Role Of Coach Research Articles

Canada Soccer and the Right to Play

As the world's most popular sport, soccer holds significant relevance for today's youth. In Canada, soccer surpasses other sports in terms of children's participation, promoting physical and mental health, essential life skills, and a sense of community. This article explores the right to play and the importance of play for Canadian children's overall well-being and development. It emphasizes the responsibility of communities and governments to ensure access to safe and inclusive play environments, particularly in organized sports like soccer. The article further explores the role of coaches, the need for safe spaces, and the impact of cultural context in shaping children's development. Recommendations are proposed, including enhanced regulation of coaching and player development using a rights-based approach and the integration of children's perspectives in decision-making processes. By fostering a culture of inclusivity and prioritizing the right to play, Canada can empower its children to thrive physically, cognitively, emotionally, and socially, equipping them with essential skills for success in a rapidly changing world.

Impact of Music Therapy on Athletes’ Health Sustainability: The Role of Positive Coaching and Health Literacy in Post COVID-19 Environment

Objective: This research is conducted to determine the relationship between music therapy and athletes′ health sustainability, while also determining the moderating role of positive coaching and the mediating role of mental health literacy. Methods: The final sample size of this research comprised 356 respondents, and data was collected from domestic-level soccer players in China. This research used Smart PLS for measurement model assessment and structural model assessment and determine the validity and reliability of the collected data. Results: The research highlights a significant and direct and indirect relationship between music therapy and athletes′ sustainable health. Mental health literacy is also seen positively mediating the relationship between music therapy and athletes′ health sustainability. Furthermore, this research also demonstrates that the moderating role of positive coaching is significant and strengthens the relationship between music therapy and athletes′ sustainable health. Conclusion: The research concludes that the relationship between music therapy and athletes′ mental health improves with the mental health literacy of athletes. The findings of this research are appropriate to enhance the body of knowledge. Furthermore, the study has some implications and recommendations for increased, health and performance.

Literacy Coaching Roles ReImagined during the COVID-19 Pandemic

Literacy Coaching Roles ReImagined during the COVID-19 Pandemic

Changes in head staff members in male elite-level football teams are associated with increased hamstring injury burden for that season: the UEFA Elite Club Injury Study

ObjectiveTo evaluate whether a change of head coach or other head staff before or during a season is correlated to hamstring injury (HI) burden in male elite-level football (soccer) in...

Professional Nurse Coach Supervision: Relationships, Responsibilities, and Requirements.

The evolution of the role of the Professional Nurse Coach (NC) in recent years has been an empowering and innovative model for health and wellness for individuals, groups, communities, and populations. The relationships, requirements, and responsibilities of NC supervision to date, however, have not been fully examined. The aim of NC supervision is to provide feedback on the coaching process, and confidently guide the new NC to utilize creative problem-solving techniques and interventions. Themes emerge in supervision that can help expand competence and skills of coaching. Additionally, knowledge gaps may become apparent that would require further exploration or education. Articles on clinical supervision within the confines of nursing and other related disciplines do not highlight the challenges, responsibilities, or contractual obligations of the NC-Supervisor relationship. Without clear guidelines and identifiable themes within the supervisory experience, there are inconsistent parameters and confusion around supervision. This article will address the need for a consensus of a competency framework for NC clinical supervision and recommend a baseline strategy for guideline development. The article is relevant to the competencies associated with the ANA Standards of Professional Performance required for certification as an NC.

Toward value co-creation in private youth sport for ‘secondary’ consumers: expert coaches’ perceptions of parent–coach collaboration

ABSTRACT Research question Recent evidence suggests parents and coaches would find value in a collaborative relationship. However, the specific roles of parents and coaches in co-creating value remain unclear. Therefore, this research aims to establish expert coaches’ perception of effective collaboration between parents and coaches in the market-driven private youth sport setting. Research methods Semi-structured interviews were conducted with 12 expert coaches to examine their perceptions of effective parent–coach collaboration. Results and findings Through a reflexive thematic analysis, the authors identified four themes explaining expert coaches’ perceptions of parent–coach collaboration in market-driven youth sport experiences. The themes include: (1) balancing individual circumstance and private sport system demands; (2) collaboratively developing programming; (3) establishing flexible relationship parameters and (4) navigating involvement boundaries. Implications These themes were used to create a practical guide for coaches in navigating relationships with ‘secondary’ consumers of youth sport (i.e. parents). Moreover, a theoretical conceptualization of value co-creation for ‘secondary’ consumers of youth sport is offered.

Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students

ABSTRACTWhile there are low percentages of Black males as educators, psychologists, pediatricians, and psychiatrists, Black students are more likely to have a Black male athletic coach. Previous research on the role of Black male coaches has demonstrated that there are several positive outcomes (i.e., academics, social skills, and reducing misbehaviors to deter criminalization) when the racial identity of Black students is matched with a Black coach. Black male coaches are an understudied cultural asset to the Black community. Therefore, this article explores how Black male coaches can be used to accelerate the closure of the opportunity gap by promoting community wellness, health, and academic success for Black youth. The recommendations for policymakers, educators, and school mental health professionals were written in collaboration with a Black male teacher-coach who works in a predominately Black high school setting.

Somewhere Between a Stopwatch and a Recording Device: Ethnographic Reflections From the Pool

As has recently been highlighted, despite the prevalence of methodological “confessional tales” in ethnography generally, the challenges of undertaking ethnographic research specifically in institutional sports settings remain underexplored. Drawing on data from a 3-year ethnographic study of competitive swimming in the United Kingdom (UK), here we explore some of the practical challenges of balancing different elements of the researcher’s role when undertaking ethnographic “insider” research in familiar settings. In particular, we consider the difficulties of balancing the role of a doctoral researcher and the chosen research role of a volunteer coach with a competitive swimming program. Employing the anthropological concept of liminality, we also analyze the lived challenges of leaving a highly familiar field and entering a state of liminality, where the researcher was caught on the threshold betwixt and between a return to full-time employment in the former “known” role of coach, and a move forward to embrace a new “unknown” role as a full-time member of academic staff.

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.

Sport communication: an analysis of coach roles through instructional communication framework

This research aims to identify the coach roles in youth football coaching at ASIFA (Aji Santoso International Football Academy) through an instructional communication framework. This research uses an approach method with two data collection techniques which include: Interviews with ASIFA coaches, and participant observations at ASIFA football coaching. The data analysis technique combines interactive analysis models and the theory of instructional communication. The results of this study showed that the role of coaches at ASIFA in the instructional communication framework can be classified into two types, namely: 1) Coach as communicators-instructors; and 2) Coach as communicator-facilitator. The difference in type has implications for the communication approach used by the coaches, which is mapped into a rhetorical approach and a relational approach. However, the type of coaches and the communication approach used by the coaches has a relationship with the coaching context that occurs. This research contributes to the formulation of an instructional communication quadrant model that can be carried out by coaches in youth football coaching.

A Qualitative Description of the Role of a Whole Health Coach

Objective: To explore the experience of the role of a whole health coach.
 Methods: This qualitative, descriptive study used semi-structured interviews with 7 informants. Transcriptions were coded with words/phrases, and themes identified.
 Results: The overarching theme was a 'balancing board' with the client as the board and whole health coach the fulcrum. The 'job' of being a whole health coach grounds the experience. The coach serves as the fulcrum capitalizing on seven skills and a core of personal beliefs. The client engages in a 'balancing act' as they move forward connecting with the whole health coach.
 Conclusions: The whole health coach experience is personal and professional. Coaches utilize the foundation of the job and skills to assist clients in moving forward on a path of balance with the client as the driver/pilot.

Female consumer entrepreneurship in Asia: capabilities for micro-entrepreneurial success and the role of coaching and training

Purpose The direct selling model adopted in the beauty and cosmetics industry puts female consumer entrepreneurs at the heart of the business model. A neglected phenomenon in female entrepreneurship, this study aims to focus on female sales agents’ capabilities that are linked to sales performance and examine which capabilities might be shaped and enhanced through coaching and training in an emerging economy context. Design/methodology/approach Survey data were generated from a sample of 249 female sales agents who agreed to participate in a coaching and training programme run by a focal firm. Data were collected in two phases to investigate the capabilities linked to sales performance pre-intervention and the impact of coaching and training on the relationships between the capabilities and sales performance post-intervention. The time-lag data were analysed using partial least squares structural equation modelling. Findings For female sales agents, self-efficacy and sales experience have a significant positive effect on adaptive sales performance both before and after the coaching and training intervention. In contrast, intellectual capital and self-motivation had a non-significant relationship with sales performance before the intervention. However, after the intervention, the relationship between these variables became positive and significant. Originality/value The study demonstrates the effects of pre- and post-coaching and training on female consumer entrepreneurs’ capabilities and the links to sales performance. These findings add critical empirical knowledge on how female consumer entrepreneurship may be developed and the role of entrepreneurship for female empowerment in the Asian context. Collectively, the findings bring to the fore the female sphere in consumer entrepreneurship research in emerging economies.

Fostering ego development through group coaching in a postgraduate program

ObjectivesLiterature review evidences several studies on structured programs to promote ego development, but none use a group coaching approach although impact factors and effectiveness of group coaching appear well-suited to potentially foster ego development. This study aims to address the void by examining effects of a group coaching program (that also includes peer coaching) on ego development in a postgraduate program of a German University.DesignWe conducted an intervention study that is based on ego development theory, the (cognitive-) developmental approach to coaching, and a theory-based conceptual framework to ego development. We applied different coaching tools in the program that addressed ego stage-specific development issues, e.g. reflection and development of multiplicity of self-concepts, and underlying beliefs and meaning systems.MethodsThe program consisted of twenty-nine participants who self-selected and were drafted via lottery. The coaching program extended over ten weeks. Ego development was assessed using the Washington University Sentence Completion Test (WUSCT) eight weeks before the coaching program (pretest) and again ten weeks after it began (posttest). Pairwise t-tests were applied to test whether the mean values of ego stage are different at pretest and posttest.ResultsFindings suggest that the group coaching program fostered ego development. Compared to pretest ego level was significantly higher at posttest. The program was more effective for participants at the self-aware ego stage than for coachees at the conscientious ego stage at pretest.ConclusionsThe findings provide empirical support that group coaching can promote ego development in adults. In addition to the specific design and the impact factors of group and peer coaching on ego development we consider the relationship with the coachees and the creation of a trusting and shame-free space important impact factors. Considering the high demand for the program from the post-graduate students, group coaching for advancement of ego development should be considered as an important part of the curriculum. More research is needed and should include larger sample size, a control group, and should control for factors such as coaching setting or role of coach.

Soccer and Disability, Is It Possible? Analysis of the Learning and Coaching Context in Spain.

Coaching a youth soccer player is important, and the coach's role is key. Actually, there is no profile or coaching program for grassroots-soccer coaches that favor the practice of soccer and disability, according to different research and experts. The main purpose of this study is to identify and analyze the professional profile of the grassroots-soccer coach who has soccer players with disabilities (learning and coaching context). This research applies a quantitative method, specifically, non-experimental, cross-sectional, descriptive, and inferential methodology. The sample of analysis is the staff members of the professional soccer clubs of LaLigaSantander Genuine (Spain). An important result is that half of the grassroots-soccer coaches have not received specific education to coach youth soccer players with disabilities. Finally, one important conclusion of this research is that by generating a climate of trust and empathy, grassroots-soccer coaches improve the performance of their soccer players with disabilities by recognizing and understanding their emotional states.

NITEO: an innovative mental health and education program designed to reengage students with mental health conditions in college

Objective: The prevalence of mental health symptoms on university campuses is high and rising, resulting in detrimental effects on academic performance. Few resources exist to address the needs of students who must leave school for mental health reasons. Participants: Seeking to understand the effect of a college reentry program (NITEO) to assist students in reengaging with undergraduate studies, we conducted in-depth qualitative interviews with all college coaches (N = 5), triangulating our findings with interviews of NITEO students (N = 31). Methods: We used a rapid and focused ethnographic approach with thematic and content analysis using NVivo software. Results: Two major themes arose from our analyses affirming the role of the college coach in (1) developing a strong working alliance as a foundation for coaching; (2) promoting self-determination. Conclusions: Programs that enable students with mental health conditions who have dropped out to reenter college are needed; college coaching can be an effective approach.

Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England

PurposeThe paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy development and implementation. The qualitative study examines mentors' conceptualisations and enactment of the role of instructional coach and the readiness of mentors to assume mentors' key stakeholder roles in the professional education of early career teachers (ECTs).Design/methodology/approachSemi-structured interviews with 37 mentors explored mentors' understandings and experiences of becoming instructional coaches as part of a pilot support initiative to support ECTs in England. Two rounds of interviews were conducted to generate data related to the first six months of mentoring on the programmes. Thematic analysis identified seven semantic themes which describe manifest content found within the data and identify mentors' perceptions of their role and practice as instructional coaches. Three latent themes were developed from mentors' accounts which indicate challenges in becoming an instructional coach in this context.FindingsConcern to apply IC “correctly” according to the programme models was a strong feature amongst both novice and experienced mentors. A key finding is the lack of explicit knowledge of professional learning pedagogies amongst mentors and insecure understanding of how new teachers learn. Assuming the role of instructional coach presented both benefits of having a “model” to follow and disadvantages in fostering limited and over-prescribed concepts and practices related to the learning of new teachers.Research limitations/implicationsThe study investigated mentors during the first six months of a pilot programme and the paper reports on analysis of one type of data. The research results may lack generalisability, and a longitudinal study is necessary to further explore the validity of the findings.Practical implicationsSustained, high-quality professional learning for mentors is crucial to mentors' role as instructional coaches to enable mentors to develop deep, critical understanding of how IC might support new teachers and how to exercise professional judgement in working with “models”. Judicious use of time and resource is needed to enable mentors to fulfil the potential of national mentoring programmes.Originality/valueThe study is timely in its examination of mentors that assume the role of instructional coach as one response to national policy development that makes support for ECTs mandatory. Such strategies have wide international relevance where the retention of new teachers is a policy priority.

That’s political! A Freirean perspective towards coaching as a social practice

Demands to re-embed coaching into its larger social context of operation have generated calls to better document the political aspects of this human learning and development process. To address this critical social turn, this empirical article explores the reframing by practitioners of their understanding of coaching practice, using a Freirean lens of oppression and emancipation. The study consists of a 9-month co-operative inquiry with a group of Egyptian practitioners engaged in a praxis comprising initial training and subsequent cycles of action and reflexive workshops about their coaching sessions. Our study found that a Freire inspired praxis led coaches to develop a dialectical understanding of oppression – moving from conflicting dichotomies to a dynamic view, which has implications for their attitude to and role in coaching. We discuss how the resulting politicization allowed the reframing of coaching as a social practice.

THE ROLE OF THE COACH IN EQUESTRIAN SPORT

This article aimed to address the void in current knowledge by gaining an understanding of the coaches’ role in equestrian sport. This research suggests that the role of the sports coach is to develop the physical, mental, tactical, technical and psychological attributes of the athlete as well as to plan and organize the individual training plan for rider and horse and competition schedule.

Harnessing student agency for easier transition and success: The role of life coaching

The use of life coaching as an intervention to support students in higher education has been explored in other contexts in the global north and evidence points to its possible benefits in improving student success and well-being. Although there is new emerging research on the use of life coaching in the South African higher education context, there is a lack of empirical evidence pointing to its benefits. We report some results from a longitudinal study that investigated the use of small group life coaching intervention to support students. The objective of the intervention was to harness first-year chemical engineering students’ agency by proactively equipping them with knowledge and skills that improve their studies and lives. Four years after the intervention, using Archer’s social realist concepts of structure and agency, we evaluated how the life coaching intervention influenced students’ agency during their studies. Data was gathered through one-on-one semi-structured interviews with ten students who had participated in the intervention during their first year and were currently in the fourth year of their studies. The results indicate that the life coaching intervention enabled students to mediate academic and non-academic constraints. Concerning academic constraints, the life coaching intervention helped students manage the transition from high school, including adjusting to a new workload, time management, learning to collaborate with their peers and dealing with experiences of failure. Concerning non-academic constraints, the life coaching intervention helped students clarify their goals, increased their self-awareness, deal with negative emotions, boosted their self-confidence, and become more resilient during the Covid-19 pandemic. We recommend more empirical research to be carried out in different contexts across higher education institutions in South Africa to explore further the possible role that life coaching may play in empowering students with life-long skills, reducing dropout rates and improving chances of success.

Social justice attitudes and behavioural intentions of NCAA student-athletes: the role of life skills

ABSTRACT Within the United States of America alone, athletes - and particularly professional athletes - have long been utilising their unique positionality as a platform to advocate for social justice and to be actively engaged activists for social change. While social justice advocacy and activism are increasingly seen within professional sports, engagement in such efforts has been more limited among collegiate student-athletes. As such, the purpose of this study was to examine how life skills moderate the relationship between attitudes and behavioural intentions pertaining to social justice among National Collegiate Athletic Association (NCAA) student-athletes. A sample of 218 Division I NCAA student-athletes completed an online survey that assessed their perceived life skills learned in sport, social justice attitudes, and social justice behavioural intentions. The analytical approach included a series of moderation analyses testing the moderation effect of each life skill on the relationship between social justice attitudes and behavioural intentions. Emotional skills, interpersonal communication, and social skills each significantly and positively moderated the relationship between student-athletes' social justice attitudes and social justice behavioural intentions. However, problem-solving and decision-making, goal-setting, time-management, teamwork, and leadership skills had non-significant interaction effects. The results suggest that life skills, especially interpersonal skills beneficial to social interactions, can be assets for student-athletes as they consider progressing towards social justice action. Efforts should also be put forward to better comprehend the role of coaches using an implicit and/or explicit approach to life skills and its impact on their social justice awareness and behaviour intention.