Team Coaches Research Articles

Group training and team coaching as practices of staff leadership development: A comparative analysis

The modern world is in constant technological change, which requires the society to have the relevant knowledge, skills, and abilities to effectively perform their professional duties, improve leadership skills, and unlock hidden potential. Today, training sessions and coaching sessions are popular methods of influencing the results and development of an individual or staff. The purpose of this study was to investigate the effectiveness of group training and team coaching, and to analyse their systemic differences. To fulfil this purpose, the following methods were used: analysis and synthesis, hermeneutic method, comparative method, survey, interview method, and generalisation method. The results of the this study covered the essence and elements of group training and team coaching, identified the advantages of the group form of work, analysed the characteristics of the professional competence of trainers, investigated the role of the trainer and coach as a central figure in building trust and interaction in the team, analysed the types, techniques, methods of conducting group trainings and team coaching sessions, the methodology of their creation, determined the role of the use of “tactical empathy”, models, psychological technologies, and techniques used in training sessions to improve leadership qualities, covered the value-based approach to leadership, assessed the criteria for effectiveness and feasibility based on a survey on the need for coaching and training sessions. A clear separation of the concepts of coaching and training is essential for the practical application of these techniques to effectively develop leadership skills among the participants of these events. The findings of this study will be useful for both personal development specialists and their clients

152 A survey assessing interpersonal, academic, and employability skills associated with participation on an agriculturally-based competitive team

While several studies have assessed the skills produced by competing on agriculture based judging teams, there are limited published reports assessing these same skills by students on other agriculturally-based competitive teams (rodeo, equestrian, ranch horse). The current study surveyed students across the United States using a five-point Likert scale to assess interpersonal, academic, and employability skills after participation on collegiate judging (horse, meat, livestock), performance-type (equestrian, rodeo, ranch/stock) teams, or both. The survey was sent to coaches of active teams at four-yr universities and completed by students (n = 238) at the end of their team’s respective seasons. This study assessed 17 interpersonal, 14 academic, and 19 employability skills, which were previously identified by alumni in a Delphi Study. Participants were asked to self-assess interpersonal skills pre and post-participation, these Likert Scale means were compared using a paired t-test (P < .001). A Chi-Square was performed for each skill or factor and the team a participant competed on. In the interpersonal category (P < .045) contentknowledge, decision making, memory, networking, and public speaking were all deemed to have a significant relationship between the type of team and skill. In the academic category (P < .045) content knowledge, efficiency, motivation, structure, and test taking ability were deemed to have a significant relationship between the type of team and skill. Finally in the employability category (P < .043) communication skills, confidence, decision making, experience, learned skills/knowledge, multi-tasking, personal drive, and problem solving were all deemed to have a significant relationship between the type of team and skill. Students who engaged in agriculturally based competitive teams enhanced their skills regardless of the team they participated on. Of the 48 skills, 31 were determined to not be significantly affected by the type of team a student competed on. Overall, the majority of interpersonal, academic, and employability skills are enhanced or improved by time on an agriculturally based competitive team.

Integrating Implementation Science in a Quality and Patient Safety Improvement Learning Collaborative: Essential Ingredients and Impact.

There is a current lack of research exploring the contextual factors of why and how quality improvement collaboratives (QICs) work. To this end, a mixed methods study was undertaken to improve our understanding of what works for whom and in what context among participants in a nationwide Canadian QIC. The authors used a mixed methods approach consisting of a written survey and 30-to-45-minute telephone interviews with collaborative team members, coaches, and senior leaders of participating safety improvement project (SIP) organizations to identify the essential elements of an integrated approach involving implementation science/knowledge translation, quality improvement (QI), patient safety, and collaborative learning/networked approach to enhancing safety and quality and building implementation capabilities. Survey data were analyzed using descriptive statistics. Interview data were analyzed by three team members using thematic analysis and development of an emergent coding schema. Four themes emerged as the essential elements: (1) integrating implementation science into the QI/patient safety learning collaborative; (2) reinforcing of and opening eyes to implementation science by an expert implementation specialist; (3) valuing the sense making and strategies shared by coaches; and (4) experiencing challenges to implementation amplified by the COVID-19 pandemic. Teams also reported improvements in teamwork and patient outcomes as a result of participating in the QIC. This study's findings provide deeper insight into the "essential ingredients" (expert implementation specialist, coaches) grounded in an integrated approach that drew from QI, patient safety, and implementation science. Organizations can use the key learnings on how best to implement quality and safety projects by leveraging the sense making of the expert implementation specialist and coaches in an integrated networked learning approach.

Enhancing Strategic Learning Through the Implementation of Robust Process Improvement in a Specialized Tertiary Care Hospital.

Performance improvement (PI) in healthcare is essential to improve health, patient experience, and reduce costs. PI projects became low, inconsistent and weakly-sustained in our hospital. The low number and low sustainability were scarcely in alignment with our strategic goal to become a high reliability organization (HRO). This was due to lack of standardized knowledge and ability to initiate and sustain PI projects. Therefore, a structured framework was developed, followed by the building of capacity and capability in the use of robust process improvement (RPI) amidst the COVID-19 pandemic. A team of healthcare quality professionals collaborated with Hospital Performance Improvement-Press Ganey for hospital-wide quality improvement project. The team received training on RPI from Press Ganey and created the framework to use . This framework is based on the Institute for Healthcare Improvement Model for Improvement, Lean, Six Sigma, and FOCUS-PDSA (Find-Organize-Clarify-Understand-Select-Plan-Do-Study-Act). Thereafter, the team of internal coaches organized an RPI training course that consisted of 6 sessions, for clinical and nonclinical staff , using classroom and virtual sessions during the pandemic. This course was increased to eight sessions to avoid information overload. Process measures were collected using a survey to obtain feedback, whereas outcome measures were from the number of completed projects and their effects related to costs, access to care, waiting time, number of harms, and compliance. Participation and submission improved after three PDSA (Plan-Do-Study-Act) cycles. This resulted in an increased number of completed and sustained projects from 50 in 2019 to 94 in 2020 and continued to rise to 109 in 2021. There were 140 and 122 certified RPI coaches in 2020 and 2021, respectively. Although there was a decrease in the number of certified coaches in 2021, the number of completed projects was higher than in 2020. The overall effect of these completed projects by the third quarter of 2021 showed improvement in access to care by 39%, compliance to standards of care by 48%, satisfaction by 8%, and reduction in costs by 47,010 SAR, in waiting time of 170 hours, and in the number of harms by 89. This quality improvement project led to enhanced capacity of staff as seen in the increased number of certified RPI coaches, thereby increasing the submission and completion of projects in 1 year. Its sustainability during the 2 succeeding years continued to enhance project completion and maintenance, bringing quality improvement benefits to the organization and the patients.

Acute and Long-Lasting Effects of Slow-Paced Breathing on Handball Team Coach's Match Stress.

Stress was previously defined as a response to any demand for change. These demands are noticeable during sport events, not only in athletes but also in coaches. Therefore, this study aimed to determine the influence of slow-paced breathing (SPB) on acute stress to handball coaches during official matches. One professional handball coach, aged 37 (height, 180 cm; weight, 80 kg), took part in the study. His salivary cortisol (C) concentration and alpha-amylase (AA) activity were measured, and his heart rate (HR) was monitored during six official matches. In the first three matches the SPB training protocol was not followed. From match four to match six, the coach performed SPB training every day and directly before the match. The decrease observed in AA was statistically significant with a large effect size (1.80). The trend of change in HR is visible and similar for matches with and without SPB. However, for SPB matches, there is a lower starting point compared to matches without SPB (89.81 ± 6.26 and 96.62 ± 8.10, respectively). Moreover, values of AA on SPB matches were smaller before the match (93.92 ± 15.89) compared to the same time point in non-SPB matches (115.30 ± 26.00). For AA, there is a significant effect size in the half-time (2.00) and after the match (-2.14). SPB matches showed a lower increase in AA. SPB might be used as one of the possible tools that could help coaches in achieving a desirable mental state during the match.

The Influence of Subjective Perceptions and the Efficacy of Objective Evaluation in Soccer School Players' Classification: A Cross-Sectional Study.

The first objective was to investigate the influence of subjective perceptions and the efficacy of objective evaluation regarding the classification of soccer school players by their level of performance. The second objective was to advise on accurate collocation according to objective assessment of players' performance. An objective evaluation of the players' motor performance abilities and coaches' subjective perceptions of the players' levels of performance was conducted with 34 young football players (U11) from Torino FC soccer school. The players were allocated to three groups based on their perceived performance level at the start of the season. The players were evaluated using a field test battery, and team coaches provided subjective ratings of the players' abilities. MANOVA showed significant differences between the playing levels (F = 2.185, p < 0.05; partial η2 = 0.34) in the 10 × 5 shuttle run, 20 m sprint test (objective evaluations), heading, understanding of the game, positioning on the field, speed and agility (subjective perception) (F = 1.951, p < 0.05; partial η2 = 0.43). A discriminant analysis of the field test scores revealed that 76.5% of players were correctly categorised in one of the three performance-level groups. However, the first group (the best players) had the lowest predictive accuracy rate (58.3%). By comparison, the second group (the average players) had a much higher predictive accuracy rate (83.3%), and the third (the weakest players) had the highest (90.0%). These findings support the role of objective performance evaluation in categorising players of different skill in soccer schools.

Dual career experiences of elite coaches enrolled at university level.

The lifelong education of coaches is one of the priorities of the European Union. Therefore, the purpose of this study was to investigate Italian elite coaches' motivation to engage in a sport-related academic education, and its demands, barriers, support, and relocation issues in relation to their dual career (DC) path. Sixteen Italian elite coaches (e.g., certified fourth-level national team coaches, senior team coaches) enrolled in a specifically tailored Bachelor's degree in sports sciences at the University of Rome Foro Italico (Italy) volunteered for this study. A qualitative approach integrating inductive and deductive reasoning, and thematic analysis was applied to participants' responses to an open-ended item survey. Independently from relocation, student-coaches' DC perceptions resulted in 15 lower-order themes further organized in 5 high-er-order themes (e.g., Benefit, Challenge, Expectation, Organization, and Support), each related to the contexts (e.g., Personal, Academic, Sport), the DC dimension (e.g., micro, meso, macro, and policy), and the DC push (e.g., facilitating) /pull (e.g., hindering) factors. The elite coaches' insights emphasize the complexity of the coach lifelong education at university level, and provide valuable information for promoting European and National (e.g., Italian) DC recommendations for elite sportspersons through a cooperation between sport bodies and higher educational institutions.

Team coaching: tools for creating and developing teams

The issues of organization development in new conditions of uncertainty and instability through the introduction of team coaching are considered. The goals, objectives, and technologies of team coaching are presented, and the effectiveness of this tool in the development of teams of modern organizations is substantiated.

Does the duration's training and menstrual cycle phase affect women’s futsal athlete performance? A critical survey perspective

The menstrual cycle phase and the duration of practice often interfere with female futsal athletes' performance during training. This study explores the relationship between exercise duration, menstrual disorder and the performance of women’s futsal athletes. This research method uses a survey. The subjects of this study were 22 female futsal athletes in the city of Cimahi. The instrument was a closed interview validated by a women's soccer expert (coach of the Indonesian women's soccer team) from STKIP Pasundan and tested on three participants who met the inclusion criteria. Descriptive analysis is presented as the mean and differences between groups were evaluated by t-test with a statistically significant level of p &lt; 0.05. Descriptive analysis using SPSS software (version 21.0). This study reveals that the significance test with sig.0.13 &lt;0.05 on the duration variable, which means that the exercise's duration directly affects the athlete's performance. In comparison, the menstrual cycle variable has a sig.0.91 value &gt; 0.05, which means that the menstrual cycle does not directly affect the performance of female futsal athletes. However, the significant results showed no effect of the menstrual cycle on the performance of female futsal athletes. This study recommends that female futsal coaches pay attention to the duration of training during the menstrual period for each athlete to achieve optimal performance.

Effect of team coaching on collaborative value within ashoka fellows' organizations in Africa

The striking of the Covid-19 pandemic, defined by an economic slump, has created an emergency asthe capacity of government and nonprofit services to support communities have been stretched close tobreaking point. Team coaching enables teams to collaboratively co-create structures and processesthat support the needs of organizations. Team coaching has accentuated team productivity, improvedengagement levels, and helped reach commonly accepted team goals as a collective strategic practice.Explanatory sequential mixed-method research design consisting of two distinct phases, namelyquantitative and qualitative approaches, was adopted. The target population constituted 154 AshokaFellows organizations working in 19 countries in Africa. Quantitative data was collected usingstructured questionnaires via an online survey, while qualitative data was collected using interviewguides via Zoom. The collected data were analyzed using SmartPLS software for Structural EquationModeling (SEM) as well as Statistical Package for the Social Sciences (SPSS). The study findingsindicated a significant P-value of 0.012. It was further observed that team coaching accounted for29.2% of the variation in collaborative value. Coaching teams should be encouraged to unleash teams'potential to solve problems and form alignment between how they work, deliver, and their continueddevelopment over time as it creates new insights and awareness and translates the latest insights intomeaningful actions.

Efficient Dance Team Practice Leads to Effective Performances

The dance team season, unlike any other high school or collegiate sport, runs year-round. Typically, tryouts are held in the late spring, teams attend camp in early to mid-summer, and the first performance takes place at the first home football game at the end of the summer. This schedule means dance team coaches are eager to schedule efficient and effective practices to prepare for each upcoming event. By implementing the strategies discussed in this column, coaches can organize their practices effectively.

Coaching and Physical Activity with Higher and Lower Skilled Student-Coaches in A Basketball Sport Education Season: A Pilot Study

ABSTRACT The purpose of this pilot study was to investigate student-coaches’ behavior and their players’ moderate-to-vigorous physical activity (MVPA) as a function of coaches’ skill level in a high school sport education basketball season. One high-school class (7 girls, 14 boys) participated in this study and was taught a 14-lesson sport education season in basketball. Based on 3v3 game play performance and a 10-item basketball content knowledge questionnaire, students were labeled as either higher -or lower skilled and put into three mixed-ability teams. In every team, higher- and lower-skilled students alternated the role of team coach each lesson. Prior to each lesson, coaches received a lesson plan and completed an online training to increase their knowledge of the lesson content. All coaches were audio- and videotaped during independent team practice. Coaching was reported in terms of duration (proportion of total time) and rate per 10 minutes. Players’ MVPA was collected using systematic observation. Inter observer agreement was 86% for coaching behavior and 89% for MVPA. Higher skilled coaches spent on average 15% of the team practice time coaching, lower skilled coaches 10%. Higher skilled coaches had higher rates for refereeing, cueing, feedback, and full demonstrations. Average MVPA under higher skilled coaches was 57%, with lower-skilled coaches 65%, which was not statistically significant. We conclude that higher skilled student-coaches had more content-related interactions.

Case Article—Moneyball for Murderball: Using Analytics to Construct Lineups in Wheelchair Rugby

Motivated by the problem of lineup optimization in wheelchair rugby (WCR), this case study covers descriptive, predictive, and prescriptive analytics. The case is presented from the perspective of a new assistant coach of Canada’s national WCR team, who has been tasked by the head coach to use various analytics techniques to improve their lineups. Whereas the data and actors are fictitious, they are based on real data and discussions with the national team coach and sport scientists. To solve the case, students must conduct data analysis, regression modeling, and optimization modeling. These three steps are tightly linked, as the data analysis is needed to prepare the data for regression, and the regression outputs are used as parameters in the optimization. As such, students build proficiency in developing an end-to-end solution approach for a complex real-world problem. The primary learning objectives for the students are to understand the differences between descriptive, predictive, and prescriptive analytics, to build proficiency in implementing the models using appropriate software, and to identify how these techniques can be applied to solve problems in other sports or other application areas. Supplemental Material: The Teaching Note and data files are available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials .

Physical testing and strength and conditioning practices differ between coaches working in academy and first team soccer

Scientific guidelines exist regarding strength and conditioning (S&amp;C) best practice, for both first team and academy level soccer. However, it is not known if these research-informed guidelines are followed in such applied settings. The aim of this study was to investigate current S&amp;C practice in first team and academy level (men's and women's) soccer, in multiple countries/continents. A total of 170 participants, who were involved with the delivery of S&amp;C support at their soccer club, completed a comprehensive survey, describing their training methods. Data were analysed using Pearson's chi-square test of independence and independent t-tests. Statistical significance was set to p &lt; 0.05. A greater proportion of academy compared to first team coaches assessed acceleration/sprint (92% vs. 83%, p=0.026), jump (95% vs. 83%, p=0.023) and change of direction performance (77% vs. 61%, p=0.031). The weekly training structure differed between groups, particularly within women's squads, with women's academy coaches reporting the lowest session frequency of all groups (1.59 ± 0.62 session per week, 44 ± 17 min duration). A greater proportion of academy (54%) versus first team (35%) coaches prioritised bodyweight training ( p=0.031), despite a similar distribution of movement patterns trained. Overall, 44% S&amp;C coaches reported using training intensities below strength training guidelines (≥80% 1RM). To conclude, there were many differences in S&amp;C practice between S&amp;C coaches working with first team and academy squads but particularly noteworthy was the greater proportion of academy coaches prioritising bodyweight training compared to first team coaches, which may limit physical development in academy players.

Four Elegies

Four Elegies

Controls Necessary to Activate the Role of Sports Academies in the Selection of Team Sports Players

This study aimed to identify the necessary controls to activate the role of sports academies in the selection of players of team sports (volleyball, basketball, handball, and football) in the Kingdom of Saudi Arabia. The researchers used the descriptive approach in the style of survey studies, which was suitable to achieve the goal of the study; this approach describes an object, analyzes it, and extracts relevant facts. The study community comprises faculty members in the field of sports management and the training of team sports, coaches, and employees of the Saudi volleyball federations, basketball and handball, employees of private sports academies, and employees of the General Authority for Sports. The study sample was selected by the random class method and included (145) individuals. The primary tool for data collection was the analysis of documents, records, and questionnaires. One of the study's most important results was to identify the necessary controls to activate the role of sports academies in the selection of team sports players, including administrative controls, technical controls, legal and legislative controls, health and environmental controls, and other controls.

대학태권도 시범단원의 조직공정성, 단원만족, 조직몰입, 혁신행동 간의 구조적 관계

Purpose: The purpose of this study is to investigate the structural relationship among organizational justice, player satisfaction, organizational commitment, and innovation behavior toward Taekwondo demonstration players.BR Methods: To achieve the purpose of this study, the questionnaeirs were distributed to the players using the internetURL of Google at university Taekwondo demonstration players through the cooperation of college Taekwondo demonstration team coaches. 348 questionnaires were collected. Among these, seven questionnaires were excluded because of improperly surveyed res ponses. There were 341 usable questionnaires. Data were analyzed with frequency analysis, correlation analysis, and reliability analysis with the use of SPSS Statistics 28.0 and then with confirmatory factor analysis and structural equation modeling using AMOS 28.0.BR Results: The results indicated that organizational justice had a positive influence on player satisfaction and organizational commitment. However, there was no relationship between organizational justice and innovation behavior. The results also indicated that player satisfaction contributed to organizational commitment and innovation behavior. Lastly, organizational commitment had a positive influence on innovation behavior.BR Conclusion: In summary, the findings in this study provide both valuable knowledge for the coaches of university Taekwondo demonstration teams and the practical impiclations for the effective management of university Taekwondo demonstration players.

Model of preparing future coaches for the formation of reflexivity of athletes in team sports

The article deals with the issue of preparing coaches for the formation of reflexivity of athletes in team sports. Reflection is an important condition for the successful implementation of any activity. It plays a special role in complex, dynamic work, namely in those types of work that are performed in complex interpersonal and group interaction. Undoubtedly, this activity includes educational activities and activities in the field of physical culture and sports. The team coach in team sports is a key figure in the formation of group reflexivity. Therefore, in order to achieve high performance and increase the competitiveness of sports teams, it is necessary to train a coach with a developed reflexivity. Reflective culture is a basic component of a mature personality and highly qualified professional work of any specialist. It conditions the intensity of the formation of his experience, provides a rethinking of the content of the subject's consciousness and his awareness of the techniques of his own mastery, abilities, opportunities and prospects.&#x0D; In the conditions of close relationships, instant reactions and when performing a single task, there is a need to form a certain personal quality that takes into account the creation of a situation of mutual understanding of a high level. This fact actualizes the need for group reflexivity in order to improve the quality of managed processes and reduce the costs of both material and human resources.

Circuit Training Training Assistance for Madiun City Science Society Tutoring Students

Today's physical condition literacy is still rarely known by Gen-Z. Many people think that being healthy means being fit. Physical performance is now a necessity that cannot be separated from daily activities. Preparation to achieve prime physical condition is not achieved in a short time. Many methods are used to achieve excellent physical quality. Start with good physical exercise, meet balanced nutritional needs, stress management, and adequate hydration. There are many training methods to improve physical condition, one of which is the circuit training method. Circuit training can be done alone or in groups. There are many benefits to be gained if this circuit training exercise is carried out in groups, one of which is being able to increase the enthusiasm of students to carry out and complete the posts provided by the team coach. There are many phenomena that occur due to a lack of understanding of literacy about Circuit training exercises for science society tutoring students. So it is necessary to carry out assistance by carrying out community service whose aim is to provide literacy education for Circuit training exercises. Methods and forms of community service implementation using a participatory approach. The result of this assistance is the increasing understanding of the physical literacy of circuit training participants

Exploring leadership behaviors of the coaches of champion teams.

Participation in sports at school is highly valued since it is believed that it develops students' social skills and adds to personal development. Owing to the fact that the behaviors of the coaches have an important effect on the development of the student athletes, this quantitative study was designed with the aim to evaluate the perceptions of young student athletes of the champion school teams of their coaches' leadership behaviors. The study also sought to determine the variables affecting these perceptions. A total of 236 young student athletes who were the members of the champion teams of basketball, handball, volleyball, futsal, badminton, wrestling and swimming in the period of 2021-2022 evaluated their coaches' leadership qualities. One of the major results was that the young student athletes had positive perceptions of their coaches. Adopting Chelladurai's model, training and instruction was found to be particularly important in achieving high performance. More specifically, the Mann Whitney U test results revealed that the athletes' perceptions differed by gender and by being involved in team or individual sports; however, Kruskal-Wallis test revealed perceptions did not differ by age. The significance of this study lies in its practical implications for sport coaches, coaching practice, physical education teachers and practitioners in sport psychology.