School Coaches Research Articles

Unveiling Gaps in High School Strength and Conditioning: CSCS Certification, Coaching Leadership, and Facilities.

Judge, LW, Marsh, JP, Petersen, JC, Pearson, D, and Bellar, D. Unveiling gaps in high school strength and conditioning: CSCS certification, coaching leadership and facilities. J Strength Cond Res XX(X): 000-000, 2024-The aim of this study was to examine the prevalence of Certified Strength and Conditioning Specialist (CSCS) and/or dedicated strength coaches overseeing strength and conditioning facilities (SCFs) at the high school level in a Southwestern state. An online survey, comprising 72 items based on a validated instrument, collected data on SCFs from high school athletic directors statewide. A total of 245 surveys were completed representing a 17.5% response rate. Descriptive, Pearson correlation, chi-square, and ANOVA analyses were conducted with an a priori alpha level of p < 0.05 established. The results revealed that only 9.4% of SCF supervisors held CSCS certification, 27.8% lacked certification, and 62.9% did not have a dedicated strength coach overseeing the SCF. Facilities led by CSCS coaches had several areas of greater equipment resources, including bench press stations (F [2, 244] = 5.143, p = 0.006), squat stations (F [2, 244] = 3.570, p = 0.030), and power clean stations (F [2, 244] = 4.573, p = 0.011). This study highlights the importance of prioritizing safety considerations and meeting the developmental needs of high school athletes by addressing the absence of CSCS certifications and dedicated strength coaches overseeing SCFs. The scarcity of CSCS-credentialed coaches in high schools is troubling, considering adolescent athletes' developmental needs and recently enacted National Collegiate Athletic Association Division I safety standards for strength and conditioning coaches.

Science Instructional Coaches: Characteristics, Contexts, Beliefs, and Community

ABSTRACT Instructional coaching has emerged as a promising form of professional development for teachers. However, little is known about the background, contexts, professional responsibilities, and beliefs of instructional coaches who work with science teachers. This mixed-methods study focused on instructional coaches in secondary schools across the United States to understand the experiences these coaches bring to the role and what activities they participate in that support science teaching. Coaches’ goals for their work and tensions with the institution’s goals were also explored, as well as their beliefs about science teaching. Results suggest that three types of coaches may support science teaching, depending on the content expertise of the coach (science or not) and the focus of their role (content-specific or general). Teacher support by instructional coaches with science backgrounds is evident through their support of effective science teaching strategies. However, this support may not extend to pushing teachers to develop reform-based science teaching practices, as the results showed that most of these instructional coaches did not hold reform-based views of science teaching. The goal of relationship building and the coaches’ work as trust-builders emerged as a critical factor in the coaches’ abilities to support teachers’ pedagogical development. Implications for the field are discussed.

School Coaches in the United States: Insights from the National Coach Survey

Concerns exist about how the landscape of school sports is changing, leaving many school coaches feeling unprepared to meet the challenges of this role today. This article explores the status of school sports coaching by drawing on recent findings from the National Coach Survey, the first-of-its-kind survey in the United States released in 2022.

Limited McDonaldization as a Success Recipe: An Ethnographic Study of Yili Driving School in Jinan, China

Current corporate culture studies mainly emphasize the management and motivation of employees within an enterprise, while little consideration is taken of the interaction between the enterprise, employees and customers. Based on an ethnographic study of Yili Driving School in Jinan, this article explores the success recipe of service-oriented enterprises. It argues that the success of the driving school can be attributed to its corporate culture of limited McDonaldization, consisting of two contradictory but coexisting models, i.e. a rationalized and standardized management model and a relational and emotional work model, in which corporate management, employees and consumers are all involved. So far as the driving school is concerned, the school administrators, coaches and students selectively use cultural resources to adopt different action strategies which enable the participants of the corporate culture to achieve a win-win situation. This study highlights not only the McDonaldized management of the enterprise, but also the mechanism of emotional cultivation between the driving school, instructors and trainees. The result of this study is hoped to contribute to research on corporate culture and enterprise anthropology by breaking with the previous approaches from within the company.

Associations between personality, creative thinking and learning, self-efficacy and academic achievement: a cross-sectional survey of coaches in Chinese art schools

PurposePrioritization of technological skills in China has led to scarce resources for art education. In this study, we tested whether personality traits were associated with creative learning and creative thinking skills, and whether these aspects of creativity were linked with academic achievement. We considered self-efficacy and 21st-century skills as mediating and moderating factors.Design/methodology/approach498 art school coaches were recruited from 12 Chinese universities. Coaches reported on their students’ Big Five personality traits, creative thinking skills, creative learning and self-efficacy, 21st-century skills and academic achievement. Data were analyzed with partial least squares structural equation modeling.FindingsHigh openness, low conscientiousness, high extraversion and high agreeableness were associated with creative thinking skills, while high openness, low conscientiousness, high agreeableness and low neuroticism were associated with creative learning. Creative thinking and learning skills were both positively associated with academic achievement. Self-efficacy partially mediated the association between creative thinking skills and academic achievement. No moderation effects were identified.Originality/valueFindings imply that art education would benefit from deeper consideration of individual differences and the promotion of learning environments conducive to creativity.

Headgear use in girls' lacrosse-stakeholders not ready for change.

Mandating headgear for field players in girls' lacrosse to reduce head injuries, including concussion, has been heavily debated. However, research regarding the need and effectiveness of mandated headgear use in girls' lacrosse is still developing. Therefore, this qualitative study aimed to identify the need for and barriers to the development of mandated headgear use policies in girls' lacrosse in Ohio. We conducted six virtual focus groups, three with concussion experts (clinicians and researchers) and three with girls' lacrosse stakeholders (high school players, parents, coaches, and officials). A focus group guide was developed to explore study participants' perceptions and opinions on concussion in girls' lacrosse, headgear use among players, and policies and policy development related to headgear use or a headgear mandate. We developed the codebook using an inductive and iterative approach based on focus group transcripts and used ATLAS.TI to code and analyze the transcript data. Concussion experts and stakeholders understood the potential consequences of concussion but did not perceive concussion as a pervasive problem in girls' lacrosse. The prevention of head and facial injuries was regarded as a potential benefit of headgear use. However, stakeholders expressed that the myriad of arguments discussed opposing mandated headgear use including increased aggressive play and/or targeting, concerns over changes in the game, and cost strongly outweighed the benefits. Finally, both concussion experts and stakeholders identified multiple organizations, including USA Lacrosse, who could act as facilitators and/or barriers to developing, enacting, and implementing headgear policies. Concussion experts and stakeholders identified possible reasons for headgear use related to injury prevention but also identified several important barriers to the development of a headgear mandate for girls' lacrosse in Ohio.

Social justice promotion in youth sport: insights from current high school coaches

Social justice promotion in youth sport: insights from current high school coaches

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

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

Matching school sports managers’ job demands with resources for optimal performance in Nigeria

School sports are beneficial to schools, communities and society as a whole in that they can prevent delinquent behaviours, force commitment to rules, promote social control and teach societal/school values, among others. Deriving these benefits of school sports requires the optimal performance of school sports managers, who teach physical and health education (PHE) as a subject, games masters, house masters, head teachers and seconded school coaches. In this literature review, the JD-R theory was used to explore the literature regarding several potential job demands and job resources within the school sports management environment and how these can be matched for the optimum performance and productivity of school sports managers. It was established that there is a need to identify all possible physical, psychological, social or organizational demands and resources in school sports management to achieve optimal performance in school sports management. The JD-R literature suggests that organizations need to offer employees sufficient job challenges and resources, including feedback, social support, and skill variety, for optimal productivity.

Coaching Studies Morals in Conservation Efforts Environment Sustainable Living (Case Study in Schools River Ciliwung Srengseng Sawah Jakarta)

This research is research that uses a qualitative research paradigm using descriptive qualitative methods, where data collection is carried out through observation, interviews and documentation. The purpose of this study is to know the steps taken in setting goals, planning, implementing and evaluating moral development on the environment carried out at the Ciliwung River School Srengseng Rice Fields, Jakarta. This research method is with in-depth interviews, documentation, and observation. Data analysis techniques with correlation techniques and data validity techniques with source and method triangulation techniques. The results of this study concluded that the form of implementing moral education values towards the environment to students is carried out through learning and non-learning has been running very well. The role of school coaches and teachers as mentors for activities in implementing the values of moral education in the environment for students of Ciliwung River School Srengseng Sawah Jakarta and the surrounding community have been going well. The implementation process is through the four roles of school coaches, scholars, and teachers as activity mentors as educators, motivators, and facilitators, and evaluators in the learning process and daily activities in the classroom and outside the classroom.

An Examination of the Knowledge of and Attitudes Toward Concussions in Texas High School and Junior High Coaches

Every state in the United States mandates concussion education annually or biennially for those involved in organized youth sports to improve awareness, knowledge, and attitudes toward concussions. The purpose of this study was to examine Texas high school and junior high school coaches’ knowledge of and attitudes toward concussions using the Rosenbaum Concussion Knowledge and Attitudes Survey—Coaches Version. Among all analyzed participants, the mean overall concussion knowledge index (Concussion Knowledge Index = 0–25) was 21 (SD = 1.79), while the overall concussion attitude index (Concussion Attitude Index = 15–75) was 63 (SD = 5.69). No significant differences for knowledge or attitude were found between gender, coaching level, sport type, geographical location, or school size (all p &gt; .10). Mandatory concussion education has resulted in high levels of knowledge about and favorable attitudes toward concussions in Texas junior high school and high school coaches, with similar findings to other research in this area.

Research on Long-term Mechanism of School Coaches' Post Setting under the Background of Integration of Physical Education and Education

Research on Long-term Mechanism of School Coaches' Post Setting under the Background of Integration of Physical Education and Education

Implementation of Multicultural Values through the Hidden Curriculum of PAI Subjects in Forming a Peace-loving Character in Junior High Schools

This research is motivated by the phenomenon of widespread acts of intolerance, radicalization, and youth violence. Forming a peace-loving character in students is an effective step. Therefore, handling it at school through a hidden curriculum in PAI subjects is necessary. This research analyzes the objectives, programs, implementation, supporting and inhibiting factors, and the successful implementation of multicultural values through the hidden curriculum for PAI subjects. This research uses a qualitative approach with analytical descriptive methods—data collection techniques through interviews, documentation, and observation. Qualitative data analysis techniques use data reduction, completing data, interpreting data, drawing conclusions, and verifying data. The study was conducted at SMP Negeri 40 Bandung and SMP Muhammadiyah 8 Bandung. The research results show that the goal is to create students with peace-loving characters. The program is conducted through school programs, habituation, supervision and coaching, and examples. Implementation is realized through teaching, habituation, example, motivation, and rules enforcement. Internal and external supporting factors and internal and external inhibiting factors influence the supporting and inhibiting factors. Success is achieved by creating students who love peace.

Basic Football Skill Instruments for Indonesian Junior Players

Football skills instruments are needed by football coaches or practitioners to identify talents and evaluate the training process of each player. Currently, there are many types of football skill instruments, but instruments that are in accordance with the characteristics of Indonesian players and the Indonesian Football Development Curriculum (Filanesia) are not yet available. The purpose of this study was to analyze the development of football skills instruments that are suitable for Filanesia in order to obtain information on the needs, urgency, benefits, and draft models of these instruments. This research approach uses mixed methods, namely quantitative and qualitative. A total of 30 respondents were involved in this study, consisting of 25 football coaches and 5 expert lecturers in the field of football. Data was collected using questionnaires distributed through g-forms and through Focus Group Discussion (FGD) activities. Questionnaire results were analyzed using quantitative descriptive statistics. Apart from this analysis, data triangulation was used to analyse the result of the interviews and discussions during FGD. The results of this study indicate that a football skill instrument is very useful for coaches and players, and the urgency of developing a Filanesia-based football skill instrument model is very high. Thus, a draft instrument model has been produced for two levels of age groups (10–12 years and 13–16 years). Of course, this is an opportunity for further research, namely to validate the two draft models and measure their reliability so that the two test models can be used by football school coaches.

Winner for Life: A three-year study of student-athletes’ life skills development in a training programme for coaches and teachers

Growing numbers of researchers have investigated how training programmes influence coaches’ and teachers’ ability to promote life skills development, and concurrently, athlete-related outcomes. This study aimed to examine high school student-athletes’ development of life skills through a three-year programme called Winner for Life (Gagnant pour la vie). Delivered online to high school coaches and teachers, the programme targeted five life skills: (a) Goal Setting and Concentration (Year 1), (b) Healthy Eating Habits and Safety Behaviours (Year 2), and Physical and Mental Recovery (Year 3). In all, 148 student-athletes participated in the programme and completed questionnaires at five time points to assess life skills development. A general linear repeated measures model was used to assess changes over time. Missing data were handled using multiple imputations. Student-athletes reported higher scores on Goal Setting subscale at time 2 (vs. time 1) and time 3 (vs. time 2) and on Social Recovery subscale at time 2 (vs. time 1). They also reported lower scores on Sleep Quality subscale at time 3 (vs. time 2) and time 5 (vs. time 4). Additionally, a significant interaction was observed between student-athletes’ age (mean = 13.5 years) at study start, and improvements on certain life skills subscales over time. Overall, the fact that student-athletes did not improve on all life skills could be explained by the COVID-19 pandemic lockdowns, which limited the programme’s influence from time 3. Results should be considered in light of limitations regarding gender distribution and ceiling effects on student-athletes’ scores. Recommendations to improve future life skills programmes are discussed, such as involving parents in delivery and encouraging life skills teaching over time.

IMPLEMENTASI NILAI-NILAI PANCASILA DALAM POLA PEMBINAAN SANTRI KELAS XI A (PUTRA) MA AL-JAUHAREN DI PONDOK PESANTREN AL-JAUHAREN KEL. TANJUNG JOHOR KEC. PELAYANGAN KOTA JAMBI

The implementation of Pancasila values in Pondok Pesantren must be optimal to form ideological, nationalist, and religious santri, and prevent deviant behavior. It helps santri become independent, responsible, and improve problem-solving and decision-making skills. The great influence of boarding school administrators and coaches affects how santri practice the values of Pancasila. Research at the Al-Jauharen Islamic Boarding School in Jambi City used descriptive qualitative data methods with observation, interviews, and documentation. Data validity was tested using triangulation of techniques, data sources, and time. The results showed that the implementation of Pancasila values in class XI A male students at the Al-Jauharen Islamic Boarding School has been carried out thoroughly through formal and non-formal education. The constraints of the coach include a less supportive environment, the diverse characteristics of the students are difficult to form conformity with the values of Pancasila, and the students' lack of understanding of these values.

Mental health training for high school coaches and athletic directors: Community-based participatory research to Coach Beyond

Training to improve high school sport coaches’ and athletic directors’ knowledge, skills, and competencies to address and respond to rising mental health concerns is more important than ever. High school student-athletes are at increased risk for mental health concerns, given the pressures of balancing sport, school, and other responsibilities. This paper describes a community-based participatory research (CBPR) study that guided two years of public impact and social change efforts to improve coach education and training in one large Midwestern state in the United States. Our collective goal was to empower coaches and athletic directors to coach “beyond the Xs and Os.” Using a CBPR framework, we describe the decision-making process that led to the co-development and implementation of a mental health training program piloted with 147 high school coaches and athletic directors. We also describe intermediate outcomes associated with our collective change efforts demonstrating the value of using a CBPR approach. Our “Coach Beyond” processes and outputs showcase how CBPR can lead to transformative action and social change to reorient sport as a context focused on the holistic health, wellness, and development of student-athletes.

Deskripsi Penerapan Pembelajaran dengan Pendekatan Technological Pedagogical and Content Knowledge (TPaCK) di Kelas VI Sekolah Dasar Negeri 09 Pontianak Tenggara

The purpose of this study was to describe the implementation of learning with the Technological Pedagogical and Content Knowledge (TPaCK) approach in class VI of Elementary School 09 Pontianak Tenggara. The method used in this research is descriptive qualitative research using observation guidelines, interview guidelines, and documentation. Qualitative data were obtained through observation sheets which included 4 aspects and 20 indicators, teacher interview guidelines consisting of 20 questions, and student interview guidelines consisting of 15 questions. The results of this study concluded that the implementation of learning with the Technological Pedagogical and Content Knowledge (TPaCK) approach was carried out by analyzing the interaction of learning models using the TPaCK approach. This approach involves aspects such as TK (Technological Knowledge), PK (Pedagogical Knowledge), CK (Content Knowledge), PCK (Pedagogical Content Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), and TPaCK (Technological Knowledge). Pedagogical and Content Knowledge). Obstacles in implementing this approach involve human resources, facilities, and facilities. Each learning information technology approach has components such as vision, goals, development, planning, necessary facilities, learning methods, and learning evaluation. Efforts to overcome this obstacle include internal coaching in schools, improving the quality of education, and involving teachers in various training activities and seminars. This aims to align the vision and understanding of teachers towards education and improve their abilities as professional educators.

Athletic Burnout in High School Students: A Social Perspective

An examination of athlete burnout through a social perspective, determining if athlete burnout levels are correlated to levels of social support and social resources in high school student-athletes. According to this framework, high school athletes are likely to experience burnout if they have a low social support network and a lack of autonomy. A sample of 52 female and male high school-aged athletes from New Jersey participated in this study. The Athlete Burnout Questionnaire (ABQ) and Sport Climate Questionnaire (SCQ) and personal interviews were used in this study. The quantitative data was analyzed using Pearson’s r Correlation Calculator. The quantitative results indicated that there was a negative correlation between social support and the development of athlete burnout among high school student-athletes (r=-.6716), which was further triangulated with the qualitative interview results. These findings revealed that increased social support has the ability to mitigate the severity of athlete burnout; thus to decrease the prevalence of burnout in high school athletes, coaches and athletic directors must enhance their athlete's social support network and resources.

Fostering, Tailoring, Negotiating: The Complexities of Collaborative Coaching in Schools Under Pressure to Improve

Recent research has examined the influential role coaches may play in supporting teachers’ collective capacity building for instructional improvement. While emerging research is promising, much remains to be learned about collaborative approaches to coaching, particularly in schools with the greatest opportunity gaps. We draw on extensive longitudinal qualitative data to explore a collaborative approach to coaching in urban middle schools under pressure to improve math outcomes. Findings reveal key coaching strategies to promote teacher team capacity building, including fostering student-centered discussion and collaborative relationships, tailoring capacity-building opportunities to provide access for all teachers, and negotiating across teachers and leaders to support improvement efforts. This work was complicated by conflicting expectations between leaders and teachers as well as challenges with addressing teachers’ misconceptions about math content in group settings. These findings reflect the need for ongoing capacity building that supports coaches as they attend to group dynamics and accountability pressures.