Expertise In Coaching Research Articles

The Relationship Between Coaches’ Leadership Styles and Athletes’ Burnout Among UiTM Perlis Athletes

Burnout among athletes can be influenced by many factors and one of the most significant factors that influence athletes towards burnout is the leadership involved in their particular sports. Thus, the purpose of this study is to identify the preferred coaches’ leadership styles, levels of athletes’ burnout, and to investigate the relationship between coaches’ leadership styles and athletes’ burnout among UiTM Perlis athletes. A total of 164 athletes (85 males and 79 females) participated in this study. The Revised Leadership Scale for Sport and the Athlete Burnout Questionnaire were used to collect data. Further, the data were analysed by using means and standard deviation of each item. Meanwhile, the Pearson Correlation Coefficient was used to investigate the relationship between coaches’ leadership styles and athletes’ burnout. Statistical significance was set at p < .05. Results revealed that positive feedback was the most preferred coaches’ leadership styles among UiTM Perlis athletes (M = 4.24, SD = .54). Results also showed that the overall score for burnout among athletes was considered low to moderate (M = 2.52, SD = .70). Pearson correlation test showed that there was a significant relationship between coaches’ leadership styles of autocratic behaviour (r = .385, p = .001), training and instruction (r = -.269, p = .001), positive feedback (r = -.295, p = .001), situational consideration (r = -.217, p = .005) and athletes’ burnout. Thus, this finding revealed that when coaches provided more training and instruction, more positive feedback, more situational consideration, and less autocratic behaviour tend to be associated with lower levels of burnout among athletes due to the expertise of coaches that could influence the athletes’ psychological well-being.

What Is Evidence-Based Practice in Strength and Conditioning?

ABSTRACT As the field of strength and conditioning (S&C) continues to grow, there are noticeable increases in jobs, salaries, research, and media coverage of malpractice; it is therefore prudent to define evidence-based practice (EBP) for S&C coaches. In line with clinicians and medical practitioners, this will help guide best practice and inform stakeholders on the design process of the various training and testing interventions implemented, to improve the physical capacity of athletes. Thus, the aim of this article is to define EBP in S&C, and in doing so, the following definition was provided: In strength and conditioning, evidence-based practice involves integrating scientific research with coach expertise such that the individual needs of athletes are met in terms of physicality, values, preferences, and constraints.

Organizational Commitment among the Top-Level College Basketball Players in Japan: Focused on Bases of Power and School Stages at High School and University

This study examined the degree of organizational commitment, the content of bases of power, and the relationship between organizational commitment and bases of power of high school and university stages of elite university basketball players in Japan. One hundred sixty-six (166) university basketball players from the Kanto University Basketball Federation Men's Division 1 League took part in this study. They completed questionnaires about their high school and university coaches. For organizational commitment, affective commitment was significantly higher for the high school stage than the university stage (p 0.001). For bases of power, the university stage had significantly higher scores for expert power (p 0.001), while closeness-trust power and punishment power scores were significantly higher in the high school stage (p 0.001). For the high school stage, motivational power and for the university stage, motivational and expert powers showed as determinants of organizational commitment. In the relationship between organizational commitment and bases of power in the high school stage, it was noteworthy that no significant influence of expert power was confirmed. The results suggested that it is important for coaches to rely on motivational and expert powers to increase organizational commitment. To nurture players who want to contribute to a team, it was speculated that coaches should constantly have strong motivation for coaching and make efforts to maintain relationships with their targets so that their attitude is understood by players, and also not neglect daily information gathering, training, and interaction among coaches to maintain high expertise in coaching.

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.

성공사례기법을 적용한 경력단절여성 대상 커리어 코칭 사례연구

The purpose of this study is to explore the success stories of participants in a career coaching program designed for women who have experienced career interruptions. For this research, we conducted a case study by selecting successful examples among the coachees (participants) in the “Career Coaching Program for Women with Career Interruptions” held at the Saeil Center in Area G, Seoul. Interviews were conducted with three coachees, and the analysis identified their experiences before, during, and after coaching, as well as the factors contributing to the success of the coaching. Women with career interruptions initially joined the coaching program by chance, often accompanied by psychological unease. Through the coaching experience, they established a positive self-identity, underwent a mindset shift concerning work, and ultimately regained confidence in job-seeking activities. Furthermore, conversations with the coach helped them establish a sense of direction in their careers and take on new career challenges. The study confirmed that the coach's expertise, trust, and social support were instrumental in achieving successful coaching outcomes. Based on these findings, this study suggests implications for expanding career coaching programs that can assist women with career interruptions in re-entering the job market.

High performance coach cognition in the wild: using applied cognitive task analysis for practical insights-cognitive challenges and curriculum knowledge.

Despite significant empirical work in the sport coaching domain, there remains a paucity of evidence to inform practice in high-performance sport coaching. As a result, there are gaps in our understanding regarding coaching expertise at different levels of athlete performance. A significantly underutilized approach in coaching research is Cognitive Task Analysis and it's knowledge elicitation tools. Addressing these concerns, here we utilize applied Cognitive Task Analysis and a semi-structured interview protocol to elicit the cognitive challenges and use of knowledge by a group of N = 7 high-performance endurance sport coaches from a single national governing body. Analysis suggested prominent and ongoing challenges in day-to-day practice which, in turn require significant adaptive skill. In addition, results show how coaches used knowledge flexibly and conditionally to meet the demands of their role. A novel finding being the identification of the use of curriculum knowledge to mentally project the needs of athletes. The findings suggest opportunities for utilizing Cognitive Task Analysis to investigate the cognitive challenges of sport coaching and enhance coach development practice.

Developing the Triad of Knowledge in Coaching: Think Aloud as a Reflective Tool Within a Category 1 Football Academy

The current study aimed to explore the perceptions of football academy coaches on their use of a novel reflective tool (Think Aloud [TA]) and to understand if this can support the development of knowledge within coaches. Eight male coaches (Mage = 36) employed full time at a Category 1 football academy within the United Kingdom took part. All coaches attended a 2-hr workshop on the use of TA as a reflective tool, with the opportunity to practice TA while coaching. Participants were interviewed on their perceptions of TA as a reflective tool using a semistructured approach. Data were analyzed abductively, which allowed the generation of initial codes and the involvement of the triad of knowledge (professional, interpersonal, and intrapersonal knowledge), which has been adopted within coaching and identified as an approach to developing coaching expertise, within the analysis process. Findings suggest that all three types of knowledge can be developed through the use of TA, with subthemes identified within each type of knowledge: professional knowledge (player and coach development and session design), interpersonal knowledge (communication and relationships), and intrapersonal knowledge (biases, self-awareness, and reflection). This research offers a novel perspective on coach development through the implementation of TA, with potential to support the development of coaching knowledge and expertise.

Family treatment follow‐up: Love, not confrontation

Patrick Doyle, a social worker with expertise in recovery coaching, has been working with a family for four years. When we first wrote about their story in 2018, a young man with a serious alcohol use disorder (AUD) was in and out of residential treatment, doing well at times, but not at others. The mother was — and still is — pivotal to the son's recovery. This month, we talked to Doyle about a major breakthrough for the young man, in his early 40s, who finally asked for help.

“A Really Strong Bond”: Coaches in Women Athletes’ Experiences of Inclusion in Parasport

Women within parasport experience discrimination due to marginalization associated with gender and disability. In this study, the authors gain the insights of women parasport athletes about the affordances and constraints to inclusion with an emphasis on the role of coaches, using an ecological approach. Guided by qualitative description, the authors conducted individual and focus group interviews with ten women experiencing disability to explore their experiences and perspectives of inclusion in parasport. Two primary themes were identified: (a) within parasport and (b) beyond parasport, emphasizing the critical role of relationships with coaches and athletes to experiences of inclusion. The discussion highlights the multilevel influences and specific barriers that challenge inclusion, such as few numbers of women athletes, the need for coach expertise, and co-ed playing environments. In doing so, the authors also offer specific recommendations for coaching in women’s parasport.

An alternative conceptualisation of coach expertise

ABSTRACT The coaching industry has grown to become a multi-billion dollar business, yet there remain few barriers to entry and an absence of national governing bodies. Wide variation in quality of practice undermines the credibility of a field that has been found to be effective (Grover, S., & Furnham, A. (2016). Coaching as a developmental intervention in organisations: A systematic review of its effectiveness and the mechanisms underlying it. PLoS One, 11(7), e0159137. https://doi.org/10.1371/journal.pone.0159137; Theeboom, T., Beersma, B., & van Vianen, A. E. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1–18. https://doi.org/10.1080/17439760.2013.837499). Coaching stakeholders should therefore be motivated to understand what ‘good coaching’ looks like. However, it remains unclear what it means to be an outstanding, or expert, practitioner, or even whether the construct of expertise applies to the field of coaching. Within this paper, I critique literature that discusses coach expertise, and suggest the philosophical constraints embedded within current thinking imply the need for an alternative conceptualisation of expertise; adaptive expertise. Adaptive expertise is compatible with the complexity that characterises coaching, and prioritises coach decision-making (judgment and reasoning) over coaching outcomes. Many coaching texts largely ignore the construct of decision-making, with the exception of intuitive decision-making. Further research that seeks to understand coach judgment and decision-making will help coaches’ develop their practice, and may be a key to demystifying the central role of intuition in coaching.

Developing Iranian Sports Coaches’ Personal Brand

The aim of the present study was to design a model for developing the personal brand of Iranian sports coaches. The research population in the qualitative section was professors, experts and experts in the field of sports marketing and branding, and professional coaches of Iran and that of the quantitative section was 253 coaches, managers, athletes, fans, media, and economic and marketing activists, especially in the field of branding. In the qualitative section, the researcher-made questionnaire and deep and semi-structured interviews were used for data collection. The findings of the qualitative section were compiled in the form of 78 concepts, 17 categories and 6 dimensions and indicated that personality, coach's behavioral approach, communication, market approach, coach's expertise, performance and skill and macro levels are the most important factors influencing the development of Iranian sports coaches’ personal brand. Therefore, coaches, managers and sports marketers of Iran can rely on these factors and the model of this research to provide the necessary platform for the development of Iranian sports coaches’ personal brand and increase their income and credibility.

The Development of a Novel Questionnaire Approach to the Investigation of Horse Training, Management, and Behaviour.

Simple SummaryThe way horses are trained and managed influences their behaviour. The Equine Behaviour Assessment and Research Questionnaire (E-BARQ) was developed to gather information on the training, management, and behaviour of domestic horses. An international panel was established to assist with the questionnaire development and the pilot questionnaire collected data on 1320 horses. Statistical analysis revealed the E-BARQ to be a suitable representation of relevant features of horse training and management and the objective reporting of horse behaviour.The Equine Behaviour Assessment and Research Questionnaire (E-BARQ) is a questionnaire instrument developed to obtain quantitative data on the domestic equine triad of training, management, and behaviour of horses. The E-BARQ was developed to identify how changes in training and management impact behaviour over time, to define normal behaviour in horses, and to discover how to improve rider safety and horse welfare, leading to ethical equitation. During the development of the E-BARQ, we also investigated how best to motivate stakeholders to engage with this citizen science project. The pilot version of the E-BARQ collected qualitative data on respondents’ experience of the questionnaire. The pilot questionnaire was developed with the assistance of an international panel (with professional expertise in horse training, equitation science, veterinary science, equestrian coaching, welfare, animal behaviour, and elite-level riding), and was used to collect data on 1320 horses from approximately 1194 owner/caregiver respondents, with an option for respondents to provide free-text feedback. A Rotated Principal Component Analysis of the 218 behavioural, management, and training questionnaire items extracted a total of 65 rotated components. Thirty-six of the 65 rotated components demonstrated high internal reliability. Of the 218 questionnaire items, 43 items failed to reach the Rotated Principal Component Analysis criteria and were not included in the final version of the E-BARQ. Survey items that failed the Rotated Principal Component Analysis inclusion criteria were discarded if found to have a less than 85% response rate, or a variance of less than 1.3. Of those that survived the Rotated Principal Component Analysis, items were further assigned to horse temperament (17 rotated components), equitation (11 rotated components), and management and equipment (8 rotated components) groups. The feedback from respondents indicated the need for further items to be added to the questionnaire, resulting in a total of 214 items for the final E-BARQ survey. Many of these items were further grouped into question matrices, and the demographic items for horse and handler included, giving a final total of 97 questions on the E-BARQ questionnaire. These results provided content validity, showing that the questionnaire items were an acceptable representation of the entire horse training, management, and behavioural domain for the development of the final E-BARQ questionnaire.

Toward a Multidimensional Framework of Expertise and Professionalism in Sport Coaching. The Case for Adding Reflexivity to Reflective Practice

Toward a Multidimensional Framework of Expertise and Professionalism in Sport Coaching. The Case for Adding Reflexivity to Reflective Practice

초등학교 여자탁구지도자의 코칭 전문성 인식에 대한 합의적 질적 연구

초등학교 여자탁구지도자의 코칭 전문성 인식에 대한 합의적 질적 연구

Getting Better Together: A Website Review of Peer Coaching Initiatives for Medical Educators

Phenomenon: Peer coaching is a form of faculty development in which medical educators collegially work together to improve their teaching. Benefits include use of evidence-based teaching practices, promotion of collegial discussions, and reflection within the workplace teaching context. Some faculty developers have expertise in designing and offering peer coaching initiatives for medical educators. However, because of a paucity of reporting on these initiatives in the literature, this specialized knowledge is not readily accessible to the health professions education community. This gap hinders practice advancement and creates barriers for new initiative implementation. Approach: The authors conducted a website review to identify, examine, and conceptually map characteristics of peer coaching initiatives at Association of American Medical Colleges–accredited medical schools. Forty-five initiatives were included that maintained publicly accessible websites, performed direct observation of teaching with feedback, and had a stated purpose of improving teaching. Data collection included details related to initiative purpose, structure, participation, observation of teaching, feedback, and support of learning. Findings: Most initiatives were voluntary and provided formative feedback with the sole purpose of improving teaching. Nearly all used a three-phase process with a preobservation meeting for goal setting, direct observation of teaching, and a postobservation meeting with feedback. Many initiatives required peer coach training and expertise. Reflection, collaboration, confidentiality, and use of an observation instrument were frequently mentioned. Insights: This website review provides faculty developers with a knowledge synthesis of how present-day peer coaching initiatives are structured and enacted—laying a foundation to collaborate, build best practices, and identify areas for future research. These findings enable faculty developers to learn from and build upon others’ examples. Future research should explore whether there is an ideal coaching model and location for peer coaching within the higher level organization. In addition, researchers should seek to build consensus on initiative characteristics that enhance participation and foster teaching effectiveness.

Developing Expertise in Sport Coaching Through Engagement with Disability Programmes

Summary Numerous academic and practitioner research has examined the role of Higher Education Institutions (HEI) in the development of sport coaches in the UK (e.g. Crisp 2018; Stoszkowski and Collins 2018). However, whilst most fields related to coach development have significant bodies of work underpinning them, there is a dearth of information related to best practice within the context of disability sport coaching. Given that both coach learning in the HEI context and disability sports coaching are significant areas worthy of further exploration, this work investigates how learning can be developed through disability sport coaching in the HEI context. The aims of this study were to gather the perceptions, thoughts, and experiences of ten student-coaches enrolled on an HEI coaching programme who were completing a year long placement module that included sessions for participants with disabilities. Data were collected through two focus group meetings with the student-coaches and the submission of learning journals. Inductive analysis showed that coaching disability groups facilitated learning through generating knowledge from practice through a process of reflection, higher order thinking, and meta-cognition. This suggests that using disability coaching can be a useful tool for HEIs to use in terms of challenging student-coach practice and education.

A qualitative investigation of the role of sport coaches in designing and delivering a complex community sport intervention for increasing physical activity and improving health

BackgroundCommunity sport can potentially help to increase levels of physical activity and improve public health. Sport coaches have a role to play in designing and implementing community sport for health. To equip the community sport workforce with the knowledge and skills to design and deliver sport and empower inactive participants to take part, this study delivered a bespoke training package on public health and recruiting inactive people to community sport for sport coaches. We examined the views of sport coach participants about the training and their role in designing and delivering a complex community sport intervention for increasing physical activity and improving health.MethodsSemi-structured interviews were conducted with paid full-time sport coaches (n = 15) and community sport managers and commissioners (n = 15) with expertise in sport coaching. Interviews were conducted by a skilled interviewer with in-depth understanding of community sport and sport coach training, transcribed verbatim and analysed using thematic analysis.ResultsThree key themes were identified showing how the role of sport coaches can be maximised in designing and delivering community sport for physical activity and health outcomes, and in empowering participants to take part. The themes were: (1) training sport coaches in understanding public health, (2) public involvement in community sport for health, and (3) building collaborations between community sport and public health sectors.ConclusionTraining for sport coaches is required to develop understandings of public health and skills in targeting, recruiting and retaining inactive people to community sport. Public involvement in designing community sport is significant in empowering inactive people to take part. Ongoing knowledge exchange activities between the community sport and public health sector are also required in ensuring community sport can increase physical activity and improve public health.

Designing Model of Career Path Development for National Football Development Program (NFDP): Directions, Issues, Challenges and Sources of Knowledge that Influence and Develop Coaching Expertise Level

The main purpose of this study is to propose a model formed towards the development of career paths of coaches involved in the National Football Development Program (NFDP) in Malaysia by identifying the development paths, directions, issues, challenges and knowledge sources that influence / form the level of expertise among the coaches. This is a qualitative study that used a developed design concept. Using a purposive sampling method, a total of five participants (coaches) from the NFDP were interviewed to determine the current and existing development direction. The findings showed that there are 9 issues and challenges outlined by the NFDP coaches and two forms of knowledge they have acquired throughout the PPBN program. Based on the issues and challenges faced by NFDP coaches and knowing what source of references used by the coaches, the direction of career development by NFDP coaches can eventually be formed from the data obtained. It is recommended that NFDP management can use the results of this study as a guideline and it is hope that the model proposed to improve the career path of the coaches can help in providing impact to the national football development through NFDP.

수영코치의 인문적 코칭전문성 발달

이 연구는 수영코치의 인문적 코칭전문성 발달 과정에서 한 개인의 경험과 고민에 대한 셀프연구이다. 연구자의 선수의 경험과 코치의 경험을 탐색하고, 개인적·사회적 변화에 적응하며 성장해 가는 코칭과정을 탐구하는 데 초점을 두었다. 이를 위해 연구자의 선수의 일지, 코칭일지, 지도 선수들의 훈련일지, 과거를 회상한 사진과 회고, 주변인의 인터뷰를 자료로 수집하였고, 반성적이고 비판적 자기성찰을 통해 분석하고 해석하며 연구텍스트를 구성하였다. 선수의 경험에서는 ‘학습환경’, ‘훈련환경’, ‘코치선생님’이라는 개인의 경험을 탐색하였고, 코치의 경험에서는 초보코치, 유능코치, 숙련코치, 전문코치 4단계로 개념화하여 경험을 분석 및 해석하였다. 초보코치 단계에서는 첫 코칭의 경험, 유능코치 단계에서는 코칭철학이 생성되기 시작한 경험, 숙련코치 단계에서는 배움을 통해 선수중심코칭을 시작한 경험, 전문코치 단계에서는 주어진 환경에서 창의적 코칭을 시도하고 실행한 경험으로 분석하고 해석하였다. 이를 종합한 결과, 선수의 경험이 각 단계별 연구자의 코칭활동에 영향을 미쳤으며, 대부분의 코칭경험은 인문적 코칭전문성이 발달된 과정이었다고 해석하였다.

Using the Five Domains Model to Assess the Adverse Impacts of Husbandry, Veterinary, and Equitation Interventions on Horse Welfare.

Simple SummaryUsing an adaptation of the domain-based welfare assessment model, a panel of horse welfare professionals (with professional expertise in psychology, equitation science, veterinary science, education, welfare, equestrian coaching, advocacy, and community engagement) assessed the perceived harms, if any, resulting from 116 interventions that are commonly applied to horses. Scores for Domain 5 (the integrated mental impact) gathered after extensive discussion during a four-day workshop aligned well with overall impact scores assigned by the same panellists individually before the workshop, although some rankings changed after workshop participation. Domain 4 (Behaviour) had the strongest association with Domain 5, whilst Domain 1 (Nutrition) had the weakest association with Domain 5, implying that the panellists considered commonly applied nutritional interventions to have less of a bearing on subjective mental state than commonly applied behavioural restrictions. The workshop defined each intervention, and stated assumptions around each, resulting in a set of exemplar procedures that could be used in future equine welfare assessments.The aim of this study was to conduct a series of paper-based exercises in order to assess the negative (adverse) welfare impacts, if any, of common interventions on domestic horses across a broad range of different contexts of equine care and training. An international panel (with professional expertise in psychology, equitation science, veterinary science, education, welfare, equestrian coaching, advocacy, and community engagement; n = 16) met over a four-day period to define and assess these interventions, using an adaptation of the domain-based assessment model. The interventions were considered within 14 contexts: C1 Weaning; C2 Diet; C3 Housing; C4 Foundation training; C5 Ill-health and veterinary interventions (chiefly medical); C6 Ill-health and veterinary interventions (chiefly surgical); C7 Elective procedures; C8 Care procedures; C9 Restraint for management procedures; C10 Road transport; C11 Activity—competition; C12 Activity—work; C13 Activity—breeding females; and C14 Activity—breeding males. Scores on a 1–10 scale for Domain 5 (the mental domain) gathered during the workshop were compared with overall impact scores on a 1–10 scale assigned by the same panellists individually before the workshop. The most severe (median and interquartile range, IQR) impacts within each context were identified during the workshop as: C1 abrupt, individual weaning (10 IQR 1); C2 feeding 100% low-energy concentrate (8 IQR 2.5); C3 indoor tie stalls with no social contact (9 IQR 1.5); C4 both (i) dropping horse with ropes (9 IQR 0.5) and forced flexion (9 IQR 0.5); C5 long-term curative medical treatments (8 IQR 3); C6 major deep intracavity surgery (8.5 IQR 1); C7 castration without veterinary supervision (10 IQR 1); C8 both (i) tongue ties (8 IQR 2.5) and (ii) restrictive nosebands (8 IQR 2.5); C9 ear twitch (8 IQR 1); C10 both (i) individual transport (7.00 IQR 1.5) and group transport with unfamiliar companions (7 IQR 1.5); C11 both (i) jumps racing (8 IQR 2.5) and Western performance (8 IQR 1.5); C12 carriage and haulage work (6 IQR 1.5); C13 wet nurse during transition between foals (7.5 IQR 3.75); and C14 teaser horse (7 IQR 8). Associations between pre-workshop and workshop scores were high, but some rankings changed after workshop participation, particularly relating to breeding practices. Domain 1 had the weakest association with Domain 5. The current article discusses the use of the domain-based model in equine welfare assessment, and offers a series of assumptions within each context that future users of the same approach may make when assessing animal welfare under the categories reported here. It also discusses some limitations in the framework that was used to apply the model.