Perception Of Coaches Research Articles

Perception of Coach According to the Role of Starter or Substitute in the Final Stage of the Season

This paper examines the athletes’ perception of their coaches according to the role of starter or substitute in the final phase of the season. The variables analyzed were: leadership style, perceived justice, competence, and support for basic psychological needs. A longitudinal study was developed, evaluating the participants at two different stages: the end of the season and seven weeks before. A total of 112 football and handball players participated in this study, 78 completing the questionnaire at the two waves. The final sample comprised 51 starters (80.39% males) and 27 substitutes (70.37% males) who evaluated their coaches’ leadership, competence, and support of the players’ psychological needs. The interaction moment of measurement (seven weeks before the end of the season vs. end of the season) * group (starters vs. substitutes) was statistically significant for the variables authentic leadership, perceived justice, and the basic psychological need of competence. Post hoc analyses revealed a significant decline in the perception of authentic leadership from coaches, perceived justice, and support of the psychological need of competence at the end of the season only in those in a starter position, with no change observed in the substitutes group. The findings show that the perceptions of coaches among starting players deteriorates significantly in the final phase of the season, while those among substitutes remain unaffected.

Role of psychological ownership and authenticity strength in the relationship between authentic leadership and sport team performance: A multilevel analysis

ObjectivesUnderstanding how and when authentic leadership (AL) is related to teams' performance is an important issue. The objective of the present study was to investigate the potential indirect role of psychological ownership (PO) in the relationship between AL and team sport performance for both athletes and coaches. We also hypothesized that AL perceived strength could moderate this relationship. Design and methods337 athletes (243 females) and their 44 coaches (3 females) completed questionnaires assessing AL and PO. Objective performance was assessed at the end of the season. ResultsThere was a link between players' perception of AL as exogenous variables and team performance as dependent variable via player's perception of PO. Coach's perception of PO did not affect the relationship between coach's perception of AL and team performance. Results did not suggest a moderating effect of AL perception strength. ConclusionsThe current study provides the first evidence of relationship between AL and team performance through PO in team sports. However, this study did not support our hypothesis at the coach level. Theoretical and practical implications are discussed.

The perceptions of elite rink hockey head coaches: preparation/observation and intervention.

ABSTRACT The study explored the perception of rink-hockey head coaches in relation to the use of performance analysis as a tool to assist training and match preparation, observation and interventions. Seven experienced First Division Portuguese rink-hockey head coaches were included in the study. Semi-structured interviews were carried out and the data were analysed through inductive and deductive content analyses. Several themes emerged from the interviews including “preparation/observation” and “intervention”. Rink-hockey head coaches prefer to analyse the opponents themselves to plan training, as well as to assist with tactical preparation and implement within-match strategies. They considered video analysis an important tool to analyse opponents’ strengths and weaknesses, with particular focus on the opponent’s goalkeeper. Seek to identify qualities and deficiencies in the opponents’ team and individual players. Focus the analysis of opponents’ teams on the five moments of the game. Training intervention involves the adaption of training exercises, whereby information is communicated during meetings. These data have implications both from a performance and a training practice perspective. Future research should focus on players and goalkeepers’ perspectives.

Evaluation of a Reactive Agility Assessment Device in Youth Football Players.

Hoffman, JR. Evaluation of a reactive agility assessment device in youth football players. J Strength Cond Res 34(12): 3311-3315, 2020-The purpose of this study was to examine the reliability and validity of the Blazepod reactive agility device on sport-specific movements in competitive youth football players. Thirty-one male athletes (16.7 ± 1.5 years; 179.4 ± 7.0 cm; 75.0 ± 21.0 kg), all members of a youth tackle football team, volunteered to participate in this study. Subjects performed 3 reactive agility drills (side shuffle reactive agility, 1-m reactive agility, and 3-m reactive agility) at least 72 hours apart. In addition, all subjects also performed 3 traditional agility exercises: proagility, T drill, and L drill. These sessions were part of the offseason conditioning program for the football team that involved sport-specific drills. All assessments occurred following a warm-up and conducted in the same order on each occasion. To assess the validity of the reactive agility drills, the head coach was asked to rank the football playing and agility ability of the players participating in the study. The intraclass correlation coefficient values indicated that all 3 reactive agility drills displayed excellent reliability (r's ranging from 0.833 to 0.884). The measurement error was smaller than the individual variability, indicating that measurement error had a very limited effect on the results. Subjective rankings for agility significantly correlated with each of the agility and reactive agility measurements. Results of this study indicate that the Blazepod reactive agility device is a reliable measure of reactive agility performance and are consistent with the coach's perception of the athlete's agility performance, thus demonstrating construct validity.

Análise de um programa federativo para a formação continuada de treinadores de basquetebol

Objetivo: Programas para a formação de treinadores esportivos vêm passando por reformulações em uma escala global para melhor capacitar profissionais da área e atender às necessidades do campo prático. Assim, este estudo buscou analisar o programa de formação continuada de treinadores de basquetebol, oferecido por uma federação esportiva, no que tange a estrutura curricular, as estratégias de ensino e as percepções dos participantes. Metodologia: Participaram 68 treinadores de basquetebol e quatro instrutores. Dados quantitativos e qualitativos foram coletados a partir de anotações em diário de campo e aplicação de questionários. A análise dos dados se deu por meio de estatística descritiva e por meio da técnica de análise de conteúdo. Resultados e discussão: O programa foi organizado a partir de dois cursos e a estrutura curricular baseou-se na apresentação de temáticas aplicadas ao desenvolvimento e atuação do treinador esportivo por meio de estratégias de ensino diretivas, interativas e reflexivas. O relato predominantemente positivo dos treinadores sugere a contribuição do programa na capacitação dos indivíduos para o aprimoramento da prática profissional. Conclusão: Destaca-se a importância da organização de programas federativos para a formação de treinadores a partir de um currículo voltado às demandas práticas de treinadores e por meio de estratégias de ensino ativas.

Relacionamento treinador-atleta e fatores antecedentes associados: uma análise em treinadores brasileiros

O presente estudo teve como objetivo analisar os fatores antecedentes associados ao relacionamento treinador atleta (RTA) na perspectiva de treinadores brasileiros. Foram sujeitos 182 treinadores brasileiros, de ambos os sexos, com média de idade 40,47 ± 9,7 anos, participantes dos Jogos Escolares da Juventude 2015. Como instrumentos foram utilizados: ficha de identificação, Questionário de Relacionamento Treinador-Atleta (CART-Q versão treinador) e a Escala de Satisfação das Necessidades Básicas no Esporte (BNSSS). Os dados foram analisados através de estatística descritiva e inferencial por meio da Regressão Logística Binária (p<0,05). Os resultados evidenciaram que o tempo de relação apresentou associação significativa (p<0,20), com 3,410 vezes mais chances de apresentar alta qualidade no aspecto afetivo do RTA em comparação a um tempo inferior de relacionamento. Este tempo explicou 2,927 mais chances de ocorrer a presença de alta qualidade dos aspectos cognitivos em períodos de relação acima de 4 anos. Foi observado que o tempo de experiência explica em 2,655 mais chances os relacionamentos satisfatórios, enquanto a autonomia do treinador explica em 2,589 mais chances a presença do aspecto cognitivo do RTA. A idade e a satisfação das necessidades psicológicas básicas (autonomia, competência e relacionamento) estiveram associadas à qualidade do comprometimento na relação treinador-atleta (p<0,20). Conclui-se que fatores referentes ao tempo de relacionamento, tempo de experiência, satisfação das necessidades psicológicas básicas de autonomia e relacionamentos no contexto esportivo são favoráveis para relações de qualidade, na percepção de treinadores brasileiros.

Self-efficacy perception in elite water polo goalkeepers

The sports in which there is the figure of goalkeeper, becomes relevant in order to obtain high performance, the perception of success that this participant is formed and that is configured as an expectation. Therefore, this study aims to analyse the association between perception of self-efficacy of two elite water polo goalkeepers and their coach and the observable performance in an international tournament. In order to measure the perception of behavioural success and their coach, it was used the Scale of achievement self-efficacy for water polo goalkeepers (Argudo, De la Vega, Tejero, & Ruiz, 2013). To measure the performance, were analysed all throwing`s received by the two goalkeepers in the XV Water polo World Championship. The results indicate that there are differences between the perception of the player, the coach and the observed behaviour, appreciating that the goalkeeper's perception of success is superior to what actually happens. While in the female case, player and coach perception is less than the observed behaviour.

Robotic Versus Human Coaches for Active Aging: An Automated Social Presence Perspective

This empirical study compares elderly people’s social perception of human versus robotic coaches in the context of an active and healthy aging program. In evaluating hedonic and utilitarian value perceptions of exergames (i.e., video games integrating physical activity), we consider elderly people’s judgments of the warmth and competence (i.e., social cognition) of their assigned coach (human vs. robot). The field experiments involve 58 elderly participants in the real-life context. Leveraging a mixed-method approach that combines quantitative and qualitative data, we show that (1) socially assistive robots activate feelings of (automated) social presence (2) human coaches score higher on perceived warmth and competence relative to robotic coaches, and (3) social cognition affects elderly people’s experience (i.e., emotional and cognitive reactions and behavioral intentions) with respect to exergames. These findings can inform future developments and design of social robots and systems for their smoother inclusion into elderly people’s social networks. In particular, we recommend that socially assistive robots take complementary roles (e.g., motivational coach) and assist human caregivers in improving elderly people’s physical and psychosocial well-being.

Can coaches predict long-term career attainment outcomes in adolescent athletes?

Coaches’ subjective perceptions of an athlete's career potential play an important role in the identification and subsequent selection of talented adolescents into or out of development pathways. However, evidence suggests that these perceptions may be biased by variations in athlete maturity. The primary aim of this study was to examine the predictive accuracy of development pathway coaches’ perceptions when tasked with identifying adolescent athlete’s long-term potential within the Australian Football talent pathway. A secondary aim was to explore if the maturational status of adolescent athletes influenced the accuracy of coaches’ long-term career attainment predictions. This observational study initially recruited adolescent athletes (n = 264) and their coaches (n = 9) from teams involved in a state-based Australian Football competition. At the initial testing sessions, estimates for biological maturity were undertaken for all athletes and coaches were asked to rate the perceived long-term career attainment potential of their athletes via a questionnaire. Four years after this initial questionnaire, the research team retrospectively examined each athlete’s highest level of competition attained. Coaches correctly predicted the level of career attainment for 63% of athletes, demonstrating a fair level of agreement (κ = 0.25, 95% CI = −0.16–0.35, p < 0.001) between coach perception and actual career progression outcomes. The coaches’ greatest level of predictive accuracy was for late maturing athletes (79% accuracy), while the poorest was for the early maturing athletes (52% accuracy). The findings of this study highlight the complexity associated with correctly identifying athletes with long-term performance potential at early stages of development pathways.

Abstract #290 Effect of Stanford Youth Diabetes Coaches Program on High School Student’s Diabetes Knowledge and Adult Perception of Youth Coaches

Abstract #290 Effect of Stanford Youth Diabetes Coaches Program on High School Student’s Diabetes Knowledge and Adult Perception of Youth Coaches

ICF 핵심역량 중 코칭프레즌스 역량 및 코치의 존재방식 연구

The purpose of this study is to enhance the competence of professional coaches by understanding ‘coaching presence', which is the fourth of the 11 core-coaching competences of the International Coach Federation (ICF). To this end, the study analyzed the concept and definition of ‘presence’ and reviewed the ICF's definition of ‘coaching presence' capability and implementation guidelines, key skills for qualification evaluation, and the existence of coaches implementing coaching presences. The results of the study are as follows. First, it was recognized that presence was used as a term to mean sense of site, social sense, presence, perception of existence, interaction, and connection from various academic perspectives. Second, the ICF defined coaching presence as 'the ability to be fully conscious and create spontaneous relationships with the client, employing a style that is open, flexible and confident. This definition refers to the coach's interaction and utilizes the coach's perception of the customer's agenda and the way the customer is present, reflecting and using perceptions in the coaching. Third, the coach implementing the coaching presence should become the client's complete partner in coaching dialogues and orientations for interacting with the client, and the relationship between the coach and client should be horizontal and deep in the partnership. The coach's key skills are his ability to use the coaching process for deep observation and observation of the client. The Associate Certified Coach (ACC) level should be able to deeply connect with customers by observing and perceiving the information on their clients' agenda and using it for coaching, but having a Master Certified Coach (MCC) level that knows who they are, what they want, and how they learn and create new things. In particular, the coach should exist as fully connected observers to the client and should be able to coach effectively by establishing coaching relationships. Through this study, the concept of 'coaching presence' competence was theoretically codified and the master certified coach level skills required by the ICF were clarified. We expected that coaching presence can contribute to enhancing professional coaches' ability if it increases and can apply the understanding of core skills and practices of 'coaching presence'.

LEADERSHIP ROLE OF COACHES IN IMPROVING TEACHERS’ INSTRUCTIONAL PRACTICES

Changing instructional practices is not an easy job. Therefore, teachers need help and support in order to create changes in their practices. In some countries like Malaysia, the support is offered through coaching. Effective coaching takes place if teachers and coaches play their effective leadership roles and equip themselves with various attributes of coaching. Subsequently, this allows instructional changes to take place. A traditional idea of leadership focus on an individual managing a hierarchical system. Therefore, it poses a significant barrier for teachers to work together and does not provide teachers with autonomy as a leader. In the practice of coaching however, teachers play the different roles of leadership. Hence, this study looks at the perception of teachers and coaches on the implementation of coaching in Malaysian schools.  Moreover, it looks at a form of instructional support given to teachers in helping them to improve their classroom practices which eventually leads to increased students’ learning outcome. This article specifically discusses the application of five attributes of coaching namely collaboration, support, feedback, reflect and trust. The study also looks at the leadership role of the coaches in coaching teachers to create instructional improvements. Data of this quantitative study were gathered through a set of questionnaires which was administered to 470 teachers and coaches in primary and secondary school in Selangor and Sabah. Analysis of findings were based on descriptive analysis using SPSS as well as inferential analysis using Smart PLS. The findings of the study provide and insight on the role of coaching attributes and coaching leadership in helping teachers and coaches to create changes and improvements in classroom practices which leads to increased learning outcomes. It also illustrates the significant relationship between coaching attributes and the role of leadership in the implementation of coaching in Malaysian schools.&nbsp

LEADERSHIP ROLE OF COACHES IN IMPROVING TEACHERS’ INSTRUCTIONAL PRACTICES

Changing instructional practices is not an easy job. Therefore, teachers need help and support in order to create changes in their practices. In some countries like Malaysia, the support is offered through coaching. Effective coaching takes place if teachers and coaches play their effective leadership roles and equip themselves with various attributes of coaching. Subsequently, this allows instructional changes to take place. A traditional idea of leadership focus on an individual managing a hierarchical system. Therefore, it poses a significant barrier for teachers to work together and does not provide teachers with autonomy as a leader. In the practice of coaching however, teachers play the different roles of leadership. Hence, this study looks at the perception of teachers and coaches on the implementation of coaching in Malaysian schools.  Moreover, it looks at a form of instructional support given to teachers in helping them to improve their classroom practices which eventually leads to increased students’ learning outcome. This article specifically discusses the application of five attributes of coaching namely collaboration, support, feedback, reflect and trust. The study also looks at the leadership role of the coaches in coaching teachers to create instructional improvements. Data of this quantitative study were gathered through a set of questionnaires which was administered to 470 teachers and coaches in primary and secondary school in Selangor and Sabah. Analysis of findings were based on descriptive analysis using SPSS as well as inferential analysis using Smart PLS. The findings of the study provide and insight on the role of coaching attributes and coaching leadership in helping teachers and coaches to create changes and improvements in classroom practices which leads to increased learning outcomes. It also illustrates the significant relationship between coaching attributes and the role of leadership in the implementation of coaching in Malaysian schools.&nbsp

Coaches' perceptions of the quality of care provided by athletic trainers.

The coach's perception of the quality of care provided by the athletic trainer (AT) is essential in providing the best care for the athlete given the coaches' influential role on the sports medicine team. The purpose of this study was to examine National Collegiate Athletic Association (NCAA) coaches' perceptions of the quality of care provided by the athletic trainer (AT). A survey was used to assess NCAA coaches' perceptions in both 1998 and 2016 in order to provide an analysis of change over time. A total of 261 NCAA coaches (129 in 1998 and 132 in 2016) participated. There was a significant difference between the perception scores of coaches from high-profile sports (74.9±13.6) and low-profile sports (72.0±13.2; P=0.01) and between coaches surveyed in 1998 (75.9±11.7) and 2016 (70.2±14.3; P<0.01). However, there was no significant difference between the perception scores of coaches from Division I (74.3±13.3), II (70.1±13.9), or III (74.2±12.7; P=0.11) institutions. The perceptions of coaches from high-profile sports are greater than those from low-profile sports. The perceptions of coaches surveyed in 1998 are greater than those surveyed in 2016. The factors that appear to influence the perceptions of coaches include equality for all athletes regardless of sport, adequate staffing of the athletic training room, and effective communication between the coach and AT.

The Importance of Coaches' Autonomy Support in the Leisure Experience and Well-Being of Young Footballers.

Drawing on the self-determination framework, the study examined the effect of coaches’ autonomy support on the leisure experience of young male football players. Specifically, a model was tested analyzing the long-term predictive power of the players’ perceptions of the coaches’ autonomy support at the beginning of the season on the subjective vitality of young football players at the end of the season, through needs satisfaction and intrinsic motivation (IM). Moreover, we tested whether the effects of coaches’ autonomy support on the aforementioned variables (needs satisfaction, IM, and subjective vitality) at the end of the season remained at the beginning of the following season. Because the coach in the second season was not the same one as in the first season, the perception of coaches’ autonomy support at the beginning of the second season was used as a control variable. Three hundred and sixty football players (M age = 12.60 years; SD = 0.52) completed a questionnaire on the variables of interest at the beginning of the first season (T1), at the end of the first season (T2), and at the beginning of the second season (T3). The results of the path analyses showed that players’ perceptions of coaches’ autonomy support at the beginning of the season (T1) positively predicted needs satisfaction at the end of the first season (T2), which in turn predicted IM at the end of the first season (T2). Additionally, IM significantly and positively predicted subjective vitality at the end of the first season (T2). Finally, needs satisfaction, IM, and subjective vitality at the end of the second season (T2) positively predicted these same variables at the beginning of the second season (T3). Results emphasized the importance of the autonomy support offered by the coach in promoting the quality of young people’s leisure experience playing football and its benefits for their well-being.

Athletes’ Perception of Coaches’ Behavior and Skills About Their Sport

This study examined the perception of athletes’ about their coaches’ behavior and skills in terms of knowledge and skills, fairness and coaches’ characteristic features. The research was conducted by using relational survey method. The subjects of the study were 95 females and 180 males from diffrent sports. Both team sports athletes such as football, volleyball, basketball, handball and individual sports such as karate, taekwondo, wrestling, kickboxing voluntarily involved ın the study.Perceived Coach Attitudes and Behaviours Scale (PCABS) which was developed by Uzum et al. (2018) was used to asses percevied coaches’ knowledge and skills, fairness and characteristic features by athletes. The scale was composed of 24 items and 3 sub-dimensions (Characteristic Features, Skills and Knowledge, Fairness). Uzum et al. (2018) reported the internal consistency for subscales of PCABS ranging from .56 and .88. For the purpose of this study the reliability of two sub-scales of the PCABS was examined using Cronbach’s alpha coefficient (α=.83 for knowledge and skills; α=.81for characteristic features of coaches. The data was analyzed by one-way analysis of variance (ANOVA), Tukey’s Post-Hoc Analysis and Pearson Correlation analysis. The level of significance for the study was set at p&lt;.05.The results of the study showed that the sub-dimension of characteristic features of coaches had the highest mean avarage. There were statistically significant differences between male athletes and female athletes in both dimensions of characteristic features of coaches and knowledge and skills (p&lt;.05). Further analysis indicated that females scored higher than males in both dimensions. With regard to the level of coaching either professional or amateur, perception of characteristic features of coaches had higer scores in professional level than amateur (p&lt;.05). Moreover, correlational analysis revealed that there was negatively significant correlation between age of the coaches and knowledge and skills dimension (r= -0.13). On the other hand, the variables such as age of athletes, year of sports performance, level of education, type of sports and the coachs’ gender, marital status, education level of coaches, amount of time spent with the athlete did not show any significant relationship (p&gt;.05).

Training load monitoring in elite English soccer: a comparison of practices and perceptions between coaches and practitioners

ABSTRACTPurpose: To survey practices and perceptions of training load monitoring among soccer coaches and practitioners.Methods: A questionnaire assessed factors influencing training planning, training load practices, and training load feedback and usefulness. The questionnaire was distributed via email and as an online version (Bristol Online Survey Tool) to relevant staff working within elite English Soccer.Results: Respondents represented two groups; those involved with player tactical (coach, n = 94) or physical (practitioner, n = 88) preparation. Coaches worked predominantly with younger players at lower standing clubs while practitioners worked with older players at higher standard clubs. With exception for the influence of current match schedule in training planning, there was coach-practitioner agreement for all training planning questions. There was agreement on some purposes for training load monitoring (maximise fitness, evaluate training) but not others (enhance fitness, reduce injury). For load monitoring methods, the greatest proportion of coach answers was for coach perception (22%); whereas the greatest proportion of practitioner responses was for GPS (22%). Largely, load reports were perceived positively and 84.1% of respondents felt training load monitoring was beneficial to their club.Conclusion: This survey shows coaches and practitioners perceive training load monitoring as worthwhile, with differences in practices and perceptions likely reflecting club infrastructure.

고등학교 태권도 겨루기 선수들의 지도자 코칭 지식 지각이 지도자 신뢰 및 운동몰입에 미치는 영향

고등학교 태권도 겨루기 선수들의 지도자 코칭 지식 지각이 지도자 신뢰 및 운동몰입에 미치는 영향

Restoration of confidence and perception of coaches following sports injury

The cognitive response is an important component of the psychological recovery from athletic injury. This study was aimed to investigate changes in the psychological readiness to return to sport am...

엘리트 운동선수의 한약 복용과 도핑에 대한 체육지도자와 한의사의 인식 조사

엘리트 운동선수의 한약 복용과 도핑에 대한 체육지도자와 한의사의 인식 조사