Athletic Coaches Research Articles

Understanding the career experiences and reflections of Special Olympics Canada’s National Team Program coaches

ABSTRACT The most prominent competition for athletes with intellectual disabilities is the Special Olympics; however, there is surprisingly little research focusing on what it means to be an effective Special Olympics coach. The purpose of this study was to explore the career experiences and reflections of Special Olympics Canada’s National Team Program coaches. Thirteen Special Olympic coaches participated in individual semi-structured interviews. Guided by narrative inquiry, we analysed our data with a thematic narrative analysis; and using creative non-fiction, presented our findings in three composite vignettes. The first vignette illustrates Coach Sarah as head coach of the Canadian national team managing the complexities and stressors of athlete travel, medications, emotions, and behaviours. The second vignette is from Coach Jennifer who balances the demands of being a volunteer coach and parent of a child with an intellectual disability, and reflects on the creativity and patience required to coach in this setting. The final vignette is from Coach Michael, who reflects on how to improve coach learning and development for upcoming coaches in the Special Olympics, including providing formal mentorship and improving coach education for this setting. Using narrative inquiry as a theoretical and methodological framework, we were able to support the use of creative non-fiction as a learning tool for disability sport coaches. With accessibility in mind, these vignettes are readily available to be translated into coach education to provide Special Olympics coaches with common coaching experiences that can prepare and inform coaches of athletes with intellectual disabilities.

The influence of servant leadership on athletic performance: a self-determination theory perspective

PurposeTo give a full understanding of how servant leadership impacts organizational performance and needs satisfaction of followers, two unique populations were sampled (i.e. college athletic administrators and coaches) to weigh the importance of leadership on different elements of a sports organization. The purpose for this two-sample design was to enhance the external validity of the results through replication and convergence of conclusions.Design/methodology/approachThis study utilized a two-sample structure that consisted of intercollegiate coaches (N = 223) and administrative staff members (N = 176) perceptions of their leader’s servant leadership to better understand its influence on sport organizational performance. From the study’s hypotheses, data were collated and subjected to correlation and step-wise regression analysis.FindingsThe results indicate a relationship between servant leadership and organizational performance from both a sport coach and administrative follower perspective. Furthermore, in the administration sample, servant leadership’s relationship with organizational performance was mediated by competency. This study also expands upon the literature by demonstrating that servant leadership had a positive impact on organizational performance beyond tenure effects.Practical implicationsFor an athletic director, implementing behaviors from servant leadership could be valuable tools to enhance the performances of the teams within intercollegiate athletic departments.Originality/valueThe results indicate a relationship between servant leadership and organizational performance from both a sport coach and administrative follower perspective. Furthermore, in the administration sample, servant leadership’s relationship with organizational performance was mediated by competency. This study also expands upon the literature by demonstrating that servant leadership had a positive impact on organizational performance beyond tenure effects.

Coaching Athletes with Learning Disabilities: Three Effective Strategies

Despite the prevalence of students with learning disabilities (LD), athletic coaches face challenges in recognizing and effectively supporting the needs of athletes with LD due to lack of professional development in this area. Sometimes referred to as a “hidden disability”, LD is not easily perceived by teachers and coaches. Students with LD have average level intelligence and often demonstrate both strengths and weaknesses in academics. What coaches may not realize, however, is that athletes with LD can have the same challenges in learning aspects of the sport that they have in learning academics. They can have difficulties with understanding and following multi-step directions, remembering sequences of information (Gargiulo & Bouck, 2018), problems with processing skills and self- monitoring their behavior (Watson et al., 2016). Therefore, addressing the needs of athletes with LD requires a set of specialized instructional strategies that helps athletes focus and increase performance. This article describes three evidence-based instructional strategies which support the needs of athletes with LD: behavior specific praise, explicit instruction, and self-talk. Guidelines for using the strategies are provided and emphasize the importance of modeling of the desired behaviors and providing sufficient opportunities for athletes to rehearse and process the new behaviors. Use of these strategies can enhance the coaching experience for all athletes and promote inclusiveness while at the same time, improving athletic performance.

Screening the sports nutrition knowledge of athletic coaches in Sri lanka

Screening the sports nutrition knowledge of athletic coaches in Sri lanka

Prevalence of harassment, abuse, and mental health among current and retired senior Swedish cheerleaders

ABSTRACT This study examined the prevalence of non-accidental violence, focusing on experienced harassment and abuse (HA), and mental health among current and retired Swedish competitive cheerleaders. An online survey was distributed to current and retired athletes in the Swedish cheerleading federation. The survey assessed perceived coach–athlete relationship, sport psychological safety, resilience, mental health, and experienced HA within the cheerleading environment. A total of 284 athletes (men = 5; women = 278; gender not disclosed = 1; current athletes = 211; retired athletes = 73) completed the survey. Psychological abuse was the most frequently reported HA form (current athletes = 21.6%; retired athletes = 53.5%), followed by neglect (current athletes = 5.4%; retired athletes: 26.8%) and physical abuse (current athletes = 3.9%; retired athletes = 12.7%). A high-quality coach–athlete relationship was identified as a protective factor for HA. Additionally, 33.1% and 8.9% of participants displayed scores indicating anxiety and depression caseness, while 63.8% reported a high level of wellbeing. Anxiety/depression scores above clinical cut-off were linked to injury episodes and a high level of wellbeing to a mentally healthy environment. Resilience was found to protect mental health overall. The high occurrence of reported psychological abuse and indications of anxiety/depression related to injury episodes suggest a need of attention towards prevention and athlete protection strategies in cheerleading environments.

A uniform approach for advancing athlete assessment: A tutorial on the Lens Model

In athlete assessment, coaches or scouts typically judge athletes by observing and combining information about their attributes. However, how accurate is the expert’s eye in combining this information, and can its accuracy be improved? To address these questions, this paper introduces the Lens Model, a framework for studying human judgment that has been widely successful in other performance domains. Since the framework offers both theoretical and practical benefits and is new to sports scientists and practitioners, our paper is presented in the form of a tutorial. First, we discuss the need for the Lens Model in sports; second, we demonstrate its proven value outside of sports. Third, we provide a conceptual explanation of the Lens Model, detailing, among other aspects, how experts' judgmental policies can be modeled and how judgmental accuracy can be determined and evaluated. This is followed by an empirical example: a study on the judgments of soccer scouts, along with suggestions to improve their accuracy. To inspire further Lens Model research across sports, we conclude with prospective research directions.

“Suck it up, go play”: Mental health stigma in college coaches and their use of mental illness microaggressions

Objective: This study explored the extent to which college athletic coaches endorse mental illness microaggressions toward their student-athletes and the importance of mental toughness in sports, and how these impact support for help-seeking among student-athletes. Methods: Fifty-eight coaches at Northeastern U.S. colleges in the National Collegiate Athletic Association completed an online survey, including measures of mental illness microaggressions, mental toughness, and questions about vignettes portraying scenarios with a physically injured athlete and an athlete with anxiety. Results: Multivariate analyses revealed that endorsement of mental illness microaggressions was negatively related to willingness to refer an athlete with anxiety to counseling services and positively related to willingness to allow a physically injured athlete to return to play. However, mental toughness was not predictive of microaggressions or vignette responses. Conclusions: Endorsement of mental illness microaggressions appears to be related to how coaches respond to athletes experiencing a mental health issue or physical injury.

Conforming to reforming: A systems understanding of aesthetic sport coaches’ behaviors and practices toward female athletes’ bodies

Coaches’ role in athletes’ eating pathology has been largely understood according to athletes’ accounts of the coaching behaviors and practices that harmed them. Uniquely, this study engaged coaches as research participants to more fully inform future intervention efforts. Using a multiparadigm approach, this study explored how coaches’ understood, constructed, and communicated sport-related body ideals with their female athletes through specific coaching behaviors and practices along with systems of influence and interaction that informed them. Ten coaches (Mage= 35.6) of female aesthetic sport athletes were interviewed. Data were analysed via interpretive description. Results indicated coaches’ negative experiences as athletes themselves informed their intention to prevent harm with athletes they coached. Coaches nonetheless emphasized weight, shape, size, and appearance ideals steeped in sport tradition. Dissonance was salient between wanting to prevent harm using strategic approaches to body-related communication, while also reinforcing body ideals believed to promote high performance. Yet, neither athletes’ performance goals nor prevention of harm were attained. Influences across coaches’ ecosystems explained their behaviors and practices. A novel framework is proposed to describe five intersectional body ideal orientations embodied by the coaches, ranging from body ideal conformity to body diversity advocacy. This framework can inform coach-centered, systems-based education and research.

Elite tennis player's perceptions of coaching effectiveness

The purpose of this study was to explore the experiences of six elite Chinese tennis players and their perspectives of coaching effectiveness within their sport. We collected data using two approaches: semi-structured interviews and player documents (e.g., detailed biographies, competition experience, and performance statistics). Data were analyzed using a reflexive thematic analysis to identify the coaches’ knowledge and behaviors that elite Chinese players considered to be effective and ineffective within the training and competitive landscape. We constructed two overarching themes to represent elite tennis player's perceptions regarding coaching effectiveness: (1) perceived coaching roles (i.e., the coach as a planner, teacher, and strategist), and (2) coaching as a social phenomenon (i.e., interpersonal styles and networks, effective and ineffective behaviors). Theoretically, this study aligns with the 3 + 1Cs model of the coach–athlete relationship and enriches the literature on coaching effectiveness in elite tennis. Practically, this study underscores the value of coaching knowledge and behaviors in shaping player's competitive performance and sociopsychological abilities and identifies recommendations for coaches and players to develop harmonious and meaningful relationships within the elite tennis context.

Effect of Physical Exercise on Sleep Quality in College Athletes in Malaysia

Purpose: The aim of the study was to analyze the effect of physical exercise on sleep quality in college athletes in Malaysia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on college athletes in Malaysia reveals that regular physical exercise significantly improves sleep quality by increasing sleep duration and efficiency. Exercise reduces sleep latency, helping athletes fall asleep faster, and enhances deep sleep stages crucial for recovery. Additionally, physical activity aids in managing stress and anxiety, which are linked to poor sleep. However, the impact of exercise can vary depending on its intensity and timing. Unique Contribution to Theory, Practice and Policy: The theory of exercise and sleep interactions, the cognitive behavioral theory of insomnia (CBT-I) & the circadian rhythm theory may be used to anchor future studies on the effect of physical exercise on sleep quality in college athletes in Malaysia. Athletic trainers and coaches should design personalized exercise regimens that include a mix of aerobic, resistance, and flexibility exercises tailored to individual athletes' needs. Sports organizations and educational institutions should establish policies that recommend optimal timing for workouts. Research indicates that morning sessions are less disruptive to sleep than evening sessions, and such guidelines can help in scheduling training sessions to promote better sleep quality.

Using Social Learning Spaces to Think Beyond and Innovate Conventional Conferencing Formats

Across the academic landscape, scientific organizations host conferences that enable researchers to come together to foster learning, stimulate innovation, and promote change. Within the diverse field of kinesiology, conferences can help develop and disseminate knowledge on a range of issues such as athlete development and coach education. The purpose of the present article is to discuss the possibilities of thinking beyond conventional conferencing formats by creating dynamic social learning spaces that promote networking, critical thinking, and reflexivity. The theory underpinning social learning spaces is explained, followed by a narrative chronology of the three phases of evolution of the blue room group, an interdisciplinary collaboration of youth sport scholars who aim to foster innovation across subdisciplines of kinesiology. An interpretative summary of the blue room group as a social learning space is presented, in accordance with the principles of caring to make a difference, engaging uncertainty, and paying attention. The perceived benefits of kinesiology, as well as the challenges and limitations of the blue room, are discussed based on the authors’ experiences operating within a continuously evolving and shifting social learning space.

NCAA coaches’ perceptions of the inclusion of transgender athletes: a qualitative analysis

ABSTRACT The National Collegiate Athletic Association (NCAA) established policies for the inclusion of transgender athletes to compete in collegiate sport that align with their gender identity. Despite this access, the extent to which collegiate sport environments are welcoming, inclusive and supportive of transgender athletes is unclear. Understanding coaches’ perceptions and attitudes is particularly salient given the critical, and often personal, nature of coach–athlete relationships and the impact coaches have on sport environments [Kuhlin, F., Barker-Ruchti, N., & Stewart, C. (2020). Long-term impact of the coach–athlete relationship on development, health and wellbeing: stories from a figure skater. Sports Coaching Review, 9(2), 208–230; Stirling, A. E., & Kerr, G. A. (2013). The perceived effects of elite athletes’ experiences of emotional abuse in the coach–athlete relationship. International Journal of Sport and Exercise Psychology, 11(1), 87–100]. NCAA coaches’ perceptions of, and attitudes towards the inclusion of transgender athletes is unknown, and thus the degree to which coaches are creating safe, or harmful, environments for transgender athletes is unknown. The present study aims investigate coaches’ perceptions to be able to inform policy and education for promoting inclusive, safe environments for transgender athletes. We asked NCAA coaches (N = 1358) to describe the reasoning for their beliefs regarding the inclusion of transgender athletes in collegiate sports. Through reflexive thematic analysis, we determined coaches’ reasoning for their perceptions, within the context of five higher-order themes: (a) It’s not right: Transgender identities as invalid, (b) A need to protect (cis) women’s sports, (c) Transgender rights are human rights, (d) Sport’s role in society and coaches’ role in sport and (e) I am not sure what I believe. Analyses illuminate avenues for transgender athlete inclusion training for coaches.

An evaluation of the impact of the Irish Rugby Football Union Coach Education Framework on the coach–athlete dyad across the age and stage spectrum in rugby union

The purpose of this research was to evaluate the implementation of the novel Irish Rugby Football Union Coach Education Framework (CEF) on coach–athlete interactions and perceptions. Participants were coaches (n = 4) and athletes (n = 54) from two rugby union teams. Coaches were observed pre-intervention and post-intervention of an education workshop based on the CEF and had nine training sessions video-recorded and analysed using the Coach Analysis and Intervention System (CAIS). Their perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire (CART-Q). Athlete perceptions of their coaches’ behaviours were measured using the Coaching Behaviour Scale for Sport (CBS-S). CAIS results revealed coaches increased the use of ‘Management’ and ‘Feedback’ behaviours ( p < 0.05) post-CEF, without altering prominent high-volume behaviours (e.g. ‘Instruction’). Coaches utilised similar time proportions for CAIS ‘Practice’, ‘Playing’ and ‘Management’ states, respectively, with no significant change post-CEF. CART-Q and CBS-S results revealed predominantly positive perceptions between coaches and athletes for both pre-CEF and post-CEF. Coach education is a non-linear learning process requiring consistent application over long periods of time, however, the alteration in coach behaviours post-CEF, coupled with the largely positive perceptions of both agents of the coach–athlete dyad, is an encouraging step forward for the further implementation of the CEF.

Coach–athlete relationship as a predictor of contextual motivation in weightlifters

Coach behaviour is an important predictor of athlete motivation (Jowett, 2017). The coach–athlete relationship can be defined as a dynamic interaction wherein the feelings, thoughts and behaviours of both athlete and coaches are mutually and causally interconnected (Jowett and Shanmugam, 2016, In Schinke, McGannon & Smith (Eds.), Routledge International Handbook of Sport Psychology, Relational Coaching in Sport: Its psychological underpinnings and practical effectiveness (pp. 471–484). Routledge). This present study explored the coach–athlete relationship through the lens of Self-Determination Theory. This multidimensional theory underscores various facets of motivation suggesting that coaches' behaviours influence athletes' motivation by directly influencing their three basic psychological needs (Deci & Ryan, 2008, Can Psych, 49, 182–185). The study builds on previous research highlighting the pivotal role of coaches in shaping positive sporting environments and the significance of closeness, commitment and compatibility in the coach–athlete relationship (Jowett & Nezlek, 2012, J Soc Pers Rel, 29, 287–301). The purpose of the present study was to further understanding of the association between the coach–athlete relationship and contextual motivation among weightlifters. Previous studies have expounded a motivational model of the coach–athlete relationship that outlined a sequence wherein coaches’ actions bear influence on athletes’ intrinsic and self-determined extrinsic motivation by shaping their perceptions of autonomy, competence, and relatedness (Mageau & Vallerand, 2003, J Sports Sci, 21, 883–904). It was hypothesised that a coach–athlete relationship scores would be a negative predictor of amotivation and external regulation (H1). It would, however, be a positive predictor of more intrinsic forms of motivation (H2). Specifically, those who perceive their coaches as supportive, understanding and competent will report higher levels of intrinsic motivation within the training environment. Following institutional ethical clearance (33249-A-Nov/2023-47988-1), a sample of male and female weightlifters (N = 20; females = 11) were asked to complete an 11-item version of Coach–Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2003) and the 18-item Sports Motivation Scale (SMS-2; Pelletier et al., 2013). There was no time gap in the administration of the two questionnaires. A series of standard linear regression analyses was computed using CART-Q subscales as predictor variables and each SMS-2 subscale as the dependent variable. H1 was not supported, as the CART-Q subscales were not a significant negative predictor of amotivation and external forms of motivation. H2 was supported given that the CART-Q subscales were positive predictors of intrinsic motivation subscales.

What did we learn about elite student-athlete mental health systems from the COVID-19 pandemic?

Elite student-athletes (SAs) in higher education (HE) have distinct mental health (MH) risks. The COVID-19 pandemic put pressure on systems and increased elite SA vulnerability to adverse MH outcomes.The aim...

College Football “Kids”: Infantilizing Language in Football Bowl Subdivision Bowl Game Broadcasts

Paternalistic institutional structures are strategically arranged to maintain locus of control and preserve male-centric patriarchal authority. A confluence of cultural, social, and legal structures perpetuates paternalism within National Collegiate Athletic Association college sport and specifically in Football Bowl Subdivision (FBS) football. This study examined FBS bowl game broadcasts to determine the prevalence of paternalistic and infantilizing commentary. An analysis of in-game commentary from a sample of 18 FBS bowl games from the 2019 to 2020 season revealed that commentators frequently infantilize FBS football players, normalizing a paternalistic and exploitative coach–athlete relationship.

Coach Leadership Behavior and Student Athlete Performance: Towards A University Sports Leadership Program

This study investigated the correlation between coach leadership behavior and their performance in Huaihua University, Hunan Province, China with the purpose of proposing a University Sports Leadership Program. The participants in this study are college athlete athletes. Stratified sampling technique was used in the selection of participants. There was a total of 240 college athletes representing the various sports team in the university. The researcher used adapted questionnaires that assessed the leadership behavior of coaches and athlete performance respectively, using some constructs from the Leadership Scale for Sport (LSS): training and instruction, democratic decision making, autocratic decision making, social support and positive feedback and A Cross-Sport Athletic Performance Rating Scale measuring Self-motivation, Self-confidence, Emotional Stability, Athletic Ability, and Character. The overall result suggests a strong relationship, as coach leadership behavior is significantly and highly correlated with student athletes' level of performance; and The Sports Leadership Program emerged as a result of an in-depth study that revealed a strong correlation between athlete performance and coach leadership behavior. The program aims to maximize team relationships and athlete development by addressing gaps in coaching techniques that have been discovered.

Interrelation of mental toughness, religiosity, and happiness of elite adolescent athletes based on gender, type of sport, and level of education

There are no studies that comprehensively discuss mental toughness, religiosity, and satisfaction based on gender, type of sport, and different school levels, especially in the context of elite youth athletes. In fact, this variable is believed to be a very important construct in relation to athletes' performance and achievements on the field. The purpose of this research is to explore athlete’s mental toughness, religiosity, and life happiness based on gender, type of sport, and school level. A total of 97 elite youth athletes were included in the study (age = 15.22 ± 1.34; F = 36, M = 61). Research data were collected using standard instruments used by scientists around the world, namely the Mental Toughness Index (MTI), Spirituality in Sports Test (SIST), and Satisfaction with Life Scale (SWLS). Analysis of variance, correlation, and path analysis were used to understand more deeply the three research variables based on the athlete’s gender, type of sport, and school level. This study found that there was a significant difference only in the athlete's religiosity variable based on school level (F = 6.212, p ≤ .01). Athletes' mental toughness has a significant relationship with religiosity (r = .343; ρ = .323; p ≤ .01) and happiness in life (r = .340; ρ = .200; p ≤ .01). Apart from that, it also appears that religiosity has a significant relationship with happiness in life (r = .475; ρ = .406; p ≤ .01) and athlete age is significantly correlated with religiosity (r = .233; ρ = .200; p ≤ .05). Athletes' mental toughness has a significant relationship directly to satisfaction and indirectly through religiosity. These three variables have an important role in competitive sports so coaches or athlete coaches need to provide psychological intervention to improve these three variables. Keywords: elite youth athletes, mental toughness, religiosity, satisfaction.

Exploring athletes’ gendered views of coaches and their impact of coach competency ratings

This study draws on social role theory, role congruity theory, and the black sheep effect to explore athletes’ gendered perceptions of coach competence. The study relied on a sample of 308 New Zealand athletes across sports levels and modalities who completed an online survey. Participants were randomly assigned to one of four vignettes, in which coach gender (female vs. male) and coaching style (communal vs. agentic) were manipulated, and athlete gender was considered. The results show that male and female coaches did not receive significantly different coach competency scores (relational and strategic competencies), that a communal coaching style was linked to higher ratings in both relational and strategic competencies, and that the interplay of athlete gender, coach gender, and gender conforming/non-conforming coaching style did not significantly affect coach competence scores. However, participants’ comments to the open-ended question presented at the end of the survey suggest that athletes still hold gendered views of coaching competence at the elite level. We discuss the research and practical implications of our findings.

Initial Validation of the Coach-Athlete Relationship Questionnaire in a Sample of Portuguese Athletes.

Our primary objectives in this study were to translate and provide psychometric support for the Coach Athlete Relationship Questionnaire (CART-Q) Portuguese version, assess its invariance across sex, and explore its nomological validity in relation to enjoyment. Our sample participants were 470 athletes (226 females, 244 males) aged between 16 to 39 years from various individual and team sports. We found that the translated Portuguese version of the CART-Q exhibited satisfactory test-retest reliability and can serve as a reliable tool for evaluating the core constructs of the coach-athlete relationship - closeness, commitment, and complementarity. Moreover, this instrument showed evidence of nomological validity through significant positive correlations between its underlying factors and athletes' enjoyment with their sport. The proposed model for explaining item variance was also found to be invariant between male and female respondents. We recommend further use of this instrument in research and practical applications.