Perspectives Of Coaches Research Articles

Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants

Many studies have examined the effects of robotics competitions, but few have investigated their effects on participants, especially from the perspectives of students, parents, and coaches. The researchers of this study developed and validated an instrument for exploring the impact of the World Robot Olympiad (WRO), a major international robotics competition, on participants from the perspectives of students, parents, and coaches. Through a literature review and expert discussion, the researchers proposed the first version of the questionnaire. After three years of data collection and three iterations as well as a reliability and validity analysis, factor analysis, and expert review, researchers developed an impact questionnaire for participants in WRO, which included 18 items in the following six dimensions: Learning Skill, Engineering Thinking, Emotional Engagement, Career Choice, Cooperative Solution, and Global Consciousness. Data from 636 valid responses revealed that the questionnaire has good reliability and validity and that students, parents, and coaches all highly valued the positive impact of WRO in 2019. Data analysis indicated that, by and large, students’ abilities have improved in various dimensions which were similar to those of previous research on robotics education and robotics competitions.

Coaching efficacy and coaching effectiveness in predicting athlete satisfaction: A self-other agreement framework

The purpose of this study is to examine the relationships between coaching efficacy (i.e. coaches’ efficacy beliefs) regarding their competence, coaching effectiveness (i.e. athlete's perception regarding their coaches’ efficacy), and the athletes’ level of satisfaction with their sport experience. As both coaches and athletes can have different evaluations of coaches’ abilities, the different perspectives of coaches and athletes can reveal the dynamics within a coach–athlete dyad. We used 380 competitive college basketball coach–player dyads to determine the differences between coaching efficacy and coaching effectiveness. Drawing on the theoretical argument from the self-other agreement framework and self-enhancement bias, we hypothesize that coaching efficacy (i.e. measured from coaches) is higher than coaching effectiveness (i.e. measured from athletes) and that coaching effectiveness can better predict athlete satisfaction than coaching efficacy. We analyze our data using Welch t-test, random coefficient modeling, and polynomial regression with response surface methodology to test our hypotheses. Our results support our hypotheses such that coaching efficacy is significantly higher than coaching effectiveness and that other-ratings have a better predictive validity for athlete satisfaction, as self-ratings (coach's efficacy belief) could be inflated by self-enhancement. Our findings on athletes’ perceptions highlight the importance of athlete-centric coaching mechanisms.

Understanding Perspectives of Job Coaches of Supported Employment Programs Working with Adults with Autism

ABSTRACT Semi-structured interviews were conducted to examine the perspectives of 11 job coaches who worked with employees with autism in supported employment programs. Responses were qualitatively analysed using thematic analysis, and three top-level themes emerged: a) facilitating factors and b) barriers from their experiences working with employees with autism and c) additional resources that job coaches wished to have. Some characteristics of autism and cooperative working relationships among job coaches were facilitating factors of job coaches’ work, while employers’ and co-workers’ lack of knowledge and understanding about autism, inevitable changes in routine, and social communication difficulties of employees with autism were identified as barriers. Job coaches also mentioned that increasing autism awareness in the workplace and more practical training for job coaches would help them provide better support to employees with autism. These findings call for more structural support for all stakeholders to collaborate on making positive changes rather than put the full burden on job coaches. The need for the provision of evidence-based training programs for job coaches is highlighted.

Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional Coaches

Through a mixed-methods approach that utilized teacher surveys and a focus group with computer science (CS) instructional coaches, this study examined elementary teachers’ confidence in meeting the needs of students with disabilities, the extent to which the teachers could use the Universal Design for Learning (UDL) framework in CS education, and the strategies that their CS instructional coaches used with them to help meet the needs of all learners, including those with disabilities. Findings from a Wilcoxon signed-rank test and a general linear regression of the teacher surveys revealed that teachers’ confidence in teaching CS and in meeting the needs of students with disabilities increased over the 5 month coaching study, but their understanding of UDL remained low throughout the study. A qualitative thematic analysis of open-response survey questions revealed that the teachers could identify instructional strategies that support the inclusion of students with disabilities in CS instruction. These strategies aligned with high leverage practices (HLPs) and included modeling, the use of explicit instruction, and opportunities for repeated instruction. When asked to identify UDL approaches, however, they had more difficulty. The focus group with coaches revealed that the coaches’ primary aim related broadly to equity and specifically to access to and the quality of CS instruction. However, although they introduced UDL-based strategies, they struggled to systematically incorporate UDL into coaching activities and did not explicitly label these strategies as part of the UDL framework on a consistent basis. This finding explains, to a large extent, the teachers’ limited understanding of UDL in the context of CS education.

Student-Athlete Burnout: A Division I Women’s Soccer Coach’s Perspective

With numerous unique physical, mental, psychological, and emotional challenges associated with being a university-level student-athlete, it can be assumed that student-athletes may be at great risk of mental health conditions such as burnout. Burnout results from the interaction of three different elements: physical or emotional exhaustion, sport devaluation, and reduced athletic accomplishment. This study sought to answer the following research questions: (1) Why do student-athletes experience burnout in their sport?, and (2) What can be done to avoid burnout? using standard qualitative interviewing techniques of a Division I Women’s Soccer coach. There were two prominent themes answering research question 1: Perfection and Performative Social Media and It’s a Job and Coach is the Boss. There were three prominent themes identified answering research question 2: Parental Influence, De-Professionalize Amateur Sport, and Value Athletes’ Time. Where this work differs from other qualitative studies regarding athlete burnout, is that it explores the perceptions and opinions of a coach. The coach interviewed for this study clearly expressed concerns for his student-athletes and their holistic well-being. In addition to a continuation of scholarship through the student-athletes lens, more research conducted exploring the perspectives of coaches, parents, and institutional administrators in pursuit of solutions to mitigating the effect of burnout on student-athletes is of value.

A Coach-Delivered Dating Violence Prevention Program: Coach Perspectives on Implementation.

Coaching Boys into Men (CBIM), an evidence-based violence prevention program, utilizes the coach-athlete relationship to deliver information about healthy, respectful relationships to adolescent boys involved in athletics. Although CBIM has demonstrated effectiveness in clinical research trials, its implementation outside of an effectiveness study has not been explored. The purpose of this current study was to explore facilitators and barriers of effective implementation in community settings using experiences from one regional implementation in Southwestern Pennsylvania. Head coaches who implemented CBIM from 2017-2018 seasons (n = 35) were contacted and 22 (63%) agreed to participate. Coaches were asked how they delivered CBIM to their team, what aided the process, barriers to facilitation, and their overall thoughts on CBIM implementation. Interviews were structured to uncover specific information regarding implementation while also providing time and space for coaches to voice their suggestions and opinions. Interviews were coded using descriptive content analysis. Key facilitators to implementation were involvement of violence prevention advocates, athletic directors, assistant coaches, and players and having flexibility to integrate current events to emphasize topics covered in CBIM. Observed improvements in bystander intervention behaviors and better attitudes towards women and girls among athletes were key motivators for coaches to continue the program. Main barriers were inconsistencies in time available to discuss topics with players and need to refresh curriculum content over multiple seasons. Coaches identified components necessary for broader and sustained implementation of this evidence-based violence prevention intervention in community settings. Coaches' confidence in delivering program content can be bolstered with appropriate strategies in place to address barriers. As coaches witness positive impacts among their athletes, these successes contribute to coaches recognizing their role in transforming sports into a platform for community-wide violence prevention.

Doping in disabled elite sport: Perceptions, knowledge and opinions from the perspective of German and UK coaches

ObjectivesThe phenomenon of doping is rarely researched in Paralympic sport, especially from the coach perspective. This study responds directly to this gap in research by exploring coaches' doping-related perceptions, knowledge, and opinions of the current anti-doping system in order to inform future interventions specific to disabled elite sport contexts. MethodEleven coaches from Germany (n = 6) and the UK (n = 5) working across physiological (n = 7) and skill-based (n = 4) sport disciplines at an elite level (Paralympic, n = 10 and World Championship, n = 1) took part in semi-structured interviews. Data were analysed using abductive reflexive thematic analysis (Braun & Clarke, 2019a). FindingsFour themes were developed to capture the coaches’ perspectives. The first represents coaches’ perception that doping is an issue in Paralympic sport. The second theme shows that risk factors to dope are typically multiple and intertwined, stemming especially from financial incentives and pressure to win. Theme three captures coaches' opinion of differences in testing and education across countries due to budget, resource, or infrastructure issues. Finally, data showed that coaches prefer to refer responsibility for doping prevention to their national anti-doping organisation, rather than taking on personal responsibility for anti-doping efforts. ConclusionsAccording to the interviewed coaches, doping has the potential to be a big issue in disabled elite sport. The main risk factors of money and pressure to win (earn prize money or funding/sponsorship) are knitted together and can be additionally impacted (negatively) by a nation’s sporting system. These factors should be addressed by thinking both on an individual level (e.g., support dual careers) and a structural/policy level (e.g., aim to have minimum standards to level the global inconsistent anti-doping systems, including anti-doping education/testing). Furthermore, coaches should take their role and be proactively made aware of their responsibility in doping prevention to coach clean and protect their athletes properly.

Mental imagery use: the perspective of national team coaches in the U-19 beach volleyball world championship

ABSTRACT Youth sports coaches do not seem to have a clear understanding of mental imagery, although research has highlighted its benefits. This study tried to understand the perspective of national coaches regarding the importance of MI in practical settings, analysing how they understand, integrate, and encourage its use. A qualitative approach was used, where semi-structured interviews were conducted with 28 beach volleyball national team coaches, in the U-19 world championship. The analysis revealed that coaches broadly understood MI, considering it a valid complement to performance enhancement, but they employ it non-systematically and based on their empirical knowledge. Coaches also highlighted their attempt to encourage athletes to use MI (e.g., in the volleyball serve or in the rehearsal of a play). The importance of MI was recognised, although it is unclear how coaches should encourage athletes to use it, and how they can integrate it into real training environments.

Barriers to participation and lifestyle change among lower versus higher income participants in the National Diabetes Prevention Program: lifestyle coach perspectives.

Individuals from socioeconomically disadvantaged groups have lesser participation and success in the National Diabetes Prevention Program (NDPP). Barriers to NDPP participation and lifestyle change were examined from the perspective of Lifestyle Coaches serving lower versus higher income participants. Lifestyle Coaches (n = 211) who serve lower income (n = 82) or higher income (n = 129) participants reported on observed barriers to NDPP participation and lifestyle change and ranked the three most significant barriers to (a) NDPP participation and (b) lifestyle change. Group differences in number/type of barriers were examined using t-tests and chi-square analyses, and ranking differences were examined using multilevel cumulative logit models. Lifestyle Coaches of lower income (versus higher income) participants reported two additional barriers on average. Ranked barriers to participation were similar between groups, and notably included physical/emotional barriers. However, for lifestyle change, those serving lower income groups were more likely to rank lack of access to healthy grocery stores, but less likely to rank low motivation and lack of family support. Lifestyle Coaches of lower income participants were less likely to rank long wait period prior to enrollment as the most significant barrier to participation, and to rank lack of time off from work as the most significant barrier to lifestyle change. Despite more barriers observed among lower versus higher income participants, overlap in the most significant barriers highlights the potential utility of widely addressing common barriers among NDPP participants. In particular, physical and emotional barriers have been overlooked, yet deserve greater attention in future research and practice.

Insights from the national maternal and Child Health Workforce Development Center on Title V Teams’ collaborative readiness and goal accomplishment

PurposeState Title V programs collaborate with diverse partners to improve maternal and child health. Since 2014, the National Maternal and Child Health Workforce Development Center has trained Title V leaders in facilitating system change. This article describes aspects of initial collaborative readiness differentiating state and jurisdiction teams that later reported meeting their goals to greater or lesser degrees.DescriptionWe used quantitative data from initial team leader reports to characterize readiness to collaborate with external partners, and their responses twelve months later to a prompt about how fully they had accomplished their goals. In addition, we coded excerpts from team leader accounts six and twelve months into their work with the Center, and retrospective coach perspectives, to identify collaborative readiness patterns.AssessmentTeams whose leaders reported higher goal accomplishment twelve months after beginning work with the Center had initially reported higher levels of collaboration with key partners. Our analyses suggest that such teams were also better able to use their cohort experience with the Center to improve collaboration, including information sharing with external stakeholders. Challenges working with Medicaid were reported both by teams with more and less goal accomplishment.ConclusionsTitle V teams with lower levels of initial collaborative readiness may benefit from additional support in skill development, connections to key partners, and convening power. Given the crucial and increasing role of Medicaid in maternal and child health systems, more attention may be warranted to supporting all Title V programs in partnering with this funder.

Promises and Pitfalls of Dyads in the National Diabetes Prevention Program: Lifestyle Coach Perspectives.

To describe Lifestyle Coach perceptions of dyads (i.e., family members and/or friends) in the National Diabetes Prevention Program (NDPP). Qualitative evaluation of cross-sectional survey responses. Online. Lifestyle Coaches (n=253) with experience teaching at least one in-person year-long NDPP cohort at a CDC-recognized organization. Survey included items on background and experience with dyadic approach, as well as open-ended items on the benefits and challenges observed when working with dyads in the NDPP. Lifestyle Coach background and experience were analyzed descriptively in SPSS. Open-ended responses were content coded in ATLAS.ti using qualitative description, and then grouped into categories. Most Lifestyle Coaches (n=210; 83.0%) reported experience delivering the NDPP to dyads. Benefits of a dyadic approach included having a partner in lifestyle change, superior outcomes and increased engagement, and positive "ripple effects." Challenges included difficult relationship dynamics, differences between dyad members, negative "ripple effects," and logistics. Lifestyle Coaches described a number of benefits, as well as some challenges, with a dyadic approach to the NDPP. Given the concordance between close others in lifestyle and other risk factors for type 2 diabetes, utilizing a dyadic approach in the NDPP has the potential to increase engagement, improve outcomes, and extend the reach of the program.

Anticipatory information sources of serve and returning of elite professional tennis players: A qualitative approach

Kinematic and contextual information is important for players as they can use these for anticipation and facilitating motor responses. The interaction of the use of this information with an understanding of how the mind works in elite players is crucial but difficult to obtain by empirical research methods. The aim was to: (i) explore and identify anticipatory information sources among professional tennis players, (ii) verify findings of Vernon et al. 1 and elaborate on these findings based upon the perspective of European players and coaches. We interviewed 9 active or former professional players (current coaches) for 30–60 min each, replicating the same methodology and questions as Vernon. 1 An open-coding analysis approach was used, with codes to identify common themes extracted from the transcribed interviews. Our findings were generally in support of Vernon's findings, verifying the importance of ball toss kinematics, contextual information sources such as the score or weather, as well as the importance of constantly updating the available kinematic and contextual information sources throughout the match. We elaborate on these findings by providing more detail regarding Vernon's findings, and add new sources of information mentioned by the interviewed players such as server's rear foot position and server's gaze. Participants shared information about their returning strategies, how they build pressure on the server, and their own service return practice, noting that this is not practiced as much as they would like it to be. Overall, focus on developing and improving visual anticipation skill is limited, even at this level of expertise.

Study Protocol: Type 1 Hybrid Effectiveness-Implementation Trial of a Behavioral Parent Training Intervention for Parents of Young Children Who Are Deaf or Hard of Hearing.

Children who are deaf or hard of hearing (DHH) and who use hearing aids or cochlear implants are more likely than their peers with typical hearing to exhibit behavior problems. Although multiple evidence-based interventions for child behavior problems exist, they are rarely delivered to children who are DHH, and no rigorous randomized controlled trials have been conducted to determine their effects with this population. This protocol describes a study aiming to test the effectiveness of an evidence-based behavioral parent training intervention adapted for parents of young children who are DHH and simultaneously to assess key implementation outcomes and multilevel contextual factors influencing implementation. The protocol for a Type 1 hybrid effectiveness-implementation trial of a behavioral parent training intervention for parents of young children who are DHH is presented, including details of the study design, participants, assessments, and analyses. Using a stakeholder-engaged, mixed-methods approach, we will test the effects of the intervention versus treatment as usual on parenting behaviors, child behaviors, and a range of secondary effectiveness outcomes, including adherence to using hearing aids and cochlear implants as well as measures of child speech and language. We will assess the acceptability, feasibility, fidelity, and costs of the intervention from the perspectives of peer coaches who deliver the intervention, hearing health care clinicians (including audiologists and speech-language pathologists), and administrators of programs serving young children who are DHH. Results of this trial will inform future efforts to close the gap between prevalence of behavioral problems in young children who are DHH and access to and use of evidence-based interventions to prevent and treat them. If effective, this intervention could be widely implemented using strategies informed by the findings of this study to benefit young children who are DHH and followed in hearing health care and their families.

Evaluation of the Olympic Education Model Hoodlinks, under the Perspective of Coaches of Youth in Marginal Areas

Evaluation of the Olympic Education Model Hoodlinks, under the Perspective of Coaches of Youth in Marginal Areas

Athlete leader development: The perspectives of athlete leaders, teammates, and coaches

The development of athlete leaders is a multifaceted process. In this study, the experiences of athlete leader development were explored using a multi-perspectival, interpretative phenomenological analysis. Two basketball teams and one soccer team participated in this study. The players on each team identified their leaders using a questionnaire, and these identified leaders (n = 10), their teammates (n = 6), and their head coaches (n = 3) participated in semi-structured interviews, after which an iterative and inductive approach was taken to analyze the data. Results were organized into two general categories: (a) elements involved in the process of athlete leader development, and (b) leadership skills to be developed in athlete leaders. Findings showed that experiencing challenges, such as playing in different levels, positions, and roles, and making decisions on one’s own facilitates athlete leader development. Additionally, an environment that provides the opportunities for feedback and support from others, and individual factors such as competitive skills, the ability to manage emotions, and diligence emerged as elements that assist athletes to develop into leaders. Interpersonal, team management, and visioning skills were further identified as leadership skills that need to be developed for effective athlete leaders. The results inform athlete leader development theory and suggest that athletes require certain experiences to develop as leaders; with consideration of individual differences, the systematic provision of such experiences could facilitate this development. Lay summary: In this study, the development of athlete leaders is examined through the lenses of athlete leaders, their coaches, and their teammates. The findings show that athletes need certain challenges to develop as leaders. Additionally, they need an environment that provides them with quality support and feedback. Implications for practice Athletes need to be challenged and provided with feedback and support to develop as leaders. Coaches need to provide athletes with an environment that focuses on growth and personal development, where all athletes have the opportunities to assume leadership roles, and where appropriate role models are present. Strategies to develop leaders should include athlete leadership skills training that focuses on interpersonal, team management, and visioning skills.

Investigation of Eating Disorder Risk and Body Image Dissatisfaction among Female Competitive Cheerleaders.

Social agents associated with cheerleading environments are increasingly linked to body image dissatisfaction (BID) and eating disorders (ED). This study examined ED risk across team type, squad type, and position. An additional purpose determined BID in clothing type (daily clothing, midriff uniform, and full uniform), and meta-perceptions from the perspective of peers (MP peers), parents (MP parents), and coaches (MP coaches). Female cheerleaders (n = 268) completed an online survey which included demographics, the Eating Attitudes Test-26, and pathogenic behavior questions. Body image perceptions were assessed by using the Sex-Specific Figural Stimuli Silhouettes. Overall, 34.4% of cheerleaders (n = 268; mean age: 17.9 ± 2.7 years) exhibited an ED risk. Compared to All-Star cheerleaders, college cheerleaders demonstrated significant higher ED risk (p = 0.021), dieting subscale scores (p = 0.045), and laxative, diet pill, and diuretic use (p = 0.008). Co-ed teams compared to all-girl teams revealed higher means for the total EAT-26 (p = 0.018) and oral control subscale (p = 0.002). The BID in clothing type revealed that cheerleaders wanted to be the smallest in the midriff option (p < 0.0001, η2 = 0.332). The BID from meta-perception revealed that cheerleaders felt that their coaches wanted them to be the smallest (p < 0.001, η2 = 0.106). Cheerleaders are at risk for EDs and BID at any level. Regarding the midriff uniform, MP from the perspective of coaches showed the greatest difference between perceived and desired body image.

The strength and conditioning practices and perspectives of soccer coaches and players

Strength and conditioning (S&amp;C) is implemented across various sports and levels, but there is limited understanding of the personnel responsible for this, including their S&amp;C practices and perspectives. Whereas recent evidence has shown that coaches and players are often tasked with the responsibility. Therefore, this study aimed to investigate: 1) the personnel responsible for delivering S&amp;C across different levels of soccer, 2) the practices and perspectives of soccer coaches and players, and 3) to ascertain whether the practices employed align with contemporary evidence and guidelines. Forty-two soccer coaches and 30 soccer players completed an online survey with six sections: (a) informed consent, (b) background information, (c) education, qualifications, and prescription, (d) views on S&amp;C, (e) exercise selection and preferences, and (f) issues and improvements. Frequency analysis was used to report responses to fixed-response questions and thematic analysis for open-ended questions. Most respondents reported S&amp;C to be ‘important’ to ‘very important’ for all soccer, physical fitness, and injury parameters, with perspectives being predominantly aligned with S&amp;C guidelines and research in soccer. Although S&amp;C coaches were mostly responsible for delivering S&amp;C sessions, over 60% of respondents disclosed S&amp;C sessions were delivered independently or by support staff. This is problematic given only four coaches held S&amp;C qualifications, and issues and improvements were mostly regarding a lack of S&amp;C expertise and education. This study provides valuable information for S&amp;C and soccer organizations. Particularly regarding the additional support required to ensure those responsible for delivering S&amp;C in soccer have the appropriate knowledge and qualifications.

Climate change and the future of the Olympic Winter Games: athlete and coach perspectives

ABSTRACT The International Olympic Committee recognizes the risks climate change pose to the Games and its responsibility to lead on climate action. Winter is changing at the past Olympic Winter Games (OWG) locations and an important perspective to understand climate change risk is that of the athletes who put themselves at risk during these mega-sport events. A survey of 339 elite athletes and coaches from 20 countries was used to define fair and safe conditions for snow sports competitions. The frequency of unfair-unsafe conditions has increased over the last 50 years across the 21 OWG host locations. The probability of unfair-unsafe conditions increases under all future climate change scenarios. In a low emission scenario aligned to the Paris Climate Agreement, the number of climate reliable hosts remains almost unchanged throughout the twenty-first century (nine in mid-century, eight in late century). The geography of the OWG changes radically if global emissions remain on the trajectory of the last two decades, leaving only one reliable host city by the end of the century. Athletes expressed trepidation over the future of their sport and the need for the sporting world to be a powerful force to inspire and accelerate climate action.

Impact of participation in the World Robot Olympiad on K-12 robotics education from the coach's perspective

&lt;p style="text-indent:20px;"&gt;The integration of robotics education with science, technology, engineering, and mathematics (STEM) education has a great potential in future education. In recent years, numerous countries have hosted robotic competitions. This study uses a mixed research method to explore the coaches' views on student participation in the World Robot Olympiad (WRO) by incorporating the questionnaire surveys and interviews conducted at the 2019 WRO finals in Hungary. By quantitative and qualitative analyses, coaches generally agreed that participation in the WRO improved students' STEM learning skills and cultivated their patience and resilience in handling challenging tasks.&lt;/p&gt;

Stavovi sportskih trenera prema gluvoći kao indikator stvaranja inkluzivne klime

Introduction. An inclusive approach to sports means opening up opportunities for deaf people to participate in sports activities equally to the hearing population. The paper deals with attitudes toward deafness from the perspective of sports coaches, who represent an important factor in creating an inclusive sports environment. Objectives. The aim of this research was to determine the orientation of sports coaches' attitudes toward deafness. As part of the research tasks, attitudes were examined in relation to age, gender, level of education and the type of sport the coaches practice. Methods. The research was conducted on a sample of 39 participants within the population of sports coaches. The sample consisted mostly of male subjects (66.7 %) 24 to 60 years of age, with the average age being 30.8 (SD = 7.61). Most participants completed undergraduate academic studies (43.6%). The majority of the sample were team sports coaches (82.1%). The Attitudes to Deafness Scale was used as an instrument. Results. The results showed that sports coaches were neutral in their attitudes toward deafness. Age, gender, level of education, and the type of sport did not appear to be significant factors in their attitudes toward deafness. Conclusion. Future research can focus on tests that will test the presence and influence of joint contact between sports coaches and deaf people on their attitudes toward deafness. The dominance of neutral and negative attitudes potentially represents an obstacle to the social inclusion of the deaf through sports and challenges experts dealing with the deaf population to subtly influence the change of attitudes of sports coaches toward deafness in adequate ways.