Coach Education Research Articles

‘[Trails] and tribulations’: exploring wash-out in cycling coach education

ABSTRACTThe mechanisms underlying occupational socialisation and wash-out following formal coach education are not well understood. This study explores eight cycling coaches (6 males, 2 females) navigating these challenges as they transition into their everyday coaching role. Using ethnographic interview data (collected over 18 months) and inspired by creative non-fiction (CNF) literary techniques, the accounts of three characters (Emily, Mark, and Yvette) offer rich insight into the workplace conditions that facilitate and inhibit wash-out: ignored and forgotten; the challenges of wearing two hats; and triumph on the trails. We discuss the challenges of becoming immersed and accepted into occupational cultures, the socialising force of observing other coaches, and the impact of (mis)aligned goals between the individual and organisation. This work has potential to inform the support offered to coaches following formal training.

Studying and Assuming Moral Values through Literature. A didactic approach involving educational coaching

Studying and Assuming Moral Values through Literature. A didactic approach involving educational coaching

ANALYSIS OF STUDENT SELECTION FOR SPORT SCIENCES FACULTIES: THE CASE OF SIVAS REPUBLIC UNIVERSITY, TURKEY

The interest in Physical Education and Sports Departments in Turkey is increasing every year and the number of faculties and colleges providing education in this field is increasing day by day. Special aptitude exams are held for student recruitment and the physical abilities of the candidates are tested in these exams. In Sivas Cumhuriyet University, the School of Physical Education and Sports was transformed into the Faculty of Sports Sciences. There are Physical Education and Sports Teaching, Coaching Education, and Sports Management departments within the faculty. Student admission is done by special aptitude exam every year. In recent years, there has not been a unity in the examinations of Physical Education and Sports Schools throughout Turkey, so there is a need for a scientific evaluation of the examination systems. In this study, the accuracy of different exam systems in our country is investigated and the effect of exam parameters on passing the exam is examined.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0089/a.php" alt="Hit counter" /></p>

Investigating Factors Affecting the Development of Public Sports and WellBeing in Medical Universities

Background: The purpose of this study was to identify the factors affecting the development of public sports and well-being in Iran’s medical universities.
 Methods: The present study employed a qualitative design, and the foundation theory was used to construct a conceptual model for the research. The statistical population included professors of sports management, managers and experts working in medical universities and sports organizations, and physical education coaches and teachers in medical universities. Purposeful sampling was performed, and a total of 14 interviews were conducted until saturation was reached. The data were gathered using semi-structured interviews and analyzed by open, axial, and selective coding
 Results: The factors affecting the development of public sports and health measures in Iran’s medical universities were categorized into three classes, including causal, contextual, and intervening factors. In relation to causal factors, 13 sub-categories and four main categories were identified. Regarding contextual factors, 45 sub-categories were identified in 7 main categories, and with regard to intervening factors, there were 34 sub-categories under 8 main categories.
 Conclusions: The results of this research can be provided as a roadmap to relevant organizations, such as the Ministry of Health and Medical Education and all medical universities and their managers, to formulate effective strategies to expand public sports and improve the desired health outcomes.

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in football: the MASTER Coaching randomised control trial

ABSTRACT Background There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent’s perception of their child’s enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent’s perception of child’s enjoyment (P < 0.05). Conclusions The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes.

Developing English Language Competence through Content and Language Integrated Learning Approaches: Teachers’ Perceptions of the Teaching Practice at the Bilingual Christian University of Congo

Purpose: This study gives an authentic sense to the use of CLIL as teachers experience it at UCBC. The central goal of the study is to describe the experience of permanent, visiting, international and ESOL teachers about the use of CLIL techniques in the process of developing UCBC students’ English competences. The study puts much focus on teachers’ perceptions on their professional development experiences on CLIL pedagogy in their teaching career.&#x0D; Methodology: The paradigm in which this study is situated is interpretivist and it used a qualitative study design. In fact, the study employed the descriptive approach to explore the perception of ESOL and content teachers regarding CLIL as a teaching technique at UCBC. Also, the descriptive approach helped in understanding how teachers are applying the CLIL technique and how they are adjusting themselves to the bilingual education practice.&#x0D; Findings: The result of the study showed that (1) teachers did not view themselves as language teachers; they did not know how they could design language objectives in order to incorporate the language items in their English content courses, (2) teachers did not understand how bilingual education pedagogy worked. Many of them did not know academic English and those who did, did not use English to teach their content courses, (3) teachers were prepared for the use of CLIL Pedagogy, but they were reluctant to implement it, (4) UCBC had no accountability policy related to using English to teach content. No one held them accountable for their students’ content learning or language development, (5) teachers did not own the CLIL pedagogy and thought the development of students' English is the work of the English art department alone.&#x0D; Unique Contribution to Theory, Policy and Practice: The findings will put all the bilingual education stakeholders before their responsibility in the process of making UCBC a true and excellent bilingual academic institution. The authors recommended that UCBC content teachers be provided with a robust bilingual education training and a robust accountability policy. Also, department chairs should implement different decisions taken out of professional development sessions, and they should implement the bilingual education plan already put in place by the bilingual education coaches. Furthermore, UCBC bilingual education program should have strong and achievable outcomes/goals, and/or objectives for each department, and for each class including first undergraduate through fourth.

“Everyone was sort of just like ‘ew’”: Adolescent athletes’ experiences of menstruation in sport

Young girls often avoid being physically active due to physical and psychological symptoms of menstruation. Therefore, the purpose of the present study was to explore youth athletes’ experiences of menstruation in sport. Seven female athletes between 16 and 18 years old took part in semi-structured interviews. Interpretive Description methodology (Thorne, 2016) was used, and interview transcripts were analyzed using reflexive thematic analysis (Braun & Clarke, 2006, 2022). Athletes experienced several physical and emotional symptoms throughout the menstrual cycle which were perceived to impact performance. Overall, athletes felt there was not enough support available for dealing with menstruation due to stigma and lack of education. This also influenced coach-athlete communication, along with other factors, such as coach gender, age, and coach-athlete relationship. Moving forward, young athletes would like more support in the form of education for athletes and coaches, and more representation and destigmatization of the topic of menstruation. Lay Summary: This study explored adolescent athletes’ experiences of menstruation in sport. Following interviews with seven female athletes, we found that athletes faced a variety of challenges when dealing with their menstrual cycle in sport, but not enough support was provided due to stigma and a lack of education.

Coach as youth development specialist: developing a TPSR-based coach training program and examining participants’ experiences

ABSTRACT Background Effective youth sport coaching encompasses the promotion of personal, social, and athletic skills in a deliberate and consistent manner. Coach training protocols that highlight coaches’ best-practices that promote development emphasize the role of the coach as either a developer of athletes’ personal and social potential or as a developer of athletic talent (focusing on techniques and tactics of sport). However, there is a scarcity of literature describing how to train practitioners for this combined role. Purpose The purpose of this study was to develop and examine coaches’ experiences in coach training that teaches personal and social development, as well as fundamental movement skills called Coach as a Youth Development Specialist (CAYDS). This was conducted in two phases. First, a pilot study aimed to develop, deliver, and evaluate a coach training curriculum that addressed the needs of youth coaches to improve and finalize the CAYDS curriculum. Second, the final iteration of CAYDS was implemented to examine coaches’ lived experiences while participating in the training. Methods The pilot phase involved five-module training delivered to five graduate students. Thematic analysis was used to analyze a focus group interview and understand what participants learned and how the training helped. The results led to a final version of the CAYDS training. In its final version, the training had seven modules that were delivered to a new cohort of six participants. Hermeneutic phenomenology guided the understanding of the what and how of participating coaches’ lived experiences in the CAYDS training. Data were collected using journal reflections, a focus group interview, and individual interviews; and thematically analyzed. Findings The training successfully helped coaches perform coaching competencies, skills, and behaviors identified in the CAYDS framework (cf. Hellison, D. 2011. Teaching Personal and Social Responsibility Through Physical Activity. 3rd ed. Champaign: Human Kinetics; CCE, ASOIF & LMU. 2013. International Sport Coaching Framework v1.2. Champaign: Human Kinetics; SHAPE America. 2019. National Standards for Sport Coaches. 3rd ed. https://www.shapeamerica.org/standards/coaching/default.aspx) that foster personal, social, and athletic development for youth. Findings from this study provide evidence in support of andragogical approaches that helped coaches learn interpersonal, intrapersonal, and professional knowledge (Côté, J., and W. Gilbert. 2009. “An Integrative Definition of Coaching Effectiveness and Expertise.” International Journal of Sports Science & Coaching 4 (3): 307–323.). Participants built positive relationships with community stakeholders and activities involving outreach to parents/guardians, attending school events, and coach educators’ use of role-play were perceived to be particularly impactful. This study also found the process of learning to teach youth skills related to personal and social development inspired coaches to be more self-aware and motivated to grow personally and act in ways that are aligned with TPSR values. Finally, coaches perceived to have acquired professional knowledge that contributed to their ability to instruct fundamental movement skills for athletic development. Conclusions The CAYDS framework offers a viable mechanism to support the dual-role youth sport coaches serve as development specialists, while also parting with coach-centered professional models of coaching. Further, there is promise for this type of development-supportive coaching approach to be applied when working with athletes in their late adolescent years situated in high performance contexts.

Preservice Coach Education Students’ Rankings of Coach Characteristics: A Longitudinal Study

Preservice coach education students (PCES) can provide valid insight into the most important coaching characteristics of the successful coach. Over the course of 21 academic semesters from 2002 to 2020, 1,464 PCES responded to a coaching characteristics survey while enrolled in a coach education course (CEC) at a university in the northern Rocky Mountain region of the United States. The PCES completed a survey that required the forced ranking of 10 coaching characteristics. The students’ responses were compiled and analyzed for the categorization of the most important coaching characteristics. This study was to provide the opportunity for PCES to rank preferred coach characteristics, to determine whether significant differences existed between the coach characteristic rankings, and to establish if gender differences were present in the ranking of coach characteristics. Conclusions and recommendations are offered to contribute to the advancement of coach education and insight into the most valued coaching characteristics as determined by the PCES.

Alienation, Othering and Reconstituting: An Alternative Future for Women’s Coach Education

ABSTRACT The purpose of this paper is to critique current women-only coach education initiatives, before suggesting an alternative approach to dealing with gender discrimination in coaching provision. Having increased in popularity over recent years, primarily through justifications as being “safe spaces” for participants, such initiatives have nevertheless become contested terrain. Whilst seeing some value in the initial “safe space” position, we argue that their substance should be focussed not so much on duplicating mainstream content (e.g., particular coaching pedagogies), but on developing a critical sociological consciousness, including both a deconstruction and reconstruction of (minority) coaching selves. Such a consciousness comprises (1) a judicious awareness of influencing social structures and why things are as they are and (2) a recourse to micropolitical agency in terms of a stance-related identity to develop a more secure coaching self.

Unveiling Ineffectiveness: Exploring Indicators of Failed Coaching Education Systems

Effective coaching education (CE) systems are paramount for producing competent coaches, yet not all CE systems achieve this goal. This paper examines signs of CE system failure. We establish CE's importance, outline a theoretical framework for a successful CE system, and identify indicators of inefficiency. These indicators include limited skill transfer, low engagement, outdated content, cultural insensitivity, insufficient practical training, absence of professional development, and inadequate feedback mechanisms. Recognizing these signs is crucial for early intervention. Recommendations stress the need for practical, inclusive, and regularly evaluated CE programs, highlighting trends in CE enhancement. This paper offers a comprehensive exploration of potential CE system failures, charting a course for improved coaching education, benefiting coaches, athletes, and the sports field. As the coaching landscape evolves, a forward-looking perspective presents anticipated trends in enhancing CE systems, ensuring that coaches are equipped to succeed in the dynamic world of sports.

Effects of Tabata Training on Fitness and Health of Sports Coaching Education Students

Effects of Tabata Training on Fitness and Health of Sports Coaching Education Students

축구 코치의 코치 입문 경험에 관한 연구

Objectives This study aims to explore the process and experiences of soccer coaches who engage in sports coaching activities targeting elementary, middle, and high school student-athletes becoming a coach. The pur-pose of this study is to suggest the direction of future coach education by analyzing in-depth changes in the per-ception of soccer coaches, environmental factors, and social factors.&#x0D; Methods To achieve the purpose of the study, eight soccer coaches were selected as research participants. Research participants were selected as coaches with more than 10 years of experiences as a soccer player and more than 10 years of experiences as a soccer coach. Data were collected through in-depth interviews, and the collected data were analyzed by applying open coding and paradigm models based on grounded theory methods. By classifying information through open coding, categories of information about the phenomenon being studied were formed. Afterwards, axial coding was performed to connect subcategories around the central axis of the category.&#x0D; Results As a result of the study, a total of three top categories were derived: ‘Motivation for choosing a coach as a career’, ‘Influence of athlete experiences’, and ‘A gap between ideal and reality’. The sub-categories of ‘motiva-tion to be a leader as a career’ were ‘an interest in coaching activities’, ‘mind for nurturing the next generation’, ‘a challenge to advance to a higher league’, and ‘recommendation from a teacher’. The subcategories of ‘influence of athlete experiences’ were ‘use of experiential knowledge’, ‘pride of athlete experiences’, and ‘narrow career consciousness’. The subcategories of ‘the gap between ideals and reality’ were ‘trial and error in coaching meth-ods’, ‘formal coach education’, and ‘essential problems of competition’.&#x0D; Conclusions Based on the research results, the role and qualifications of athletics coaches as educators for stu-dent athletes were presented. Structural problems were pointed out in the coaching introductory process and the employment system of sports coaches to perform their roles simply as conveyors of exercise skills.

Mental health training for high school coaches and athletic directors: Community-based participatory research to Coach Beyond

Training to improve high school sport coaches’ and athletic directors’ knowledge, skills, and competencies to address and respond to rising mental health concerns is more important than ever. High school student-athletes are at increased risk for mental health concerns, given the pressures of balancing sport, school, and other responsibilities. This paper describes a community-based participatory research (CBPR) study that guided two years of public impact and social change efforts to improve coach education and training in one large Midwestern state in the United States. Our collective goal was to empower coaches and athletic directors to coach “beyond the Xs and Os.” Using a CBPR framework, we describe the decision-making process that led to the co-development and implementation of a mental health training program piloted with 147 high school coaches and athletic directors. We also describe intermediate outcomes associated with our collective change efforts demonstrating the value of using a CBPR approach. Our “Coach Beyond” processes and outputs showcase how CBPR can lead to transformative action and social change to reorient sport as a context focused on the holistic health, wellness, and development of student-athletes.

Navigating the athlete-to-coach transition: understanding the experiences, philosophies, and practices of British orienteering coaches

ABSTRACT The sport of orienteering has been largely absent from the outdoor and adventure coaching literature. Therefore, we know little about the experiences of orienteering coaches, specifically their journeys into coaching and the influences on their development. Consequently, the aim of this research is to explore British Orienteering coaches’ experiences of the athlete-to-coach transition, with an emphasis on understanding how an athletic past might shape future coaching beliefs, philosophies, and practices. Data were collected via an online qualitative survey involving 84 UK-based orienteering coaches and analysed using a reflexive thematic analysis process. Findings indicate that participants’ routes into and reasons for becoming an orienteering coach varied. Previous orienteering experience functioned as a socialising agent, while enabling individuals to develop technical knowledge, alongside empathy and relatability. Participants articulated the values and beliefs informing their coaching philosophies, which centred on inclusivity, fun, holistic development, and transferable skills. Practical recommendations to support the athlete-to-coach transition and enhance coach education are discussed.

Beginner-Coaches and Connectivity of Knowledge: Real-World Coaching and Self-Reported Importance of Prior Playing Experience

Abstract In what amounts to essentially being a part two to our previous work with six beginner-coaches that found noticeable benefits to reflective practice, yet a number of possible drawbacks such as time constraints and at times over-focusing on negative emotions (Hamblin &amp; Crisp, 2022), we build upon the aims of that study that related to what beginner-coaches (in recreational sport fields) considered ideal coach learning within in-situ, practice-based contexts. Through revisiting the data of the first study (Hamblin &amp; Crisp, 2022) and exploring an additional theme related to how the beginner-coaches identified sporting experience as a beneficial prerequisite to their own coaching practice, the present study sought to further investigate, and build upon, the findings and aspects of the first study. Continuing to explore how beginner-coaches who operate more within recreational (although still competitive) sport fields perceive in-situ, ideal learning, and continuing the same methodological approach, the present study conducted semi-structured interviews with another five beginner-coaches, adding to the six in the first study for a total of 11 participants. Transcriptions were analysed using thematic analysis and the themes found included sporting experience, traditional learning, and the benefits of reflective practice which highlights the ways all of the beginner-coaches (within both ‘part one’ and the present study – ‘part two’) felt they learn best. Importantly, these findings showed the self-reported importance of actually coaching (‘real world’ applications) and, of particular note, what were considered by the beginner-coaches to be the significant benefits of having accrued playing experience prior to starting coaching. These findings then may well provide further evidence to uphold and develop methods of coach education in the future to facilitate learning.

Investigation of University Students' Perceived Physical Literacy According to Selected Demographic Variables

Lifelong participation in regular physical activity can be increased and sustained by achieving an adequate level of physical literacy. The purpose of this study is to investigate the perceived physical literacy levels of students enrolled in a sports science faculty. A total of 268 volunteer students, comprising 90 females and 178 males studying at the XYZ University Sports Science Faculty, were included in the study. "Perceived Physical Literacy Scale" (PPLS) was used to determine the physical literacy levels of the participants. The data were analysed with descriptive statistics, t-test and anova tests. It was concluded that there was no significant difference between the perceived physical literacy levels of the participants according to the variables of gender, being a licensed athlete and the region where the family lived. However, depending on the program of study and perceived economic situation, significant differences favouring coach education department students and students with monthly incomes higher than their expenses were identified in the PPLS communication sub-dimension (p

Guest editorial: Coaching and mentoring in teacher education

Guest editorial: Coaching and mentoring in teacher education

Sleep Technology Intervention to Target Cardiometabolic Health (STITCH): a randomized controlled study of a behavioral sleep extension intervention compared to an education control to improve sleep duration, blood pressure, and cardiometabolic health among adults with elevated blood pressure/hypertension

BackgroundShort sleep duration, defined as < 7 h sleep on weeknights, affects 40% of the US adult population, contributing to the increased risk for cardiometabolic diseases, decreased safety, and poorer mental health. Despite the prevalence of short sleep duration, few studies have tested interventions to extend sleep duration. The objective of this study is to test the effects of a behavioral sleep extension intervention on sleep duration, blood pressure, and other measures of cardiometabolic health among adults with elevated blood pressure or hypertension.MethodsThis is a single-blind, randomized controlled trial to determine the impact of a behavioral sleep extension intervention on sleep duration and cardiometabolic health among individuals with short sleep duration (< 7 h per night) and elevated blood pressure or hypertension (SBP 120–150 mmHg or DBP 80–90 mmHg). After completing the screening, participants will be randomly assigned to either a sleep coaching (intervention) or health education (control) group. The participants will have weekly contact for either coaching or education for 8 weeks (intervention period) followed by monthly coaching or education for the next 2 months (maintenance period). Participants will complete assessment visits, actigraphy, and 24-h ambulatory blood pressure recording at baseline/screening, 8 weeks, and 6 and 12 months. The primary outcome is sleep duration at 8 weeks, and the secondary outcome is blood pressure at 8 weeks.DiscussionThe results of this study will determine the effects of behavioral sleep extension on sleep and cardiometabolic health among adults with short sleep duration and elevated BP/hypertension. The results will inform the feasibility and efficacy of behavioral sleep extension and provide information needed for future multi-site effectiveness studies.Trial registrationClinicalTrials.gov NCT04766424. Registered on 21 February 2021.

“It’s Avoiding Getting Sued for Concussion for Those Kids”: Pedagogical Responses of Youth Soccer Coaches to New Guidelines on Heading

Purpose: To describe nine youth soccer coaches’ pedagogical responses to the implementation of the new guidelines on heading introduced by the United States Soccer Federation. The specific research questions we attempted to answer were: (a) What were the coaches’ perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches’ perspectives and practices? Method: The theoretical framework employed was occupational socialization. Data were collected using four qualitative techniques and reduced to themes using analytic induction and constant comparison. Findings: Key findings were that the coaches fell into one of three groups: rejectors, acceptors, and skeptics. Differences in the coaches’ acculturation, professional socialization, and organizational socialization were responsible for the coaches’ differing responses to the new guidelines on heading. Conclusions: Should they transfer to other coaches, these findings should help coach educators to develop stronger programs.