Influence Of Coaches Research Articles

Coherence in Selection: The Influence of Coaches’ Views and Beliefs on Nominations for a Male Rugby Union Talent System

Coherence in Selection: The Influence of Coaches’ Views and Beliefs on Nominations for a Male Rugby Union Talent System

Navigating concussion – community rugby players’ experiences of a concussion management initiative in New Zealand

ABSTRACT Objective Concussion is a serious concern in sport, with the potential to cause short- and long-term health consequences. These concerns highlight the need for the translation of concussion management guidelines into use in real-world sports settings. This qualitative study explores community rugby players’ concussion experiences as part of New Zealand Rugby’s concussion management pathway. Methods Semi-structured interviews were conducted with 36 rugby players (35 males and 1 female; 22 played at school and 14 at club-level; mean age 19.8 ± 4.8) Thematic analysis was utilized to analyze data. Results Four themes were identified i) the symptom journey, ii) the role of a dedicated concussion management pathway in shaping players' experiences, iii) the influence of coaches and physiotherapists, and iv) rugby culture. Support received as part of the concussion management pathway, and from individuals who were part of players’ concussion journey, deeply impacted their overall experience. However, players identified insufficient guidance while returning to school/work. At times, the sport’s collective cultural values made it difficult for players to enact positive concussion management behavior. Conclusion The findings highlight the importance of a defined management pathway to support players’ recovery. Addressing negative aspects of rugby’s collectivist culture remains critical for optimal concussion management and recovery.

Risk and Protective Factors for Bullying in Sport: A Scoping Review

AbstractThe aim of the current study was to examine risk and protective factors related to bullying in sport. Adopting the methodological approach outlined by Arksey and O’Malley (International Journal of Social Research Methodology 8(1):19–32, 2005), 37 articles met the inclusion criteria. A consistent definition of bullying could not be identified in the publications examined, and several articles (n = 8) did not explicitly define bullying. The most frequent risk factor identified was an individual’s social background (n = 9). Negative influence of coaches (n = 5), level of competition (n = 5), lack of supportive club culture (n = 5) and issues in locker rooms (n = 4) were among the most commonly cited risk factors for bullying in sport settings. Preventative policies were cited as the most common method to reduce the incidence of bullying (n = 13). Contextually tailored intervention programmes (n = 5) were also noted as a key protective factor, particularly for marginalised groups, including athletes with disabilities or members of the LGBTQ+ community. The need for sport-specific bullying prevention education was highlighted by 10 of the articles reviewed. In summary, the current review accentuates the range of risk and protective factors associated with sport participation. Furthermore, the need for educational training programmes to support coaches in addressing and preventing bullying within sport settings is emphasised.

Mental Health in Elite Coaches.

Coaches play an important role in promoting mental health in elite sports. However, they themselves are exposed to risks affecting their mental health, and their fears and worries are often overlooked. Moreover, it remains unclear how coaches' mental health affects their athletes' mental health. To create a compilation of the literature on (1) elite coaches' mental health and (2) how coaches' mental health influences elite athletes' mental health. Building on this, recommendations for improving coaches' psychological well-being should be elaborated upon and discussed. A literature search was conducted up to November 30, 2021, using the following databases: PubMed, PsycINFO, Scopus, Web of Science, and SportDiscus. Studies reporting elite coaches' mental health symptoms and disorders and the influence of elite coaches' mental health on elite athletes' mental health were included. Scoping review. Level 4. Data regarding elite coaches' mental health, as well as their influence on athletes' mental health and performance, were included in a descriptive analysis. The PRISMA guidelines were used to guide this review. Little research has been done on elite coaches' mental health disorders, although studies confirm that they do experience, for example, symptoms of burnout, anxiety, and depression. The influence of coaches' mental health on their athletes is underinvestigated, with research focused mainly on the influence of coaches' stress. Knowledge about coaches' mental health is still limited. Coaches' poor mental health diminishes coaching performance and might impair athletes' mental health. Coaches should receive more support, including sports psychiatric care and education on the importance of mental health. This could improve the mental health of both coaches and athletes, and positively affect athlete performance.

The influence of coaches’ behavior on achievement motivation and performance of Riau athletes

This study aimed to analyze and demonstrate the influence of coaches’ behavior on the motivation and performance of athletes. This correlational descriptive study utilized the Structural Equation Model (SEM) approach through the smart PLS analysis application. The study comprised a sample of 121 athletes from various individual and group sports. The behavior of coaches’, in general, encompasses five variables: mental skill, coaching style, character building, nutrition knowledge, and coaching science. Motivation comprises intrinsic and extrinsic factors, while athletes' performance is determined by their qualities during training and physical test results. Data collection involved distributing questionnaires, supplemented by several interviews to bolster the research findings. The study's findings illustrated the R-squared determinant coefficients, indicating the significance of trainer behavior in athletes' performance, which stands at 0.696 (69.6%), and the impact of trainer behavior on motivation, recorded at 0.448 (44.8%). Among the variables tested, only one variable (character building) showed no discernible effect on athletes' performance (p > 0.05). Conversely, the remaining variables significantly influenced achievement motivation, athletes' performance, or mediated variables through achievement motivation to athlete performance (p < 0.05). These results are anticipated to serve as a guideline for coaches, emphasizing the pivotal role of coach quality in athletes' technical performance and overall achievement.

Optimization of Sports Performance: Analysis of the use of ergogenic nutritional aids by elite athletes representing Peru at an international level

In this cross-sectional descriptive study, the relationship between knowledge and consumption of ergogenic nutritional aids was evaluated in Peruvian athletes featured in the Lima 2019 Pan American Games. A total of 238 athletes from the Peruvian Sports Institute were surveyed using a questionnaire of 23 interrogations. The results revealed a high level of knowledge, with 99.6% of respondents familiar with ergogenic nutritional aids, and 93.7% admitting their use. The main motivation for consumption was guidance from nutritionists (38.1%), followed by recommendations from trainers (24.2%). A significant and positive relationship was identified between knowledge and consumption of ergogenic nutritional aids. A disparity in consumption was observed between genders, with men having a higher average intake and knowledge compared to women. Likewise, it was highlighted that with age both consumption and knowledge of these ergogenic nutritional aids increased. This analysis provides valuable insight into the dynamics of the use of ergogenic nutritional aids in high-performance athletes in the Peruvian context, highlighting the influence of health professionals and coaches on consumption decisions.

The influence of parents and coach’s roles on character building in 18 years junior tennis athlete

This study aims to determine the effect of the role of parents and coaches on the character of junior tennis players in Special Region of Yogyakarta (DIY). This research is a correlational study using a quantitative approach. Data colection techniques using a questionnaire. The sample for this study consisted of 32 junior tennis respondents in DIY using a purposive sampling technique. The reliability and validity of the instruments used in this study have been examined, and experts have been consulted. Technique for data analysis based on multiple regression. Based on the results of the t-test analysis, the significant value of the variable role of parents is p 0.05 and coaches is p 0.05. This shows that partially the role of parents and coaches influences the character of DIY junior tennis players. Using the F test, the analysis yielded a significance level of p less than 0.05, while the value of Rsquare=0.719, meaning that 71.9% of the characteristics of DIY junior tennis players are influenced by the role of parents and coaches. Thus, it can be concluded that the roles of parents and coaches simultaneously have an influence on the character of DIY junior tennis players. Therefore, in providing character education to junior tennis players both inside and outside the field, external encouragement is needed, both from parents and coaches.

The Influence of Coaches 'Control Behavior and Mental Toughness on Athletes Engagement

Coaches 'behavior control and psychological tenacity are all important psychological variables of athletes' burnout. This study examined the influence of coaches 'control behavior and psychological tenacity on athletes' input. Methods: 380 Chinese athletes aged 14 to 26 from 11 sports were surveyed. Results: Coach Control behavior can significantly negatively predict athletes 'input and significantly negatively predict athletes' psychological tenacity. Moreover, athletes' psychological resilience was significantly and positively associated with their input. Conclusion: Coaches' control of behavior will reduce the input level of athletes.

THE ROLE OF COACHES AND PARENTS IN YOUTH FOOTBALL TRAINING

ABSTRACT. Our topic is the investigation of the influence of parents and coaches of youth soccer children on the children's sports performance, what is the role of coaches in teams of different youth age groups (according to the physiological effects of children), the relationship between coaches and parents, the relationship between coaches and players, the control and development of the most talented players. With our chosen topic, we set myself the goal of examining whether the support and help of parents or coaches has a greater effect on the child's sports performance. We chose this topic because we would like to help during the coaching career in the future, and we also consider it important to develop the skills of young Hungarian football talents, in which parents and coaches have an important and outstanding role. In our article, we would like to reveal what are the outstanding factors that most influence a player's performance on the field, and to what extent coaches and parents contribute to this. We think that it is important for both sides to see their role in the development of football talent. We would also like to examine to what extent parents contribute to the advancement of their child's soccer career, whether they recognize the factors in which they should help their child progress in soccer. After all, in our opinion, without parental support, it will be more difficult for the player to progress, who will also be more balanced emotionally, which also has a significant impact on his sports performance, if the parent monitors and encourages him during his football career. Do soccer coaches consider their relationship with their students important? What is the role of football coaches in the different youth age groups, what is the focus? To what extent does the role and education of parents influence their children's performance, football coaches, how can they cooperate with parents and players? How can football coaches keep under control and develop the most talented child?

Comparative Analysis of the Influence of Coaches' Beliefs on the Attitude of Athletes to the Use of Prohibited Substances

This study focuses on the beliefs and attitudes towards doping of Coaches and Athletes in Armenia, Georgia and Moldova, and on the similarities and differences between Armenia, Georgia and Moldova on these measures. In total, 270 coaches and 810 athletes were selected and completed the questionnaire. Self-completion questionnaires for coaches and athletes were developed in a first-phase Pilot study and approved by World Anti-Doping Agency. Overall, 14% of participants represented team sports disciplines and 86% represented individual sports disciplines. More than half of the athletes were international-level athletes. About 80% of coaches and athletes were males. Whilst there was some variation between the three countries in mean ages and experience of participants, none of these was statistically significant. Analyzing the results, we can conclude that the social and professional behavior of coaches may not be the reason that may push athletes to use the Prohibited substances. The great danger is the illiteracy of coaches in the anti-doping field. If we compare the results obtained in this study with previous data in other studies, it can be assumed that coaches' delusions are transmitted to athletes, which are formed as a result of receiving incorrect information from other coaches or the media. In some cases, such as in relation to the Prohibited List, this may lead to unforeseen consequences. The obtained results show that it mandatory to include the information in the educational programs for coaches, about the athletes’ duties, ways and means to control their behavior, revealing in detail the mechanisms of such control. A necessary condition for the new Educational program for coaches may also be the holding of education seminars and workshops for athletes with the obligatory presence of their coaches using “the coach and his athletes” formula.

The design and evaluation of an integrated training load and injury/illness surveillance system in competitive swimming

ObjectiveTo design and evaluate an integrated training load monitoring and injury/illness surveillance system in a competitive swimming environment. DesignDescriptive/mixed methods. SettingSwim Ireland National Training Centres. ParticipantsFourteen competitive athletes and seven coaches/medical data collectors participated in the evaluation process. Outcome measuresSystem satisfaction, usefulness and burden were evaluated. Barriers to the implementation and effectiveness of the system were explored. ResultsMost athletes were ‘extremely’ or ‘very’ satisfied with the overall data collection process and also found it to be ‘extremely’ or ‘very’ useful in the training centre environment. All practitioners were ‘extremely satisfied with the system and found it to be either ‘extremely’ or ‘very’ useful in their role. Process constraints and data access and control were significant themes related to the athletes, while practitioners highlighted communication and cooperation amongst stakeholders, layering context to the data, maintaining data integrity and the coach's influence in the monitoring process as being important to the monitoring/surveillance process. ConclusionsTraining load monitoring and injury/illness surveillance are necessary to elevate the standard of prospective injury/illness prevention research. Integrated systems should be designed in line with key consensus statements, while also being implemented in a way that counteracts the challenges within the real-world training environment.

The Influence of Coaches and Support Staff on the Sleep Habits of Esports Athletes Competing at Professional and Semiprofessional Level

The present study investigated the influence and perspective of esports coaches and support staff on the sleep habits of esports athletes competing at professional and semiprofessional levels. Eighty-four esports coaches and support staff from 19 countries completed an online questionnaire. The first section obtained demographic information. The second section evaluated sleep hygiene knowledge using the Sleep Beliefs Scale. The third section assessed sleep monitoring and sleep hygiene practices used by coaches and support staff with esports athletes, barriers to the use of these practices, and conditions that impact the sleep of esports athletes. Overall, sleep hygiene knowledge was inadequate (<75%, based on the study of Miles et al.). Sleep monitoring frequency was low (48.8%), while sleep hygiene practices were implemented more often (66.7%). The most common barrier to sleep monitoring and sleep hygiene practices was players not liking it (50% and 46.3%, respectively). Night competitions (64.6%), congested competition times (51.2%), and night training schedules (47.6%) all rated highly as having an impact on esports athletes’ sleep. Sleep education and training for coaches and support staff in the optimal use of sleep monitoring and sleep hygiene practices may increase the frequency and quality of sleep health support provided to esports athletes.

Development and preliminary validation of the Coach Self-Efficacy Body Image Scale (CSEBIS)

Body image concerns are a commonly cited reason for sport drop out. Researchers have begun to explore the influence of coaches on athletes’ body image. However, no measure exists to accurately and easily assess interventions or predict coaches’ body image supportive behaviors. Using Self-Efficacy Theory as a conceptual framework, the Coach Self-Efficacy Body Image Scale (CSEBIS) was developed. Content validity was judged by a panel of experts (N = 3) and through interviews with coaches (N = 4) across various sports and experience levels. Following initial item iteration, the CSEBIS was assessed with 682 coaches for reliability and validity. The 27 items across four subscales (knowledge, recognition, engagement, disengagement) showed good reliability (internal consistency, test-retest reliability, inter-item and item-total correlations), validity (convergent and discriminant validity, differentiation between known groups), factor structure, and model invariance across gender. Developing and initially validating the CSEBIS contributes to the existing literature by providing researchers with a novel scale to measure coaches’ confidence in identifying and addressing body image concerns among their athletes. Following further testing, this instrument may be used to assess the effectiveness of body image education and intervention efforts in sport, and the impact of coaches’ attitudes and behaviors on athletes’ body image.

Are you lookin’ at me? A mixed-methods case study to investigate the influence of coaches’ presence on performance testing outcomes in male academy rugby league players

The study used a mixed-methods approach to examine how the presence of coaches influenced male academy rugby league players’ performance during physical performance testing. Fifteen male rugby players completed two trials of 20 m sprint, countermovement jump and prone Yo-Yo test; one with only the sport scientist present and a second where the sport scientist conducted the battery with both the club's lead strength and conditioning coach, academy manager, and the first team assistant and head coach present. Players and coaches then completed one-to-one semi-structured interviews to explore their beliefs, attitudes and opinions towards physical performance testing. In all tests, the players’ performance was better when the coaches were present compared to when tests were conducted by the sport scientist alone. Interviews revealed performance testing was used by coaches to exercise their power over players to socialise them into the desired culture. Players’ own power was evident through additional effort during testing when coaches were present. Practitioners should ensure consistency in the presence of significant observers during performance testing of male rugby players to minimise their influence on test outcome.

Influence of coaches’ motivating style on motivation, and sport commitment of young water polo players

Coaches’ motivating style plays a key role in athletes’ motivational outcomes. However, limited research has explored the effects of athletes’ perceptions of coaches’ need-supportive and controlling styles on the bright and dark motivational pathways in the sport setting, and particularly in young water polo players, where one out of two players drops out of this sport as adults. Guided by self-determination theory, the objective of this study was to analyse the differentiated effects between water polo players’ perception of need-supportive and controlling style from their coaches on their reported basic psychological need satisfaction and frustration, motivation and sport commitment. In this cross-sectional study, 633 Spanish water polo players (33.96% women; Mage = 14.74), from 43 clubs and three age groups (U-14, U-16 and U-18) completed validated questionnaires assessing study variables. Structural equation modelling showed a positive association of players’ perceptions of need-supportive style from their coaches with their reported need satisfaction, autonomous motivation and sport commitment. Similarly, perceived controlling coaching style was positively associated with reported need frustration, controlled motivation and amotivation. Regarding cross-paths, perceived need-supportive coaching style was negatively related to reported need frustration, while reported amotivation was negatively associated with reported sport commitment. These findings suggest the importance of water polo players’ perceptions of (de)motivating styles from their coaches on their reported motivational outcomes and sport commitment. Players’ perception of coach need-supportive behaviours and, in particular, the avoidance of perceived controlling behaviours, buffer against experiences of reported need frustration and, consequently, amotivation, which seems to play a key role in preventing lack of sport commitment in young water polo players.

Pay attention! The influence of coach-, content-, and player-related factors on focus of attention statements during tennis training

ABSTRACT It is well established that adopting an external focus of attention (EF) enhances motor learning when contrasted to an internal focus (IF) or a neutral condition. Despite consistent evidence for this performance-enhancing effect of an EF, recent studies show that coaches predominantly induce an IF in the communication with athletes. It remains, however, unknown whether and to what degree coach-, content- or player-related factors have an impact on the focus of attention during youth tennis training. Therefore, we recorded all statements from 10 tennis coaches during six training sessions with a total of 87 youth athletes aged 18 years or younger. All statements were categorized according to the focus they induced (IF, EF, neutral, best place to hit the ball, mix, no focus) and the form of communication (instruction, feedback). Of the relevant statements (n = 3049), 45.1% promoted an EF, whereas 33.1% induced an IF. Evaluation of coaches-, player- and content-specific features (education, age of coach/player, training content, skill level) showed that more statements with an IF were given when training beginners. The data also show more statements with an EF for instructions (59.0%) compared to feedback (43.0%). Our results contrast with other sports where instructions with an IF predominate. Thus, instrumented sports with external targets (e.g. tennis) might be better suited for inducing an EF. The data also show that coaches are more likely to use IF when communicating with beginners. Consequently, an EF should not be induced in every possible situation, even if this is often communicated so far. Highlights This study shows for the first time that statements that induce an external focus of attention predominate in tennis. This result contrasts with results from other sports and suggests that racquet sports may be better suited for inducing an external attentional focus. This study shows that coaches adapt their communication to the performance level of their athletes. The use of an external focus of attentions predominates when working with tennis players. However, the likelihood of inducing an EF is even higher when working with skilled tennis players when compared to beginners. The way of communication (feedback vs. instruction) influences how coaches phrase their statements to athletes. The analysis revealed that coaches use more statements with an external focus of attentions for instructions compared to feedback.

Understanding the pedagogical practice in futsal teaching and learning process based on the TGfU approach

The aim of the current study is to understand the pedagogical practice of coaches of youth futsal players based on the TGfU approach. Action Research (AR) approach, developed according to the planning, teaching, observing and reflecting spiral steps, was applied for the teaching of futsal for 12 children aged 9–11 years. An eight-member research group (five student coaches, one research coach and two university professors) was subjected to the same practice. Information was collected from class planning meetings, diagnostic assessment and field diaries of participant and non-participant observers. Based on results, changes in the pedagogical practice were aimed at helping players understanding and using actions to support futsal improvements. AR application also highlighted the emerging understanding about student-coach practices, the influence of coaches who adopt reflective practices or not; and the relevance of using critical player observation at the time of reflecting on how to develop supportive pedagogical practices. Results have shown that the pedagogical practice of coaches has changed over time. The researcher-coach practice and the assistant coach (student-coach 1) was influenced by the perceptions of student-coaches and reflections made in meetings.

Relationship between Coaches' Leadership Style and Athletes' Performance in Kwara State Sports Council

Leadership in coaching is a critical component to enhance and sustain optimal sports performance and athletes’ satisfaction. This study investigated the influence of coaches' leadership styles on athletes’ performance in Kwara State Sports Council. Descriptive survey design of correlational type was employed. The sample of the study comprised 150 athletes selected using simple random and proportionate sampling techniques. Standardized questionnaire (Leadership Scale for Sports) was the instrument for data collection. Descriptive statistics and Pearson Product Moment Correlation (PPMC) statistic was used to analyze the data. The findings of the study revealed that training behavior, autocratic behavior, democratic behavior, social support, and rewarding behavior of the coach have significant influence on athletes' performance in the study area. Based on the findings, it was recommended that the management of Kwara State Sports Council should establish a mechanism for positive feedback and social support to foster good leadership behaviour to assist in enhancing athletes' performance.

Perceived motivational climate influences athletes’ emotion regulation strategies, emotions, and psychobiosocial experiences

The purpose of the study was to investigate whether athletes’ perceptions about the motivational climate created by their coach influence emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression), emotions, and psychobiosocial experiences of athletes. A sample of 459 competitive athletes (201 women, 258 men), aged 16–35 years, drawn from individual and team sports, completed self-assessment measures of perceived motivational climate, emotion regulation, sport emotions, and psychobiosocial experiences. Main results from structural equation modeling showed that perceived mastery climate was positively related to cognitive reappraisal, pleasant emotions, and psychobiosocial experiences, while perceived performance climate was positively related to expressive suppression and unpleasant emotions. Moreover, mediation analysis showed perceived mastery climate to have positive indirect effects on pleasant emotions and psychobiosocial experiences via cognitive reappraisal, while performance climate had indirect effects on unpleasant emotions via expressive suppression. Overall findings suggest that the type of motivational climate created by the coach has consequences in terms of athletes’ emotion regulation strategies, emotions, and psychobiosocial experiences.

A retrospective investigation of the perceived influence of coaches, parents and peers on talented football players’ motivation during development

This study retrospectively explored perceptions of coach, parent and peer motivational influences across athlete development. Four investment stage football players (M age = 18.5 years, SD = 0.6) with an average of 13 (SD = 1.4) years footballing experience, and four of their parents, were interviewed to investigate their perceptions of coach, parent and peer motivationally-relevant influence during the athletes’ sampling, specializing and investment stages of development. Abductive thematic analysis of the interview transcripts identified five categories of perceived social agent motivationally-relevant influence that were consistent amongst each social agent and across each development stage. Each social agent was perceived by participants to play a role in each of the following motivationally-relevant categories of social agent influence: relationship factors; interpersonal interactions; support for development; support for participation; and feedback and evaluation. The categories were somewhat supportive and reflective of those outlined in other models. The results describe a complex and dynamic social environment within which players develop and provide insight into how this socio-motivational environment changes as athletes develop. Identified categories of perceived motivationally-relevant social agent influence may provide a framework for future research and allow practitioners to better determine athletes' motivational needs. Sport practitioners may use the findings from the study to ensure that athletes are gaining the breadth of motivational influences described in the categories within this study. Coach education might be developed or adapted to educate coaches on the types and importance of socio-motivational influences in sport. Lay Summary: Coaches, parents and peers were found to influence football players’ motivation in a range of ways, including the quality of their relationship with athletes, their positive and negative behaviors, the support they provided players’ development and participation in football, and the support they provided footballers to reflect on their experiences. The type of support that coaches, parents and peers provided to players changed as players progressed through different developmental stages, with coaches and peers becoming more important as athletes reached higher performance levels. Coaches and other sport practitioners might benefit from insight into the range of motivational influences that coaches, parents and peers can have in a football context in order to better develop and maintain athlete motivation.