Experienced Coaches Research Articles

Study on Coaches’ and Athletes’ Attitude Towards the Consumption of Doping Substances

Doping continues to attract the attention of specialists in the field of Sports Science due to its frequency of occurrence and the need for scientific substantiation of educational interventions. In all the conditional factors of doping behaviour, coaches and athletes are the key factors. Coaches are often identified as a potential enabler in athletes' doping, but precisely for this reason, they continue to be identified with their status as important potential agents in doping prevention. In turn, the athlete is the product of his own development and social-educational-cultural factors. The behavior of rejection or acceptance of the use of prohibited substances is determined by internal, subjective factors and external, social-environmental factors. An extensive model of risk factors, at international level, shows that interventions are needed at different levels for the educational effect to increase. In order to identify the attitude of coaches and athletes working in the Romanian sports system, between February and April 2022, online, with the help of Google forms, two questionnaires about anti-doping knowledge and attitudes were applied, one for athletes and one for coaches. The analysis of the results found that experienced coaches are better informed and have objective views on the impact of doping in sport. On the other hand, athletes resort to doping under peer pressure, lack of time required for training and as a result of competition pressure. Knowledge of these attitudinal peculiarities allows the formulation of recommendations on educational activities in the field of anti-doping education. Keywords: coaches, athletes, anti-doping, doping substances

Examination of experienced coaches and physical education teachers' teaching methods and their perceptions regarding these methods-2023.

It is widely acknowledged that coaches and physical education teachers play an important role in supporting holistic development in children and ensuring optimal performance in the training processes carried out to acquire fundamental movements and sport-specific basic skills. However, there is a need for further information on how both groups utilize and value different teaching methods during the training. The present study aims to examine the perceptions of coaches and physical education teachers regarding the use and value of teaching methods. The "Coaches' Instructional Methods Utilization Scale" for coaches and the "Physical Education Teachers' Perception of Teaching Methods Scale" for physical education teachers were administered to 114 coaches and 115 physical education teachers voluntarily participating from three randomly selected provinces of Türkiye. The Cronbach Alpha values ranged between .89 and .93 for the "Coaches' Instructional Methods Utilization Scale" and between .90 and .96 for the "Physical Education Teachers' Perception of Teaching Methods Scale". Descriptive statistics were used in research, t-tests in binary comparisons, One-Way ANOVA in multiple comparisons, and Tukey's test in determining the source of differences. Similarities were observed in the most and least used methods by coaches and physical education teachers, as well as in their perceptions of the highest and lowest values for these methods. Additionally, coaches and physical education teachers exhibited similarities in their perceptions of value in terms of entertainment, learning, and motivation. It was observed that female physical education teachers had lower value perceptions among the levels of use of teaching methods and value perceptions according to gender. Comparing the usage levels and value perceptions of teaching methods by professional experience, significant differences were found in Exercise (B), Learner-Designed Individual Program (I), and Learner-initiated (J) methods for coaches, whereas no statistically significant difference was observed in value perceptions. Moreover, considering the physical education teachers, significant differences were found in Command (A), Self-Check (D), Guided Discovery (F), Problem-Solving: Single Solution (G) methods, and in value perceptions for the Exercise (B), Guided Discovery (F), Problem-Solving: Single Solution (G), Problem-Solving: Crating Different Paths (H), and Learner-initiated (J) values.

Resistance Training Practices of Brazilian Olympic Sprint and Jump Coaches: Toward a Deeper Understanding of Their Choices and Insights (Part III).

In the final part of this three-article collection on the training strategies of Brazilian Olympic sprint and jump coaches, we provide a detailed description of the resistance training methods and exercises most commonly employed by these speed experts. Always with the objective of maximizing the sprint and jump capabilities of their athletes, these experienced coaches primarily utilize variable, eccentric, concentric, machine-based, isometric, complex, and isoinertial resistance training methods in their daily practices. Squats (in their different forms), Olympic weightlifting, ballistics, hip thrusts, lunges, calf raises, core exercises, leg curls, stiff-leg deadlifts, and leg extension are the most commonly prescribed exercises in their training programs, during both the preparatory and competitive periods. Therefore, the current manuscript comprehensively describes and examines these methods, with the additional aim of extrapolating their application to other sports, especially those where sprint speed is a key performance factor.

The Head Coach as a Coach Developer: A Coach Education Case Study inside a World Champion Futsal Team

As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it enables an in-depth investigation of the complexity and uniqueness of this particular technical staff in educational context. Participants included four experienced coaches, one HC and three ACs. Data was gathered through semi-structured interview method and analyzed by thematic analysis. Findings highlighted an intentional structuration of sequence and timings of the pedagogical tasks and activities assigned by the HC to ACs. Evidence emphasized the (i) vision of mistakes as learning opportunities, (ii) fostering commitment of ACs to enhance team performance, and (iii) space to plan and lead in practical contexts as the main strategies adopted by the HC, who also considered reflective skills as a paramount competency and pedagogical strategy in coach education. From ACs’ perspective, these strategies largely impacted their personal and professional growth. Findings could guide the re-design of future coach education programs.

Training practices used by elite sprint coaches

ABSTRACT Scientific knowledge of the training of elite athletic sprinters is limited, and much of their training relies on the intuition and expertise of experienced coaches. Therefore, the objective of this study is to provide an overview of the training practices employed by elite Spanish sprint coaches. A descriptive analysis was conducted using customised questionnaires from 14 sprint-specialised coaches who volunteered to participate. These coaches used both traditional (50%) and block periodisation (50%). Many coaches (78.6%) divided training into three phases within each of the two macrocycles. Additionally, all coaches incorporated a tapering phase of varying durations. During the general preparation phase, the focus was on strength training (78.6%) and tempo training (85.7%). In the specific preparation phase, priority was strength-speed (92.9%) and speed-endurance (100%). The competitive phase emphasised speed-strength (100%), acceleration and maximal velocity (92.9%). Coaches incorporated technique work prior to sprint sessions (100%) and conducted specific monitoring/testing sessions (78.6%). Most coaches also monitored indicators of fatigue (78.6%) and recovery parameters (100%). In conclusion, elite Spanish sprint coaches employ relatively similar strength and sprint training methods throughout the season, gradually shifting the focus towards competition specificity. However, these coaches implement different macro-periodisation models.

Coach Experience and Age-Category effects on Young Soccer Players Training Environment: An Exploratory Study on Perceived Coaching Behavior in Timor-Leste

The objective of this investigation was to analyse soccer player’s perception of coaching behavior in Timor-Leste, comparing coaching experience (experienced vs inexperienced coaches) and age-categories (under-10 vs under-14 male). Data was collected using the Coach Behavior Assessment System questionnaire. Two experienced coaches and three inexperienced coaches from five different soccer clubs were subjects of the investigation. Seventy-five under-10 and one hundred and forty-two under-14 players responded the questionnaire. A Kruskal-Wallis test was completed to evaluate differences between the two scenarios. Statistical differences were observed in inexperienced coaches for mistakes/errors and misbehaviors as rated by the players, and in experienced coaches for general technical instruction. Under-14 players revealed significantly higher scores to the opposing age group for all spontaneous behaviors and for positive reinforcement, mistake-contingent encouragement, and mistake-contingent technical instruction, while Under-10s rated higher behaviors for keeping control. Timorese’s soccer coaches should promote a positive and reinforced training environment that can be focused on player’s progress. It is recommended a more holistic approach to coach educational programs.

Competition Experience of the Coach and Team Performance in the Kenyan National Soccer and Volleyball Leagues

Purpose: The objective of the study was to establish whether past competition experiences of the coach predicted team performance in the Kenyan national soccer and volleyball leagues.
 Methodology: The study adopted Cross-Sectional survey design. The population of the study was 53 head coaches handling teams in the Kenyan national soccer and volleyball leagues. Census sampling was used to pick the 53 coaches for the study. Data collection instrument was a self-administered questionnaire for the coaches. The coaches’ questionnaire was divided into sections which captured demographics and academic background. The study used Statistical Package for Social Sciences (SPSS Version 22) for data analysis. Chi-Square and Fisher’s Exact test was used to show whether competition experience had an effect on the team’s performance. Data was presented using tables
 Findings: For soccer, Chi square and Fisher’s Exact Test results showed that coaches past competition experience had a significant effect on team performance (χ2 =30.292≤ p 0.05 9df). The fisher’s exact test had a p value of 0.003 which was also less than 0.05 confirming that there was a significant relationship between soccer coaches’ past competition experience and team performance. For volleyball, Chi square and Fisher’s Exact Test results showed that volleyball coaches past competition experience had a significant effect on team performance (χ2 =23.910≤ p 0.05 9df). The fisher’s exact test had a p value of 0.008 which was also less than 0.05 confirming that there was a significant relationship between volleyball coaches’ past competition experience and team performance.
 Recommendations: Policy makers such as team managers, owners and other stake holders in sports to consider more experienced coaches. They should consider coaches who have long period of coaching experience as well as coaches with a long period of competition experience. This is because coaching knowledge comes from observations and experiences of other coaches. Team managers, owners and other stake holders in sports should also consider coaches with past playing experience from recognized local clubs. This will enhance team performance.

A comprehensive approach to special physical training for experienced judo athletes aged 19-21: minimizing health risks

Background and Study Aim. The physical training of experienced athletes is essential to maintain their high level of performance. However, excessive physical exertion can lead to negative consequences on the athletes' health. The aim of this research is to identify the specific influence of physical exertion in the special physical training process of experienced judo athletes aged 19-21 and to provide recommendations for improving their training process, with a focus on ensuring athlete safety and maintaining their health level. Materials and Methods. A questionnaire survey was conducted with 20 trainers-teachers, including four experienced coaches from Ukraine, to obtain information on the features of special physical training of judo athletes aged 19-21. The questionnaire included questions related to the trainers' opinions on individualization of the training process and the connection between special physical training and technical training. Results. The study found that the trainers-teachers emphasized the importance of individualization of the training process and the tendency towards narrow specialization. They also closely connected the process of special physical training of highly qualified judo athletes with technical training, while taking into account the athletes' individual capabilities to ensure their safety and health. Conclusions. In planning the educational and training process of experienced judo athletes, it is necessary to prioritize the athletes' safety and health level through individualization of physical activity. The study recommends a combination of special physical training with technical training, while taking into account the athletes' individual capabilities, to improve the performance of experienced judo athletes aged 19-21.

Contextual factors contributing to quality implementation of the PAX good behaviour game in Estonia: the view of experienced coaches

Sotsiaal-emotsionaalsete pädevuste omandamisest võidavad kaasava hariduse kontekstis väga erinevad õppijad. Eestis on täheldatud ja tõendatud VEPA Käitumisoskuste Mängu mõju laste sotsiaal-emotsionaalsetele pädevustele ja heaolule klassis, kuid pole selge, millistest teguritest sõltub VEPA metoodika rakendamise kvaliteet erinevates koolides ja klassiruumides. Seetõttu oli siinse uurimuse eesmärk välja selgitada kogenud mentorite arusaamad programmi kvaliteetsest kasutamisest ja seda mõjutavatest teguritest. Tulemused võimaldavad pöörata tähelepanu programmi kasutamise võimalikele kitsaskohtadele ja neid teadlikult ennetada. Mentorid kirjeldasid eeskätt rakendamise protsessi tahke ja õpilaste reaktsioone. VEPA programmi kasutamist mõjutavad mentorite hinnangul enim õpetajate omadused, programmi toe struktuur, õpetaja ja mentori koostöösuhe ning programmi kasutajatele antav tagasiside ja ühiskondlik kõlapind.
 Summary

On becoming a coach: Narratives of learning and development

Coach maturation: understanding the why, what and how has the potential to influence the coaching profession in its own journey of professionalisation. This paper seeks to provide some insight to how experienced coaches understand their own development processes. With a few exceptions, little has been published on coach development and the literature evidences its strong emphasis on client development leaving a vital knowledge gap in coaches’ learning and development. This study aims to address this void by exploring experienced coaches’ experience of their developmental journeys by employing Interpretative Phenomenological Analysis (IPA) as a research methodology. We purposively selected 46 experienced coaches and interviewed 32 using semi-structured interviews. The findings appeared as a series of narratives, nonlinear, and no logical sequence, it could be defined as ‘messy’. The narratives are: Vehicles of Development, Awareness, Letting Go, Ethical Practice and Characteristics of the Becoming of a Coach. These narratives collectively explain how coaches subjectively approach their often-unplanned development. The findings offer a unique research-based contribution to the literature on coach development with implications for coach education.

Visual exploratory activity and practice design: Perceptions of experienced coaches in professional football academies

The aim of this study was to explore: (a) football coaches’ perceptions of visual exploratory activity (VEA) and (b) the practice activities designed by coaches believed to develop VEA. Semi-structured interviews were conducted with nine coaches who held the UEFA A or B Licence in coaching football. All coaches worked in an English professional football club's academy and held different coaching positions. Thematic analysis of the data identified three themes: Importance of VEA, Development of VEA and Delivery of VEA (e.g., practice design, visual aids, technology and questioning). The interviews revealed that all coaches hold VEA as an integral part of player performance yet are unsure of how to develop this behaviour. They deemed that VEA should be developed at a young age to enable players to reach an elite level of performance. Despite these views, coaches did not feel that VEA should be a particular focus on individual sessions and believed the VEA behaviour would be drawn out from practices used by coaches. There was a range of activities ( N = 33) discussed by the coaches when they were asked to draw and provide examples of practices that they would use to develop VEA. The percentage of planned practices that were deemed active decision-making activities (70%) was greater compared to non-active decision-making activities (30%). This study has implications for the planning and interventions coaches place on practices to develop VEA. Future research should consider investigating the impact different types of practice have on performers’ VEA.

What Factors Discriminate Young Soccer Players Perceived as Promising and Less Promising by Their Coaches?

ABSTRACTPurpose: This study aimed to verify whether there are differences in physical, technical, and tactical assessment outcomes derived from field-based tests and small-sided games (SSG) in addition to anthropometric and maturational characteristics between players classified as promising and less promising as per the coaches’ perception. Method: A total of 53 male U-15 youth soccer players (age: 14.8 ± 0.2 years, weight: 61.7 ± 6.9 kg, height: 171.8 ± 6.7 cm) and three experienced coaches from three distinct sports clubs were enrolled in this study. Based on the coaches’ perception, players were split into three group levels for both short- and long-term success ranking: (i) promising (PL; top 5 players; n = 15), (ii) intermediate (IL; n = 23) and (iii) less promising (LPL; 5 bottom players; n = 15). The following measures were determined: anthropometry, maturity offset, vertical jump, and aerobic-anaerobic running performance, soccer- specific skills tests, GPS-based running metrics, technical and tactical actions during SSG, and minutes played throughout the season. Results: There were no differences between groups for anthropometrical, maturational, and physical outcomes. PL players in both rankings covered more distances at sprinting and presented more offensive technical and tactical actions during SSG than their LPL peers. PL and IL presented more minutes played in competitive seasons than LPL of short-term ranking. Conclusion: The biggest differences between the players ranked by their coaches were apparent only during a representative game task, emphasizing the importance of SSG as a tool to assess the players’ technical-tactical awareness. In addition to the SSG, the coach’s eye plays a key role during the talent identification and selection process.

INTER-RATER RELIABILITY OF CERTAIN PARAMETERS OF BASKETBALL JUMP SHOT

in sport training practice. The aim of this study was to establish whether basketball coaches are capable of uniformly (congruently) evaluating the release time, release angle, ball rotation and overall correctness of a jump shot by observing it with the naked eye. The study included a sample of 13 coaches (six with more and seven with less experience) whose task was to evaluate basketball jump shots made by young basketball players aged 15.1 (± 0.75) years on average from a distance of 4.5 m. The values of Pearson’s correlation coefficients and multiple correlation coefficients (generally above 0.7) as well as Cronbach’s alpha coefficients (above 0.9) and Kendall’s W coefficients of concordance (mostly below 0.1) show a high level of uniformity and congruence in the evaluations of the quality (correctness) of a shots as a whole and also individual shot parameters. Quite a lower level of uniformity and congruence can be established in the evaluations of the consistency of individual parameters. This applies to both groups of more experienced and less experienced coaches (raters). The results allowed an assessment that the levels of reliability of the evaluation of the group of at least six raters are appropriate for scientific research. Given the low values of the ICC (Inter Class Correlations), only equalling about 0.6, we can say that only one rater did not meet the scientific evaluation criteria.

Self-Care Theory and Translation to Intervention

Self-care is defined as a process of maintaining health through health promoting practices and managing illness when it occurs. Self-care is integral in the management of chronic conditions, but even those without illness engage in some level of self-care daily. In our on-going study we promote self-care as a means to control the stress associated with caregiving. We acknowledge the burden of caregiving for a loved one experiencing a serious chronic illness. That responsibility is typically associated with significant stress for the caregiver. We use stress theory to address the caregivers’ appraisal of events and coping responses. Three experienced health coaches were hired to provide 10 sessions of coaching over a 6-month period to each of the caregivers randomized to the intervention group. The emphasis of the iCare4Me coaching sessions is to address primary and secondary appraisal and coping as a means to improve self-care and thereby decrease stress.

COVID-19 Prevention Measures Implemented by Tennis Coaches: The Role of Continent, Experience, and Type of Facility.

The prevention strategies used by tennis coaches when delivering tennis lessons during the COVID-19 pandemic were analyzed in this study. An ad hoc questionnaire collected data from 655 Spanish and Portuguese speaking tennis coaches working in Latin America and Europe. Differences in the prevention measures were analyzed according to the continent, the coaches’ experience, and the type of facility they worked in. Results showed that coaches used information provided from local and national organizations more than from international ones. Hand hygiene, communication of preventive strategies, and changes in the coaching methodology were the most used prevention measures. Latin American coaches and those working in public facilities implemented the measures more often than their European colleagues or those working in private venues. Finally, more experienced coaches showed a greater awareness of the adoption of the measures than their less experienced counterparts. The data provided by this research may assist in developing new specific guidelines, protocols, and interventions to help better understand the daily delivery of tennis coaching in this challenging context.

A\xa0Cognitive-Behavioral Stress Management Coaching

In this article, we present a theoretically well-founded coaching concept, which can be assigned to the cognitive-behavioral area and which aims to optimally deal with stress. The coaching concept is based on Lazarus’ transactional theory of stress and coping. The three coaching sessions based on this theory are described in as much detail as possible. We explain which exercises can be used and how – both during and between the coaching sessions – in order to provide the best possible support for stress management and goal attainment. The specific procedure is illustrated with the case study “Mr. Smith” and reflected from the coach’s perspective. The description of the cognitive-behavioral stress management coaching (abbreviated to CBSM coaching) and the case study therefore offer both suggestions for experienced coaches and a good guide for newcomers to the field. The effectiveness of the CBSM coaching has already been empirically proven. The results of this already published evaluation study will be presented in the overview. With the theory-based development and the practical presentation of the CBSM coaching concept, a contribution should be made to further close the gap that sometimes arises between coaching research and practice.

“It’s all about knowing the young person”: Best practice in coaching autistic athletes

ABSTRACT Autistic individuals participate in significantly less sport than their typically developing peers. This study aimed to reduce barriers to participation by exploring the views of experienced coaches when suppporting autistic individuals to engage in sports. Ten semi-structured interviews were conducted with coaches of autistic young people from a range of sports. Data were transcribed and analysed using reflexive thematic analysis. Six key themes were identified: the coach-athlete relationship, understanding your autistic athlete, coaching strategies, behaviour support, benefits of participation, and coach education and context. The findings suggested that coaches utilised environmental, communication, and behavioural strategies to support participation. Recognising the diversity of this population the findings suggest a person-centred approach to coaching is required, understanding individuals needs and developing a trusting relationship with the athlete and their families. Coaches largely gained their knowledge through informal routes and the study identified a need for more autistic-focussedcoac education resources.

A Nation-Wide Survey of High School Baseball Coaches' Perceptions Indicates their Arm Care Programs Play a Role in Injury Prevention.

BackgroundArm care programs consisting of upper extremity strengthening and stretching have been recommended for injury prevention for pitchers of all ages. There has been no investigation into high school baseball coaches’ usage and perceptions of arm care programs to mitigate physical impairments associated with injuries in baseball players.Hypothesis/PurposeThe purpose of this study was to investigate the current usage of arm care programs by high school baseball coaches. The primary objective was to determine if coaches use group-based or individualized arm care programs. The secondary objective sought to determine if the use of arm care programs is influenced by coaches’ age, education, and experience level. Finally, this study explored the potential barriers to arm care implementation and high school baseball coaches’ current awareness and beliefs of injury prevention.Study DesignDescriptive cross-sectional surveyMethodsA 29-item online survey was emailed to 18,500 high school baseball coaches throughout the United States. Data were collected for three months, and the response rate was 3.7%.ResultsA total of 87.3% (n=571/654) of responding coaches use arm care programs with their players. Of coaches performing arm care, only 18.5% of 571 individualize their arm care exercises based on specific player needs. However, older and more experienced coaches are more likely to individualize their programs. Among the 12.7% (n=83/654) of coaches who do not use arm care programs, the two most commonly cited reasons for not implementing arm care were lack of observed benefit (41%) and insufficient staff (31%). Although 42% of 654 coaches recognized reduced shoulder mobility as a major contributor to injury, risk factors such as throwing with a fatigued arm, previous injury history, and throwing > 8 months per year were not consistently identified as primary risk factors.ConclusionThe results of this study suggest that the majority high school baseball coaches implement group-based arm care exercise programs to prevent injury. Lack of confidence in the effectiveness and staffing limitations were major barriers to implementation of arm care programming. However, the responding coaches exhibited inconsistent risk factor awareness and dated injury prevention beliefs. Therefore, better educational collaboration between rehabilitation professionals and high school coaches regarding injury risk factors and preventative strategies is warranted.Level of EvidenceLevel 3

MODERN COACHING APPROACHES TO THE ORGANIZATION OF THE EDUCATIONAL AND TRAINING PROCESS FOR YOUNG BASKETBALL PLAYERS IN DIFFERENT ROLES

Introduction. Changes in the basketball game rules, improvement of training methods for young athletes, and current trends in the development of the game in the world change views and attitudes of experienced coaches to the organization of the training process. Debatable questions between supporters of early game specialization and their opponents regarding the determination of the specialization starting time, choice specifics, peculiarities of requirements, and approaches to the training of technical and tactical actions for the respective game role of players stipulate to emphasise the problem and its consideration. Aim is to investigate and substantiate the approaches for coaches of children and youth teams to the organization of the educational and training process concerning the game roles of young basketball players. Material and methods: analysis and generalization of data taken from scientific and methodical literature sources and the Internet, comparative and historical (comparative) research method, questionnaires using google-form, methods of mathematical statistics. Results. Due to 11 questions of the google-form, a survey of 27 coaches of the All-Ukrainian Youth Basketball League was conducted regarding debatable issues related to the training of young basketball players. Modern approaches to the work of coaches-practitioners were implied to determine the game specialization starting time, choice specifics, the peculiarities of requirements, and approaches to training technical and tactical actions of players of the appropriate role. Conclusion. The current position for experienced coaches of children and youth teams of boys and girls, who won prizes in the All-Ukrainian Youth Basketball League was defined, regarding approaches to the educational and training process concerning the beginning of studying and features of the requirements for game specialization. It was found that the majority of respondents develop the skills for the game of a young basketball player in a specific game role at the age of 13-14 and against early specialization; the priority of the choice for the game role focuses on the physical qualities and realization of distribution during training according to three categories (defender, striker, central); among the requirements for the role are the basic functionality of technical and tactical actions, the need to compete in different roles and the need to acquire skills and abilities to implement in the competitive process, inherent to the adjacent roles

Self-Efficacy Belief and the Influential Coach: An Examination of Collegiate Athletes

Self-efficacy beliefs related to the performance of a task have been identified as strong predictors of performance success. Research has hypothesized that the most influential contextual factor in athlete self-efficacy development is the athlete-coach relationship, yet there is little research on this relationship. The purpose of this study was to examine collegiate athletes’ perceptions of the prevalence of transformative and destructive coaches, the teaching methods athletes perceive to be transformative (strengthening self-efficacy belief), and the influence of coaching methods on sport self-efficacy belief. Just over two-thirds of the athletes expressed having transformative coaches while over one-third experienced coaches they defined as destructive, with many of these coaches utilizing overtly abusive tactics. This positive and negative exposure was significantly related to athlete self-efficacy belief. Transformative coaching methods were highlighted which add to the body of sport management research by highlighting how coaches influence performance beliefs of their athletes.