthy snacks like candy, cookies, chips, and soda pop. Teens are naturally curious about sex. This is completely normal and healthy. However, teens may be pressured into having sex too soon by their peers or the media. Talk with your teen to understand their feelings and views about sex. Start early, and provide them with access to accurate and appropriate information. Making healthy decisions about sex is important. Before your teen becomes sexually active, make sure you discuss Teens may try or use tobacco like vaping devices, e-cigarettes, or chewing tobacco, and alcohol, or other drugs, out of curiosity or to deal with peer pressure. Help build self-confidence or self-esteem in your teen. Ask your teen about any concerns and problems they are facing, and help them learn how to deal with strong emotions and cope with stress in healthy ways. If you suspect your teen is using drugs, talk with your teen’s doctor. Note: If you or someone else in the household smokes, now is a good time to quit. Watching a parent struggle through quitting can be a powerful message for a teen who is thinking about starting. It also shows you care about your health as well as your teen’s. Alcohol is not only the most socially accepted drug in our society but also one of the most abused and destructive. Even small amounts of alcohol can impair judgment, provoke risky and violent behavior, and slow down reaction time. An intoxicated teen (or anyone else) behind the wheel of a car makes it a lethal weapon. Alcohol-related car crashes are the leading cause of death for teens and young adults aged 15 to 24 years. Although it’s illegal for people younger than 21 years to drink, we all know most teens are not strangers to alcohol. Many of them witness alcohol use throughout their childhood, and many begin alcohol use as teens. If you choose to use alcohol in your home, be aware of the example you are setting. Well-child visits (annual health supervision visits) are especially important during adolescence. Your teen’s doctor will make sure your teen is on a healthy track and suggest necessary changes to get on track and how to stay on track. American Academy of Pediatrics www.aap.org and www.HealthyChildren.orgThe American Academy of Pediatrics (AAP) is an organization of 67,000 primary care pediatricians, pediatric medical subspecialists, and pediatric surgical specialists dedicated to the health, safety, and well-being of all infants, children, adolescents, and young adults. In all aspects of its publishing program (writing, review, and production), the AAP is committed to promoting principles of equity, diversity, and inclusion. The information contained in this publication should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

A Mixed-Method Examination of Coaches’ Interpersonal Emotion Regulation Toward Athletes

Athletes often upregulate and downregulate pleasant or unpleasant emotions to feel or perform better (i.e., for hedonic or instrumental reasons). In addition to athletes regulating their own emotions, interpersonal emotion regulation (IER) also occurs in sports, wherein individuals attempt to regulate the emotions of others. Although previous research has examined IER between teammates, studies have rarely considered coaches’ efforts to regulate athletes’ emotions. The current mixed-method study explored coaches’ beliefs about athletes’ emotions and engagement in IER. Analysis of quantitative survey data (N = 208) and qualitative interview data (n = 10) from competitive level coaches (Mage = 44.0 ± 13.2 years) revealed that coaches perceived both benefits and detriments of various emotions, and coaches’ beliefs about emotions influenced the ways they attempted to regulate athletes’ emotions. Most coaches reported frequently engaging in affect-improving IER. Although the coaches generally opposed the idea of intentionally worsening athletes’ emotions, sometimes their feedback to athletes had the effect of worsening their emotions. Coaches also emphasized the need to consider athletes’ individual differences when engaging in IER. The current findings highlight the relevance of coaches’ IER, suggest several directions for future research, and offer useful considerations for coaches and coach education programs.

Evaluation of Knowledge Levels of Sports Science Students on First Aid and Basic Life Support

The study was conducted to reveal the knowledge university students studying sports sciences about first aid and basic life support (CPR). A total of with a mean age of 21.15±2.12 years who reached 803 university students. Data were collected using a questionnaire which consisted of a total of 36 questions under three parts. The questionnaire was prepared based on the 2015 guidelines of the American Heart Association and European Resuscitation Council. It was found that 75,6 % of the university students had low level of first aid knowledge, and 99,7 % had low level of basic life support knowledge 83,3% of the university students received first aid training before, and 40 % reported that they received the training two years ago. One significant finding is that the first aid (25,82±14,26) and CPR (45,23±22,88) scores of the university students who considered themselves competent in applying first aid were found to be lower than the others(p<0,05). The first aid knowledge level (56,40±21,12) of those who received applied first aid and CPR training was higher than those who received only theoretical (53,13±21,65) training (p<0,05). The students of the Coaching Education Department gave the highest number of correct answers to the First Aid and CPR questions. Almost all university students (88,4%) stated they wanted to receive first aid and CPR training. Our findings revealed that 90,4% of the Department of Physical Education and Sports Teaching students wanted to receive training, which shows that the students in the teaching programs are more sensitive about first aid and CPR. It was found that the first aid and CPR knowledge level of the university students studying sports sciences were low and, they were aware of this situation. Having received first aid training within the last year and both theoretical and practical training positively affected the level of knowledge.

Curling Coaches’ Understanding of Their Role in Developing Performance Under Pressure Through Skill Acquisition

There are few studies examining coaches’ awareness of their role in developing performance under pressure. This study has explored the application of implicit and explicit learning theory for skill execution under pressure through the understanding of coaches. Seven curling coaches who teach adult novices were interviewed using a semistructured approach. Interpretative phenomenological analysis was used to explore their experiences and beliefs around skill acquisition and pressure. Key factors that emerged from the analysis were the coaches’ lack of awareness of their role in developing skill execution under pressure and the importance of coach education in creating that awareness. The recognition of the pressure that players will face in games and the potential for implicit techniques to be employed by the coaches demonstrated positive prospects for the application of implicit/explicit skill acquisition theory. The coaches’ experiences highlighted aspects unique to curling that will need to be considered in progressing the study’s findings. The distinction between skill setup and execution was also raised by coaches and requires further study to identify whether it impacts the effectiveness of building robust skills and the resulting coaching advice. The study provides recommendations for application of the theory and suggestions for future research.

Research on the Path of Training Athletes in Chinese Universities Under the Background of Integration of Sports and Education

The purpose of this study was to realize the cognition and practice of sports education concepts from all walks of life in China, and eliminate the barriers of traditional systems and mechanisms, it will point out the direction for the training of Chinese competitive sports reserve talents to get out of the predicament and move towards high-quality development. The cultivation of reserve talents for competitive sports in China has gone through three stages: “combination of sports and education,” “combination of education and sports,” and “integration of sports and education.” Through analysis, it is concluded that the problems encountered by high-level sports teams in Chinese colleges and universities in the process of talent training. First, the sports department mainly cultivated reserve talents in the past, and the evaluation of athletes paid more attention to medals and honors. However, the main focus of the work of the education department is to enhance the physical fitness of the students and promote the physical and mental health of the students. Secondly, the lack of investment in training by universities leads to low coaching level and ability of coaches, which is the main factor restricting the training of athletes. Finally, in actual campus life, athletes spend most of their time in daily competitions and training, and their cultural performance is not good, which leads to their inability to truly master the cultural knowledge of their chosen major during their studies, it is challenging to choose a career as an elite in related industries after graduation. First, the main body of implementing the training of competitive sports talents in the new era in the sports department and the education department. Therefore, it is necessary to strengthen the coordination, communication and cooperation between the two departments to realize the sharing and sharing of resources between them. Secondly, universities should provide athletes with diversified teaching projects and practice forms. The teachers’ team is divided into two categories: physical education teachers and physical education coaches. Teachers are responsible for daily classroom teaching work to achieve the goal of coordinated development of physical exercise and cultural learning. The coach is responsible for sports training, through scientific and systematic training to enable students to reach a specific level of competition. Finally, universities should adopt learning planning guidance for athletes to help them complete their learning tasks, improve their cultural literacy, and enable them to master sports skills without delaying their normal study life.

COACHING TECHNOLOGIES IN EDUCATION: THEORY AND PRACTICE

The article raises the topical problem of innovative activity of pedagogical higher education institutions. The authors take the position that in the context of changing the role of the teacher in the training of pedagogical specialists of the new generation is a popular and modern solution. One of the ways to solve the problem is to introduce into the cycle of general training of applicants for the first (bachelor’s) level of higher education disciplines that will contribute to the formation of students’ ability to solve complex professional problems, quality of teaching and learning, support, motivation, psychological and pedagogical support, their personal and professional development.The purpose of the article is to specify the content of the discipline “Coaching Technologies in Education” for H.S. Skovoroda Kharkiv National Pedagogical University.The authors of the article present the experience of implementation and content of the selective discipline “Coaching Technologies in Education” for applicants for the first (bachelor’s) level of higher education. The list of general and professional competencies that are formed in future teachers during the study of the discipline is given, the program results are specified. Target and content aspects of the elective course are presented through the prism of standardized requirements for general secondary education teachers.Methods of teaching are revealed, including partial search, performance of practical exercises, conversation, discussion, work with the basic and auxiliary literature, information sources, the story, the decision of cases, practical exercises, writing of the essay, business game, drawing up mental maps, storytelling, case study method, World Cafe method.Of particular value is the presented content of the elective course, which consists of two modules “Philosophy, principles and types of coaching”, “Coaching in education”. The thematic plan and forms of lectures and seminars are presented. The peculiarities of conducting classes in the form of coaching sessions are specified.Prospects for further scientific research are to develop practical and methodological complexes for the discipline.&#x0D;