Coach Ratings Research Articles

Investigating the effect of grit trait on performance and success in Hungarian athlete's sample.

The aim of the present study is to translate the Grit questionnaire into Hungarian and validate specifically within the context of sports. The second goal is to assess the questionnaire in Hungarian as a pilot study in the athlete population and to compare the grit trait with the coaches' athlete evaluation. Two hundred and sixty nine athletes, including 40 national team players, took part in the study, with an average age of 18.17 years (SD = 5.51). For the preliminary assessment, the Cloninger Temperament and Character Questionnaire (TCI-RH) was used; the coaches' athlete evaluation was modeled on a talent map. The confirmatory factor analysis confirmed the fit of the two-factor structure, and the internal reliability of the questionnaire scales also proved to be adequate. 2. There is no relationship between adolescents' perceived grit and coach ratings. 3. The national team players achieved a higher grit score. Based on the psychometric indicators, the validity and reliability of the questionnaire proved to be adequate. Therefore, it is applicable and useful for psychological practitioners and researchers in the Hungarian population within the context of sports.

Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program

AbstractThis study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum involved 5 subcomponents targeting children’s literacy skills and social-emotional development. Teachers were provided with inperson and on-line training and in-person implementation support from a REDI coach. Implementation fidelity included ratings of of curriculum dosage and child engagement, as well as coach ratings of teaching quality using a modified version of the Classroom Assessment Scoring Scale (CLASS). Teachers indicated which adaptations they made to the curriculum and the reasons for these adaptations. Teachers also completed qualitative, post-implementation interviews to obtain their impressions of REDI and the need for planned modifications in their context. Analyses included measures of implementation fidelity and qualitative evaluation of adaptations. Results indicated that teachers found the REDI program both feasible and helpful for their students. Suggestions for planned adaptations included more STEM activities and the freedom to choose the dialogic reading books. Many spontaneous adaptations were noted. Teachers indicated that pragmatic issues, such as lack of time, were the main reasons for adapting the program, and deletions and substitutions of curricular activities were the most common types of changes. Implementation of program subcomponents improved gradually over the course of the school year. Some subcomponents were more likely to be adapted than others.

Rate your coach: exploring ratings of coaching skills throughout teacher induction

ABSTRACT This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers’ belief that they were well matched with their coaches as well as coaches’ beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches’ skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development.

The Impact of Tournament Load on Neuromuscular Function, Perceived Wellness and Coach Ratings of Performance During Intensified Youth Netball Competition

PurposeThis study examined the effects of tournament load on neuromuscular function, perceived wellness and coach ratings of performance across two 6-day netball tournaments.MethodsThirty-nine female youth netballers (age = 14.6 ± 0.5 years, stature = 165.9 ± 4.7 cm, body mass = 56.5 ± 7.2 kg) were categorised as HIGH (10–11 matches, n = 20) or LOW (6 matches, n = 19) tournament load. Match load, jump height, perceived wellness and coach ratings of performance were monitored daily.ResultsHIGH tournament load resulted in greater reductions in jump height on match-day 4 (–8.3%, ± 5.6%) when compared to LOW. HIGH tournament load resulted in greater reductions in perceived soreness (–0.9, ± 1.1 AU) and overall wellness (–2.6, ± 2.3 AU) on match-day 3, and a greater reduction in perceived sleep (–0.9, ± 1.1 AU) on match-day 4. HIGH tournament load was negatively associated with sleep quality and coach ratings of performance (effect size correlation = -0.34 to -0.47) when compared to LOW.ConclusionOur results indicate that a higher tournament load resulted in greater increases in neuromuscular fatigue, reduced perceived wellness, and lower ratings of performance. Practitioners should consider pre-tournament preparation and monitoring strategies to minimise the physiological disturbances during an intensified tournament.

Acceptance and Commitment Training for Ice Hockey Players: A Randomized Controlled Trial.

Recent systematic reviews on the topic of mindfulness- and acceptance-based approaches in sport psychology conclude that there is a need for further trials using a more robust research methodology with direct performance as outcome. Acceptance and Commitment Training (ACT) is a contextual behavioral change method that focuses on facilitating psychological processes such as values, committed action, acceptance and mindfulness. In the present study designed as a randomized controlled trial, 34 junior elite ice hockey players were allocated into either an ACT group intervention or a wait list control group. Results showed significant effects on both objective performance outcomes (goals, assists, and taken shots) and blinded coach ratings of players’ performance, focus and commitment to their development in favor of the ACT group. Effects lasted at 3-month follow-up for the coach ratings, but not for the objective performance measures. All ACT trained players recommended ACT to other players and considered the training as important for their development as ice hockey players. The results add to the growing body of evidence on ACT interventions for athletes and its effect on performance. Future studies should investigate the maintenance of effects from the psychological training over time, using robust research methodology and investigate theoretical coherent potential mediating variables.

Selected, Deselected, and Reselected: A Case Study Analysis of Attributes Associated With Player Reselection Following Closure of a Youth Soccer Academy.

Considering the perceived benefit of early recruitment and the time and resources spent developing youth players, individuals released from talent development programmes are often re-recruited by rival academies. However, due to the contractual nature of many talent development programmes, limited empirical data exists on players deselected from (or reselected to) youth soccer academies. Adopting a novel case study approach, differences in skill, psychological, and physical attributes associated with reselection following closure of a junior-elite soccer academy were explored. Overall subjective coach ratings for skill, psychological, and physical abilities; subjective coach ratings for skill and psychological attributes; and physical fitness test performance of 79 junior-elite soccer players (U11–U17) were assessed as part of regular scheduled testing and monitoring practices prior to the academy closure. Reselection status was monitored and recorded for all players in the 6 months following the academy closure and was classified as a persistence/progression (“Reselected”) or attrition (“Deselected”) in playing level. Of the 79 released players, a total of 60 players (76%) were re-signed to a junior-elite academy within 6 months. Differences were observed for overall ratings of skill, psychological, and physical abilities in favor of the “Reselected” player group. “Reselected” players were also rated higher by coaches for all attributes categorized as skill and psychological, as well as performing better at all physical fitness tests. However, “Reselected” players were lesser in stature and body mass and less mature than “Deselected” players. Our findings suggest that reselection is not a product of anthropometric criteria and, therefore, a pathway for selection remains open for later maturing players. We also inform upon desirable qualities associated with player reselection and provide a case study approach of a unique, yet highly relevant, scenario for talent identification and development in youth soccer.

Relationships Between Different Internal and External Training Load Variables and Elite International Women's Basketball Performance.

To investigate the relationships between internal and external training load (TL) metrics with elite international women's basketball performance. Sessional ratings of perceived exertion, PlayerLoad™/minute, and training duration were collected from 13 elite international-level female basketball athletes (age 29.0 [3.7]y, stature 186.0 [9.8]cm, body mass 77.9 [11.6]kg) during the 18 weeks prior to the International Basketball Federation Olympic qualifying event for the 2016 Rio Olympic Games. Training stress balance, differential load, and the training efficiency index were calculated with 3 different smoothing methods. These TL metrics and their change in the last 21 days prior to competition were examined for their relationship to competition performance as coach ratings of performance. For a number of TL variables, there were consistent significant small to moderate correlations with performance and significant small to large differences between successful and unsuccessful performances. However, these differences were only evident for external TL when using exponentially weighted moving averages to calculate TL. The variable that seemed most sensitive to performance was the change in training efficiency index in the last 21 days prior to competition (performance r = .47-.56, P < .001 and difference between successful and unsuccessful performance P < .001, f2 = 0.305-0.431). Internal and external TL variables were correlated with performance and distinguished between successful and unsuccessful performances among the same players during international women's basketball games. Manipulating TL in the last 3 weeks prior to competition may be worthwhile for basketball players' performance, especially in internal TL.

Inhibitory Control Across Athletic Expertise and Its Relationship With Sport Performance.

Inhibitory control may be vital in elite sport. The authors examined the link between athletic expertise, inhibitory control, and sport performance in a two-part quasi experiment. Inhibitory control was indexed using the Stop-Signal Task, athlete expertise was categorized on literary recommendations, and sport performance was assessed using athlete and coach ratings. Study 1 examined cross-sectional and longitudinal patterns of inhibitory control across athletic expertise. Study 2 investigated whether the inhibitory control-sport performance relationship was moderated by expertise. Study 1 showed that expertise was linked to greater inhibitory control cross-sectionally and longitudinally. Study 2 revealed that expertise was related to superior performance on the Stop-Signal Task and athlete and coach performance ratings, and this relationship was moderated by athletic expertise. Inhibitory control relates to sport performance, increases with greater athlete expertise, and develops longitudinally. Long-term participation in sport may bring about changes in inhibitory control, which may lead to improved sport performance.

Game Insight Skills as a Predictor of Talent for Youth Soccer Players

Perceptual–cognitive skills are found to be important factors for soccer players. The aim of this study was, therefore, to find within-group differences for game insight in an elite group of youth soccer players by means of a Game Insight inDicator (GID). In addition, the prospective value of perceptual–cognitive skills was examined by following the trajectory of the participants. The GID consisted of film clips that show game situations. The task of the players was to predict the trajectory and destination of the ball and move toward the correct position to receive the pass of a teammate. The film clips stopped 80 ms before, at, and 80 ms after the football contact of a teammate. We also sought to validate the GID against game performance. Participants were talented soccer players 11–13 years old and playing at the elite level for their age. Based on eight independent elite-coach judgments, two groups were created: highly talented players (HT) and less talented players (LT). The coach ratings were supported by a significant difference between the two groups based on the objective notational analysis of their game performance in 4 vs. 4 and 11 vs. 11 matches. With respect to the GID, a significant interaction effect for the groups (HT vs. LT) by occlusion time (−80, 0, and +80 ms) was found, showing that the HT performs better than the LT in 0 and +80 ms condition. In addition, GID scores were compared with soccer levels at the mean age of 19 years. Longitudinal data did not show significant differences between elite and sub-elite. Overall, the GID was found to be a valid and useful indicator for players anticipating the ball's trajectory and destination at age 11–13 years but failed to predict the players' level at age 19 years. The latter indicates how difficult it is to predict talent development.

Characteristics of select and non-select U15 male soccer players.

Baseline characteristics of 31 healthy male U15 soccer players who were classified as select or non-select at the end of the season were compared. Players were 14.4 ± 0.54 years (13.6–15.3 years) at baseline; characteristics included body size, proportions and composition, estimated maturity status, several functional capacities, and coach classifications of potential in the sport. Decisions regarding selection or non-selection were made about two months after baseline. Select and non-select U15 soccer players differed significantly in estimated maturity status, body size, proportions and estimated muscle mass, functional tests related to speed, power and strength, and coach evaluation of potential, specifically tactical skills on offense and skills associated with creativity and decision making. When age and biological maturity status were statistically controlled, select and non-select players differed significantly only on the vertical jump, grip strength, and coach ratings of tactical skills on offense and of creativity and decision making. Results of stepwise discriminant analysis highlighted the importance of coach evaluation of tactical skills associated with offense, and of power and strength in distinguishing select from non-select players. The results highlight the advantages of advanced biological maturity status among adolescent male soccer players and also the importance of coach perceptions of talent. The latter implies a need for further study of the basis of coach perceptions, specifically how they are influenced by and perhaps interact with player characteristics at different ages, and how the perceptions influence playing time and player behaviors and interactions.

A case study comparison of objective and subjective evaluation methods of physical qualities in youth soccer players

ABSTRACT Subjective and objective assessments may be used congruently when making decisions regarding player recruitment in soccer, yet there have been few attempts to examine the level of agreement between these methods. Therefore, we compare levels of agreement between subjective and objective assessments of physical qualities associated with youth soccer performance. In total, 80 male youth soccer players (13.2 ± 1.9 years), and 12 professional coaches volunteered to participate. Players were objectively assessed using five fitness measures: Yo-Yo Intermittent Recovery Test Level 1; Countermovement vertical jump; Functional Movement Screen™; 5/20 m sprint; alongside anthropometric measures. Additionally, coaches subjectively rated each player on the same five physical qualities using 5-point Likert scales. Inter-rater agreement between ratings from lead and assistant coaches was established for each age group. Moreover, Bayesian regression models were fitted to determine how well coach ratings were able to predict fitness test performance. Although inter-rater agreement between lead and assistant coaches was moderate-to-substantial (ω = 0.48–0.68), relationships between coaches subjective rating’s and corresponding fitness test performance were only highly related for the highest and lowest performing players. We suggest that while ratings derived from objective and subjective assessment methods may be related when attempting to differentiate between distinct populations, concerns exist when evaluating homogeneous samples using these methods. Our data highlight the benefits of using both types of measures in the talent identification process.

Infant language stimulation: a mixed-methods study of low-income families’ preference for and use of ten strategies

ABSTRACT Children who receive copious amounts of language stimulation from caring adults are likely to develop strong language skills, whereas children who receive limited language stimulation may experience delays. Little is known about the language stimulation strategies that families prefer to use. This mixed-methods study investigated families’ preferences for, and use of, 10 specific language promotion strategies. Twenty-four families of infants slated to enter high-poverty schools or receiving Medicaid in the United States participated in a programme called Strong Beginnings for Babies. Three coaches worked with families in small group sessions focused on the strategies. Coach reports and parent ratings indicated there were strategies for which families expressed strongest preference, especially those involving music or chatting with their child. Furthermore, families used these strategies most often. Finally, coaches reported much evidence of family members talking, singing, and reading to their babies, even when a specific strategy of focus was not named.

Validation of the swimming competence questionnaire for children

ABSTRACT Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.

Game-specific abilities in elite youth football players: validity and sensitivity to change of subjective coach ratings compared to objectively-assessed data.

Little is known on the accuracy of coaches' ratings of game-specific physical abilities in elite youth football players. The present study on elite youth football players aims to assess whether: 1) the coaches' subjective assessment of the level of performance of each athlete within the team is in accordance with objectively collected data; and 2) the coaches rate changes in the athletes' performance level accurately or not. Data on jumping ability, sprinting speed, change of direction and strength were collected in seven age groups at a football youth academy (N.=150). The diagnostic battery was repeated after seven months (N.=138). Before the second session, the head coaches completed Likert-scaled closed questions on: 1) the importance of running speed and reactive strength components and their relevance to the individual game performance of each of their athletes; 2) the level of performance of their athletes; 3) the change between the first and second performance testing results. Validity and sensitivity of change of their ratings in comparison to the performance data were calculated using analyses of interrelationship. The data of the head coaches showed a low to medium effect size in the agreement with the performance data (Cohen's W=0.33-0.71). The evaluation of the change in level of performance was poorer (Cohen's W=0.04-0.2; not statistically significant). Our results underline that functional/physical testing twice during a season may be crucial for displaying performance levels of elite youth football players. Simple self-reported ratings by the coach may be valid in recent performance level assessment but not for performance changes.

Strengthening children’s roots of resilience: Trauma-responsive early learning

With the majority of children in the United States attending early care and education (ECE) prior to kindergarten (National Survey of Early Care and Education, 2016), the opportunity to reach children early, and strengthen resilience in the context of everyday life, is profound. Yet, ECE teachers often lack professional supports to meet the needs of children impacted by trauma (Cummings, Addante, Swindell, & Meadan, 2017; Loomis, 2018). The Roots of Resilience program was designed to address this issue through an online course and video-based coaching. Recognizing the importance of feasibility and of balancing rigor with relevance to create wide-spread change (Glasgow & Chambers, 2012), this preliminary study of Roots of Resilience focuses on feasibility and examines teachers’ learning and application of practices consistent with trauma-responsive care. Seventeen ECE teachers from family child care homes, centers, and Head Start programs participated. The majority (69%) had less than a Bachelor’s-level education. Qualitative and quantitative data sources included teacher surveys, quizzes, discussion board entries, workbook entries, coach ratings, and observations. Findings indicate that the program is feasible for ECE teachers and offer preliminary evidence that it may help teachers strengthen their knowledge and application of practices to identify and respond to children’s needs. An iterative development process and a strengths-based approach were identified as critical program attributes.

The effect of narcissistic admiration and rivalry on mental toughness

Are narcissistic athletes mentally tough? Here we examined the effect of narcissistic admiration and rivalry on mental toughness. Based on their contrasting behavioural correlates and cognitive affective-motivational basis, we predicted that admiration (i.e., agentic narcissism) would be positively associated with mental toughness, whereas rivalry (i.e., antagonistic narcissism) would be negatively related to mental toughness. In a sample of elite Thai athletes (N = 297), we assessed narcissistic admiration and rivalry, self-esteem, self-reported mental toughness, and coach ratings of mental toughness for a subset of athletes. Narcissistic admiration was positively associated with self and coach-ratings of mental toughness. In contrast, narcissistic rivalry was negatively associated with self and coach-ratings of mental toughness. These effects were independent of self-esteem and stress the importance of considering both the agentic and antagonistic sides of narcissism when addressing narcissism's relationship with mental toughness.

Physical Preparation Factors That Influence Technical and Physical Match Performance in Professional Australian Football.

To examine the collective influence of a range of physical preparation elements on selected performance measures during Australian football match play. Prospective and longitudinal. Data were collected from 34 professional Australian football players from the same club during the 2016 Australian Football League competition season. Match activity profiles and acute (7-d) and chronic (3-wk) training loads were collected using global positioning system devices. Training response was measured by well-being questionnaires completed prior to the main training session each week. Maximal aerobic running speed (MAS) was estimated by a 2-km time trial conducted during preseason. Coach ratings were collected from the senior coach and 4 assistants after each match on a 5-point Likert scale. Player ratings were obtained from a commercial statistics provider. Fifteen matches were analyzed. Linear mixed models were constructed to examine the collective influence of training-related factors on 4 performance measures. Muscle soreness had a small positive effect (ES: 0.12) on Champion Data rating points. Three-week average high-speed running distance had a small negative effect (ES: 0.14) on coach ratings. MAS had large to moderate positive effects (ES: 0.55 to 0.47) on relative total and high-speed running distances. Acute total and chronic average total running distance had small positive (ES: 0.13) and negative (ES: 0.14) effects on relative total and high-speed running distance performed during matches, respectively. MAS should be developed to enhance players' running performance during competition. Monitoring of physical preparation data may assist in reducing injury and illness and increasing player availability but not enhance football performance.

Coach ratings of skills and their relations to practice, play and successful transitions from youth-elite to adult-professional status in soccer

ABSTRACTElite soccer players (~15 yr) from professional academies in the UK were rated on technical, tactical, physical and creative skills by coaches at time 1 (T1). Players estimated accumulated hours in soccer practice (coach-led activities) and play (self-led activities) during childhood. Coach-ratings were again collected 2.5 yr later (T2) for players that received a professional contract (~17 yr). Adult-professional status was determined at T3 (~ 20 yr). Skill ratings distinguished across the three “future” groups (academy-only, youth-professional only and adult-professional), for all but creative skill. For players that transitioned to youth-professional, medium sized correlations were noted between childhood practice amounts and technical and creative skill ratings at T1, although practice amounts correlated more strongly with skill ratings at T2. Play amounts were not related to any skills. Within groups of youth elite athletes, domain-specific play in childhood, and to a lesser degree practice, were generally not good discriminators of specific-skills. The effects of sport-specific practice on the development (and discriminability) of skills takes time to emerge. We consider the implications for talent development models and purported links between play and creativity.

A multidimensional approach to factors influencing playing level and position in a school-based soccer programme

ABSTRACTObjectives: To examine the factors influencing selection into playing levels and playing positions in a school-based soccer programme.Methods: Anthropometry, maturation, physical capacity, technical ability and motor competence were assessed in 216 soccer players (aged 10–16 years) who participated in a school-based soccer programme. Team coaches selected players into playing levels, playing positions and provided subjective ratings of player ability.Results: Multivariate analyses of covariance showed significant large and moderate differences between playing levels (F = 5.336, P < 0.001, η2 = .30) and playing positions (F = 1.974, P = 0.002, η2 = .14) respectively, for a combination of maturation, anthropometry, physical capacity, technical ability and motor competence, when adjusted for chronological age. Discriminant analysis revealed 64.8% of cases could be correctly classified into playing level with a combination of sprint speed, agility, aerobic fitness, technical ability and motor competence. Large differences in subjective coach ratings were found between positions for players in the highest playing level (F = 2.598, P = 0.001, η2 = .16).Conclusions: These findings contribute new evidence to highlight how individual characteristics influence the selection process in recreational youth soccer, which have important implications for talent development pathways in schools, clubs and academies.

Coach–Athlete Perceived Congruence Between Actual and Desired Emotions in Karate Competition and Training

Coaches can help athletes regulate emotions but would benefit from tools that help them accurately perceive athletes' emotions. In the present study, we investigated the use of video-recorded performances to compare 3 martial artists' ratings of desired and actual emotions with their coach's ratings. Results show how desired emotions progressively fluctuated throughout competition. Furthermore, desired and actual emotions differed between training and performance contexts. Finally, we report correlations between performance and perceived congruence in desired and actual emotions. Cumulatively, results offer support for the video-assisted recall of emotions as an intervention tool in developing emotion regulation abilities.