Coach Education Research Articles

The Effect of Arm Muscle Power, Waist Flexibility, And Self-Confidence on Front Handspring Skills in Artistics Gymnastics

This study aims to determine the effect of arm muscle power, waist flexibility and self-confidence on front handspring skills of students of Medan State University Sports Coaching Education. Data collection was carried out in November 2021 at the Faculty of State University of Medan. The research method used in this study is a survey method with path analysis techniques. The sample used in this study amounted to 84 students who came from first semester students of Sports Coaching Education. The first test was taken, namely the measurement of arm muscle power and waist flexibility measurement, then continued with measuring self-confidence and front handspring skills. The hypothesis testing technique used in this study is using path analysis techniques. The data obtained will go through a data analysis process through SPSS. The results of this study indicate that there is a direct effect of the variable X1 on X3 = 0.171, the direct effect of the variable X2 on X3 = 0.677, the direct effect of the variable X1 on Y = 0.157, the direct effect of the variable X2 on Y = 0.199, the direct effect of the variable X2 on Y = 0.199, the direct variable X3 on Y = 0.651, indirect effect of variable X1 on Y through X3 = 0.111 and indirect effect of variable X2 on Y through X3 = 0.440.

274 Patient Utilization and Feedback After a Novel Pain Coach Educator and Integrative Pain Management Toolkit Session in an Urban Academic Emergency Department

274 Patient Utilization and Feedback After a Novel Pain Coach Educator and Integrative Pain Management Toolkit Session in an Urban Academic Emergency Department

How did we get here; a historical and social exploration of the construction of English FA coach education

ABSTRACT Formal coach education, such as courses experienced by coaches, is part of a wider education system, constructed by policy developers, course designers and coach educators. To date, research has explored the complex micro-pedagogical interactions between coach educators and coaches on courses, yet there is little understanding of the historical and social influences on the development of these systems. In response, this study analyses the social construction of The English FA’s coach education system over 50 years (1967–2019). Specifically, this study aimed to (1) identify ‘social architects’ who influenced the development of FA coach education and (2) analyse the wider social, economic, and political influences on these architects and their development of FA coach education over time. To do so, this work re-examines data from 16 semi-structured interviews (with participants who have held significant roles within The FA e.g. Head of Coaching) and 47 policy documents (e.g. course materials). Through a deductive crystallisation process the findings recognise (1) the military’s influence in positioning the coach educator as powerful, (2) how insights from PE and education have informed FA coach education development and (3) how economic opportunities from the 1990s and onward prompted an expansion of FA coach education provision. This important contribution provides a platform for further research to explore the historical social construction of coach education systems.

Julie oder die Kunst, nicht dermaßen regiert zu werden

Abstract Julie or the Art of Not Being Quite So Governed The article examines forms of resistance in power-formed institutional settings by means of a conversation-analytical study of an educational coaching. Theoretically, it draws on the late Foucault and its interpretation by Judith Butler. The result shows that Butler’s concept of repetition and iterability is suitable to theoretically frame and make understandable the form of resistance in educational situations.

OPPORTUNITIES AND CHALLENGES OF COACHING AFTER THE COVID-19 PANDEMIC

When we look at the world scene today, it is clear that the spread of the new coronavirus, which causes COVID-19, has led to profound changes in social, organizational and work interaction. In education it is not, and it will not be different. These new insights have begun to promote new ways of learning, teaching, work and communicate, and the coaching and tools, as well as new educational technologies as a factor of innovation and proactivity. This study aimed to: Analyze future perspectives related to post-pandemic coaching and possible emerging technological tools. The theoretical basis is based on studies at national and international level on possible scenarios involving coaching in the post-pandemic of COVID-19. The studies are recent and involve the period from December 2019 to May 2020, with a qualitative approach, with exploratory purposes having as methodological procedures the bibliographic research and the observations of the author of this study. The results show that humanity is being forced to rethink its daily life and ways of living, and this is an opportunity to be explored by the coach. We conclude that there will be a need to rethink coaching aimed at the use of new technologies, as well as the coaching work itself and the way it interacts and guides the coachee, from the perspective of post-pandemic educational coaching.

A call for clarity and pragmatism in coach education

While literature on coaching has grown exponentially in the past two decades, there have been only a handful of articles that discuss coach education and few have discussed what constitutes good pedagogy. In this conceptual article based upon observations from the field and our own ongoing action research, we review those discussions and offer a pragmatic, scholar-practitioner approach to coach education that supports the five intentions of coach education (Bachkirova et al., 2017). We offer Ostrowski’s The Four Provinces model (2022) – which includes the coaching context, relationship, process, and self – as a navigational map for coaching students as they begin their journey to becoming a coach. Because it is agnostic of any specific knowledge areas, the model affords coach educators the flexibility to emphasise their preferred coaching knowledge areas (such as systems theory, humanistic psychology, adult learning theory, and developmental psychology), while providing structure to their curriculum development. We also share early feedback resulting from the implementation of the Four Provinces within a credit-earning graduate-level concentration in Leadership Coaching and explore implications for future research and practice.

Understanding the Impact of an Online Level 1 Coach Education Award on Dodgeball Coaches’ Learning and Practice

Improved internet access and technological advancements have significantly influenced coaches’ learning opportunities, with numerous online coach education courses now available. Despite this, we know little about coaches’ experiences of such provision and how it shapes coach learning. Consequently, the aim of this research is to understand the impact of an online Level 1 coach education award on dodgeball coaches’ learning and practice. Data were collected via an online qualitative survey involving 57 dodgeball coaches who had completed the award, alongside follow-up virtual semistructured interviews with eight coaches. Following a reflexive thematic analysis process drawing upon the theoretical framework of Jennifer Moon, three themes were generated: (a) a surface or deep approach? Understanding dodgeball coaches’ experiences of the Level 1 award, (b) coaches’ preferences and learning styles: a barrier for online coach education, and (c) enhancing the impact of online coach education: assessment and postaward support. Findings indicate that the award’s impact on learning and practice varied depending upon coaches’ cognitive structures, which influenced their perceptions toward the value of online provision. Although coaches’ experiences were generally positive, authentic assessment(s) and mentoring opportunities were proposed to further enhance the award’s impact.

Special Issue in Online and Remote Coaching: Exploring Coaching Delivery and Coach Education in Online/Digital Environments

Special Issue in Online and Remote Coaching: Exploring Coaching Delivery and Coach Education in Online/Digital Environments

Exploring Different Forms of Technology-Enhanced Learning Strategies in a Handball Coach Education Program

Effective and accessible coach education is a key part of sustainable sport development. Recent world events and inequitable resource division has led to an increase in the prevalence of remote learning. This study examines three methods of low-cost, simple technological-enhanced learning in handball coach education: Video On Demand, Interactive Video Learning, and Direct Remote Learning. Each intervention was examined under several relevant categories: accessibility, comprehensiveness, effectiveness, and empowerment, and compared against the others. All three methods were found to be applicable methods of remote coach learning with positive outcomes in learning and application. Video On Demand was very accessible and thought by participants to allow learning from varied sources. However, interactive methods (Interactive Video Learning and Direct Remote Learning) were preferred in most cases, as they promoted inter- and intrapersonal relational interactions and contextual informal as well as formal learning.

Exploring Virtual Coach Education in USA Lacrosse

In 2020, USA Lacrosse moved all coach training workshops to a virtual format in response to the COVID-19 pandemic. Knowing that in-person coach training has been heavily studied regarding the motivation of the coaches who participate, the shift to virtual delivery of coach education prompted the researchers to examine how the workshops themselves supported the basic needs, motivation, and engagement of coach learners. Aligned with self-determination theory’s conception of motivation and the three basic needs of autonomy, competence, and relatedness, the researchers drew upon observation and survey data that were collected to determine the success of the virtual training. Using this information, the researchers found that the coach trainers used a variety of need-supportive behaviors and very few need-thwarting behaviors. Surveys revealed that the coaches displayed high levels of autonomous motivation, low levels of controlled motivation, and favorable engagement. These results are discussed in conjunction with the literature that is focused on in-person training programs as well as best practices in technology-enhanced learning to provide input into how virtual programming may be of benefit to coach learners and how coach trainers can best support coaches’ needs in a virtual environment.

A cross-cultural investigation of the impact of USA and Chinese teachers’ classroom-coaching behaviours on undergraduate students’ learning

Educational coaching can positively influence student learning in various ways. This study focuses on specific teachers’ classroom-coaching behaviours (TCCBs) and explores their influence on student learning from a cross-cultural perspective. The study was conducted based on two samples of undergraduate students from China (N = 288) and the United States of America (N = 325). The results show that although TCCBs positively influenced students’ learning variables in both samples, significant cultural differences in TCCB existed as perceived by Chinese and American students. Furthermore, TCCBs had stronger positive impacts on the American students’ deep learning and academic buoyancy than on the Chinese students. The study attempts to explain cross-cultural differences in the impact of classroom coaching on student learning and offers practical recommendations for classroom coaching.

Bordering, Connecting, and Dispelling within Sports Coaching: Erasing the Practitioner–Scholar Divide

The current picture of sports coaching suggests one where practitioners and scholars operate not so much at a particular interface, but rather on parallel lines of development; in essence, of talking past as opposed to each other. Through a critical re-reading of the practitioner–scholar divide, this paper takes issue with the existence of the separate identities featured, in addition to the argument that we merely need a better, rather straightforward, connection between theory and practice to ‘fix the problem’. Alternatively, the case made highlights how the problematic ‘othering’ nature of a theory–practice division has severely hampered the development of the field. In terms of structure, we initially challenge existing ‘anti-intellectual’ claims within coaching, essentially by advocating for better appreciating the everyday, socio-pedagogic nature of the activity. In this respect, the relegation of experience, of the inherent ‘code of coaching’ (so dear to coaches themselves), is protected against. Secondly, we promote the idea of encouraging coaches, coaching scholars, and coach educators to consider the indivisibility of theory and practice through the use of such notions as sensitizing concepts, internalisation, and authenticity to improve the ‘doing’ of the job. Of particular importance here is the development and utilisation of a critical consciousness of coaching; not only of thoroughly understanding the activity, but also in actively fashioning it through engagement with new ideas. This latter notion gives required credence, however loosely, to some guiding frame of reference; otherwise we become enmeshed in, and blinded by, the immediate. In dismantling the wall that has divided practitioners and scholars by not giving authority or indeed acceptance to such fixed positions, we alternatively advocate for the creation of a more authentic coaching life through living the theory that actively sustains it.

Digital Literacy Based on Christian Education as a Formation Tool Characteristics of Lentera Harapan Middle School and High School Students in Kupang-NTT

The development of the world of education and the high use of digital media today, makes students and educators need to improve themselves in a better and positive direction. If, the use of media is not accompanied by good digital literacy. As a result, students are trapped in hoaxes, sexual exploitation, cyberbullying, hate speech, digital-based radicalism, thus degrading student morals and psychology. The purpose of this writing is to overcome the explosion of technological information that continues to increase in digital sources. As a student, you need to equip yourself in digital literacy to fulfill your responsibilities in the learning system. The presence of Christian Religious Education is to equip students to maintain Christian values in the learning process. The research method used is a literature study approach, and the results of research on educators/teachers and students of Lentera Harapan Middle School and High School Students Kupang-NTT. Through the Construction Tools of school digital literacy, it provides convenience and character development for students. digital literacy as an educational coaching tool to build the character of students or students who are critical and applicable, so as to have an impact on changes in character and social situations.

Development of a Questionnaire Focused on Sports Coaches Learning

Coaching is one of the most demanding social, helping and pedagogical professions. Therefore, research attention is rightly paid mainly to formal coach education aiming at adequate preparation for the practice of this profession. In recent years, however, many empirical studies have demonstrated that non-formal coach education is playing an increasingly important role in coach development in addition to formal coach education. At the same time, research findings show that it is not only the completed “official” coach education that is crucial for the professional development of each coach, but above all, it is the complex results of their lifelong learning.
 Therefore, it is essential for various sports institutions, for sports educational facilities, especially for coach educators, to have information about the course, features, and potential problems related to lifelong learning of specific sports coaches. Therefore, our paper aims to create a research tool – a questionnaire that identifies the essential circumstances of lifelong coach learning.
 The design of the questionnaire builds on our previous research on formal, non-formal and informal coach education and, in particular, on the results of many analogous international empirical studies on coach learning. These starting points show that the following areas play an essential role in the lifelong learning process of coaches: (1) personal sports and coaching experience, (2) reflection (self-reflection) of this experience, (3) professional sharing of coach experience, (4) mentoring and (5) accessible and understandable coach learning information resources.
 We prepared a working version of the questionnaire based on the above principles. This research tool aims to identify sports coaches' learning and education processes. We designed the questionnaire containing 66 items (closed, open, semi-closed, and scales) to suit various respondents – coaches (multiple types of sports, competitive and recreational sports, different age groups, beginners and experienced coaches, etc.).
 The first stage of verifying the draft version of the questionnaire consisted of an expert assessment. A total of 6 active coaches (three male coaches and three female coaches from the environment of top, competitive and hobby sports), who were acquainted with the theoretical basis of the questionnaire, recommended minor corrections to the questionnaire. The second stage of the questionnaire verification took place in interviews with six coaches (again working in competitive and leisure sports) who were not acquainted with the theoretical basis of the questionnaire. This stage focused on the clarity and unambiguity of individual items. The revised questionnaire was subsequently converted into an electronic form. The functionality of the final electronic version of the questionnaire was verified within a pilot study (n = 18).

Informal coaching and mentoring and an “informal turn” in teacher professional learning

PurposeThe focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching and mentoring could be utilised to support teachers' career-long professional learning.Design/methodology/approachThis is a conceptual paper which draws on the author's research and seeks to expand what is considered as professional learning within teacher education – namely, informal coaching and mentoring. To understand how to support this professional learning, the lens of social practice is used with an emphasis on learning environments and learning practices.FindingsCoaching and mentoring can be identified in informal encounters in the staffroom, school corridors and many places and situations. Findings are presented in relation to the importance of informal learning from and with colleagues and the role of headteachers.Originality/valueMore attention has been paid to informal learning, but there is still a need for what could be termed an “informal turn”. Understanding that informal coaching and mentoring afford professional learning opportunities to the teachers who both provide and receive coaching and mentoring can help to support their learning. Recommendations are provided on how educational settings can facilitate and support these professional learning opportunities while preserving their informality.

Portuguese research on physical education and sport didactics-a critical discussion.

This article presents a discussion of research in Physical Education and Sport Didactics in Portugal. It starts by situating it from an historical perspective, placing the 1980s as the beginning era, mainly based on the studies provided by the two first Physical Education higher education institutes of the country. The initial research, first based on master and doctoral dissertations, progressed to ongoing projects that have been disseminated in international and national journals and books. This development is also reported from the theoretical, conceptual, and methodological perspectives, showing how it has informed the quality of Physical Education and teacher education as the two main research strands to be described, however, acknowledging that a strand on sports coaching and coach education exists. On teaching Physical Education, the article discusses the elements relative to the teacher and to the student, focusing from the immediate and short-term to the distant and long-term events that lead into young adulthood's active lifestyles. In this analysis, research on curriculum and assessment are also reported. On physical education teacher education, the article shows the prevalence of the post-primary Physical Education to argue for the need for more research on primary-level education, and discusses the diverse foci from initial teacher education to in-service education practises. In line with current trends in research, we suggest a set of four features for the future research agenda: (1) addressing short to long-term outcomes of Physical Education; (2) adopting multifactorial and multi-layered perspectives of analysis; (3) embracing inter- and multidisciplinary designs; and (4) taking comparative perspectives within and between European countries, and between Europe and other continents. We conclude that these features need to focus on four levels of integration and cooperation: (a) integration between the research initiatives and the needs of the professional field; (b) integration between research on teaching and learning, teacher education and the curriculum; (c) cooperation between the different national higher education and professional institutions; and (d) integration in the international research agenda by leading and participating in project partnerships which are needed to fully and effectively implement such agenda.

More than rugby: A scoping review of coaches in rugby

Introduction It is well-recognised that fulfilling the role of a coach is multi-faceted. In rugby, some of these coaching facets have been studied, however the research has not been reviewed. Reviewing the literature on rugby coaches will inform and guide policies, coach education, research and practice. Therefore, the purpose of this study is to provide a scoping review of the current coach focused literature on rugby union, rugby league and rugby sevens. Methods A scoping review was conducted on five electronic databases (EBSCOhost, PubMed, Scopus, SPORTDiscus, Web of Science) until January 2022 using the PRISMA-ScR guidelines. Participants had to be coaches within rugby union, sevens and league to be included. Data were extracted and analyzed to form a numerical and thematic summary. Results 105 articles were included. 76% of the studies were on rugby union, 14% on league, 1% on sevens and the remainder focused on a combination of rugby cohorts or did not specify. Three themes were identified via a thematic analysis based on the content of the articles, these were coach knowledge (68%), coach pedagogies (29%), and coach development (4%). Conclusion The main finding in this review is that research on rugby coaches understood the risk, prevention, and management of injuries. Educational resources should include all aspects of rugby play or training injuries. The importance of the athlete-coach relationship and coach reflective practices was another significant finding. Coaches are encouraged to have a broad understanding of various aspects related to the player's welfare, which can be developed using formal and/or nonformal learning.

Analysis of Basketball Coach Competency: A Case Study of Student Level Basketball Coaches in Yogyakarta

The purpose of this study was to analyze and measure the competence of student-level basketball coaches. The sample in this study were 70 student level basketball athletes. There are four indicators of coach competence, namely Motivation Competency, Game-strategy competency, Character-building competency, Technique competency. Data collection was carried out in 5 Yogyakarta schools simultaneously for one day. This research instrument uses a questionnaire and is distributed via the Google form. This questionnaire uses a Likert scale of 1 – 4. Before the questionnaire is distributed to athletes to answer, the Aiken's validity test is first carried out with a value of 0.898 and the Cronbach Alpha reliability test is 0.791. Based on the competency results of Yogyakarta student basketball coaches "very poor" 6 answers (8.57%), "less" 17 answers (24.29%), "enough" 21 answers (30%), "Good" 23 answers (32.86%), "very good” 3 answers (4.28%). However, the weakness of Yogyakarta student basketball coaches is the Character-building competency and Technique competency indicators. This is evidenced by the total answers are very less and less, more than the total answers are very good and good. So that there is a need for special training support, coach training, or basketball coach education through sports colleges, the competency test stages are carried out gradually and periodically so that the competence of student basketball coaches can continue to increase and develop.

Career consolidation or reformulation? A careership theory approach to football coaches’ transnational migration and career development

ABSTRACT This article examines the career development of international football coaches in the context of their transnational migration. Previous research has mainly relied on the normative stages models to explain coaching career development, which has limitations in capturing the complexity and diversity of coach career trajectories, particularly in terms of unique individual experiences and contextual impacts on their career development. Drawing upon the theory of careership, this article seeks to bridge the gap by focusing on how individual coaches navigate their careers according to their horizon for action. Careership theory provides a useful lens through which to examine the interactions between individuals and their contexts, in gaining a more nuanced understanding of how these interactions shape career trajectories. Semi-structured interviews were conducted with eight international coaches who worked in China to gather qualitative data. The results show that the migration of coaches closely intertwined with their career development in a variety of ways, which were manifested in different career horizons for migration within two distinct stages of career development: (1) ‘career-consolidation’ reflecting the willingness to stabilise and solidify the career pathways, and (2) ‘career-reformulation’ highlighting the desires or needs to change the current career trajectories. The findings of this article suggest that career development is a multifaceted process encompassing normative, longitudinal steps, individualised approaches, objectives, constraints and unexpected events. Analysing coaches’ horizons for action allows researchers and practitioners (e.g. coach educators) to gain a holistic picture of individual and contextual distinctions within the longitudinal stages of coaching career development.

Swimming coaches' professional development and training practices: an international survey.

This study investigated swim coaches' perceptions of professional development issues and current training practices according to their coaching experience, education level, and gender. An online survey (January-April 2022) was completed by 123 swim coaches (96 male/27 female) of competitive swimmers based in 41 countries. The survey consisted of 36 questions divided into six sections: (1) background information, (2) developing swim coaching through learning, (3) self-evaluation, (4) interpersonal-intrapersonal interactions, (5) life skills, and (6) analyzing swimming performance. Pearson chi-square assessed the relationship between the frequency of responses and professional background and gender. The survey results indicated that swim coaches' educational level is potentially one of the most influential parameters affecting the coaches' perceptions about their own professional development. The data presented may be used for the future design of coach education programmes as they advance current knowledge on understanding psycho-social issues related to professional development and training perceptions involved in the competitive swimming environment.