University Coaches Research Articles

Assessing Vocational Rehabilitation Professionals’ Competencies in Taiwan

Rehabilitation counselor skills, knowledge, and training are significant predictors of quality of employment outcome. In the past decade, vocational rehabilitation (VR) and placement-related work settings in Taiwan have gone through a tremendous amount of change to reflect changing policies, types of disabilities, and global factors. VR professionals’ competencies also need to be addressed to keep pace with this transformation. The purpose of this study was to validate the Taiwanese version of the Systems Approach to Placement: Self-Assessment for Students and Counselors (SAP-SASC), designed to identify critical areas of knowledge, skills, and competencies possessed by practicing VR professionals. A total of 116 participants completed the instrument. The participants represent (a) rehabilitation counseling master’s students from National Changhua University of Education, National Kaohsiung Normal University, and National Taiwan Normal University and (b) job coaches, VR case managers, and other VR professionals from the Council of Labor Affairs in Taichung, Changhua, Nantou, and Taipei counties. Multi-trait scaling analysis revealed eight components of VR professionals’ competence (client, health, education, family, social, employer, placement, and funding). The respondents expressed the highest level of competence in providing job seeking and social skills training, addressing job modification needs, performing job analysis, and referring clients of community-based support services.

Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines

Volleyball Canada and Volleyball Quebec developed long-term athlete development models in order to guide volleyball coaches concerned with athlete development. These models propose guidelines about the development of skills. However, it has yet to be determined whether coaches apply long-term athlete development guidelines in their coaching practice. Therefore, the objectives of this study were to describe the amount of time devoted to the various skills trained by four volleyball coaches of different levels and to compare these training skills with the long-term athlete development guidelines. The results of this multiple case study (n = 4) indicated that based on long-term athlete development guidelines, (a) college and university coaches over-trained technical skills; (b) high school coaches and university coaches undertrained individual tactical skills; and (c) high school coaches over-trained team tactical skills. Corrective measures that might help coaches apply the long-term athlete development guidelines are changes in the access to training facilities, competition schedules, and coach education programs.

Intercollegiate coaches’ experiences and strategies for coaching first-year athletes

University student-athletes have reported difficulties balancing the rigours of academic study, athletics, and their personal lives. These challenges may be exacerbated for first-year athletes who are transitioning from secondary school into university. Given that coaches significantly influence their athletes’ experiences, their coaching styles and support may ease this transition process. Thus, the purpose of the current study was to investigate university coaches’ experiences and strategies used with first-year student-athletes. Eight highly successful and experienced university coaches of men’s team sports participated in individual semi-structured interviews. A thematic analysis revealed that coaches created a supportive team environment for first-year athletes by building trusting relationships with them, showing patience with their development, and encouraging leadership from senior athletes. To further facilitate first-year athletes’ success in and out of sport, coaches helped them accept their role on the team and improve their physical conditioning. Coaches also monitored their academic progress and advocated the use of available university resources such as tutors and support programmes. The current results benefit both coaches and athletes by highlighting the common challenges of a first-year university athlete, as well as by offering useful coaching strategies that can help this transition.

Did a university breach coach's contract with reassignment to new position?

James Fleming signed a written contract in 2010 to be the defensive coordinator of the Kent State University football team. His term of employment was supposed to last through June 2012.

Paving the Way for New Literacies Integration in Elementary Teacher Education

This collective case study examines new literacies integration by student teacher/cooperating tea- cher dyads supported by a coach in elementary schools. The theoretical lens for this study combines two areas: the TPACK framework for examining technology integration into teaching and a transformative “Third Space” approach to growing practitioner knowledge. The study took place in a large Midwestern public school district where many student teachers from a public university complete their student teaching experience. The research explored how collaboration in new literacies integration was enacted between student teacher, cooperating teacher, and coach. Results are organized around three themes: collaborative approaches to integration, affordance and effort, and expectations with support. Examination of the enactment of new literacies integration led us to create an innovative teacher education model. In the proposed Triarchic Model of Teacher Education, a university coach supports the concurrent development of preservice and inservice teachers in technology integration.

Elite Coach Perceptions of Cohesion on Coacting Teams

This study explored the knowledge and perceptions of elite coacting sport coaches as applied to team cohesion. Six experienced university cross-country running coaches who achieved high levels of success and recognition were purposefully chosen and interviewed for this study. Results demonstrated that these coaches valued cohesion and felt it played an integral role in developing team success and satisfaction, despite facing barriers such as intrateam competition and rivalry. Purposeful recruiting, choosing effective team leaders, setting and monitoring team goals, and encouraging social events were some strategies utilized to enhance cohesion and establish positive relationships among teammates. These findings provide a greater understanding of the knowledge of elite coacting coaches and cohesion.

Connection between the Legal Knowledge and Social Background of Sports Coaches at Iranian Universities

This study investigates university coaches' knowledge about their legal duties toward their athletes, as well as the connection between the level of their legal knowledge and their educational, social and economic background. The results are presented according to three major dimensions: deficiencies in the coaches' training system, in their knowledge concerning their legal responsibility and the coaches' social recognition regarding their profession. The findings indicate that the coaches' training in Iran has a lot of weaknesses, including the neglect of legal issues, the consequence of which is that the Iranian university coaches do not have sufficient knowledge about the legal issues in general and they are not aware of their duty toward their athletes in particular. In Iran coaching is not considered as a prestigious occupation; in terms of social status coaches belong to the lower middle class.

Vocational Training and Basic Knowledge of the Mexican University Coach

Vocational Training and Basic Knowledge of the Mexican University Coach

Unfinishedness: Striving for a Viable Partnership Between TFA and Its University Partner

Background/Context Teach For America (TFA) affiliates with universities in most of its 40 regions nationally; however, few researchers intentionally study the content and processes of a partnership between TFA and a college of education. Purpose/Research Question/Focus of Study To ensure that investments both organizations were making had a direct and positive relationship with the constituents, leaders from TFA and Georgia State University began a joint study of our partnership. Researchers believed that participatory collaborative research, utilizing the emic insights, could illuminate needed modifications to best serve novice teachers. Research conducted by only one of the partners is less likely to promote mutuality of respect, reveal salient cultural reference points, honor all stakeholder voices, and enhance a common understanding. The driving question for this strand of this comprehensive 5-year inquiry: What happens when two seemingly disparate institutions with the same mission for educational equity come together to develop urban educators? Participants Thirty-three purposefully selected stakeholders were individually interviewed and included (a) university and TFA leadership (e.g., executive director, deans, department chairs) who were involved in the initiation of this partnership (n = 16); and (b) university coaches, faculty, and TFA Program Directors (PDs) who worked as supervisors and mentors in the field and/or instructors in coursework (n = 17). Additionally, 45 TFA Corps Members’ written reflections about their participation in their degree program provided feedback and analysis of their program and the partnership. Research Design University faculty and TFA personnel codesigned a multiyear qualitative examination of their joint enterprise of developing urban teachers to promote equitable educative opportunities for all children. A contribution of this study is the empirical and coconstructed nature of its design. Data Collection/Analysis The team analyzed data from transcribed verbatim interviews conducted with university and TFA participants, and documents/publications such as Web sites, Memoranda of Understanding, mission statements, emails, meeting memos, program handbook, course syllabi, and TFA Corps Member reflections. Findings/Results An examination of this partnership revealed struggles with: (a) contract negotiation, (b) communication, (c) procedural and pragmatic congruence, (d) response to constituent needs, and (e) creation of an authentic and sustainable partnership. Conclusions/Recommendations Our partnership fluctuated between an instrumental process focused on survival of complexities and triaging crises and self-focused explorations of organizational priorities and possibilities. Stakeholders collaborated to move beyond institutional paradigms for practices toward more mutually constructed engagements. Recommendations are offered to guide other university/TFA partners as they collaborate for the purpose of urban teacher development.

A Study of Adjustment and Emotional Intelligence of University Coaches in India

The purpose of the study was to examine the differences between state and central university coaches of India in their level of adjustment and emotional Intelligence. A random sample was selected from 42 different state and central recognized universities of India from different states. Two hypotheses for the study include ( 1) There is no significant difference in the adjustment of university coaches belonging to state and central universities of India and (2) There is no significantly difference in the Emotional intelligence of university coaches belonging to state and central universities of India. Tools employed were Saxena’s Adjustment Inventory and Mangal Emotional Intelligence Inventory that served as the main data sources. Critical Ratio was applied to get the results. It was observed that the mean scores of state university coaches in India (m = 52.4) was higher than the mean scores of central university coaches in India (m = 50.29) which further means that coaches belonging to state universities have better adjustment than the coaches belonging to central universities. It was also found that state and central university coaches did not differ significantly in their level of emotional-intelligence.

Burnout and Perceived Stress among University Coaches in Lithuania

To investigate the associations between burnout, gender, working experience and perceived stress among university coaches in Lithuania. A random sample of university coaches (N=203) was investigated (136 male and 67 female coaches; 131 coaches, with 10 yr or more work experience, and 72 coaches with less than 10 yr job experience). Two questionnaires-the Coach Burnout Questionnaire (CBQ) and Perceived Stress Scale-10 (PSS-10)-were used. The statistical hypotheses were tested by the independent samples t-test and binary logistic regression analysis. Statistically significant differences at the 0.01 level for burnout among coaches with 10 yr or more (burnout average score and standard deviation 2.28 ± 0.42), and coaches, who less than 10 yr job experience (1.97 ± 0.35) were found. No differences were observed between males and females with regard to burnout. The odds ratio (OR) of perceived stress for burnout was 1.92; 95% CI 1.01-3.64. Significant association between burnout and job experience of 10 yr or more as compared to less than 10 yr among the university coaches was observed. High levels of perceived stress among university coaches are significantly related to burnout.

The Role of Athletic Trainers and Coaches in Managing the Weight of Their Athletes

The objective of this research was to assess knowledge of university coaches and athletic trainers on weight management, determine self-efficacy in discussing nutrition and weight issues with their athletes, and to investigate to what extent coaches and athletic trainers play a role in advising athletes on weight issues.

Basketball Clinic Educates Asthmatic Children

Healthy Hoops Kentucky is a new and innovative health program in Jefferson County, Kentucky that teaches asthmatic children (9–13 years) and their families how to manage the disease through the appropriate use of medications, proper nutrition, monitored exercise, and recreational activities. The Healthy Hoops Kentucky program includes asthma screenings at selected YMCA after-school care facilities and community health fairs, asthma awareness seminars for sports and school coaches, and a half-day basketball event held once a year, featuring local university coaches and current and former college basketball players.

Psychologist-Sport Psychologist Liaison Between Counseling and Psychological Services and Intercollegiate Athletics

Acting as a liaison between a university’s counseling and psychological services and intercollegiate athletics department is an emerging alternative career path in professional psychology. This article details how a psychologist-sport psychologist liaison role can provide both psychological counseling and sport psychology consulting in a university setting. In addition, the author outlines the mission and goals of such a position, the departments within which this work is carried out, how psychology and applied sport psychology services are conceptualized and integrated, and the responsibilities and service duties of a counseling psychologist and sport psychologist to university student-athletes, coaches, and staff. It is hoped that illustrating this relationship between university counseling and psychological services and athletic departments will demonstrate how campus resources can be employed to assist student-athletes with performance enhancement, personal enrichment, and life skills development. In addition, the author offers examples of ways that athletic coaching, administration, and program development can be enhanced through cultivation of positive relationships between university counseling and psychological services, and intercollegiate athletic departments.

The Relationship Between Organizational Support, Work-Family Conflict, and the Job-Life Satisfaction of University Coaches

This study examined the relationship between organizational support, work-family conflict, and job and life satisfaction among coaches. Data from collegiate head coaches with families (N = 253) were gathered through a mailed questionnaire. Results from a series of covariance structure models indicated that a partially mediated model was the best fitting model, χ2 = (255, N = 253) 461.20, p < .001; root mean error of approximation = .05; comparative fit index = .95; parsimonious normed fit index = .71. In partial support of the study hypotheses, the results supported full mediation of the direct effect from organizational support to life satisfaction. Work-family conflict partially mediated the relationship between organizational support and job satisfaction. Job satisfaction partially mediated the effect of organizational support and work-family conflict to life satisfaction.

The Relationship Between Organizational Support, Work-Family Conflict, and the Job-Life Satisfaction of University Coaches

The Relationship Between Organizational Support, Work-Family Conflict, and the Job-Life Satisfaction of University Coaches

Building a Successful University Program: Key and Common Elements of Expert Coaches

The purpose of the present study was to determine how expert university coaches of team sports built their successful programs. In particular, key and common elements that enabled these coaches to achieve success were identified. Five expert Canadian female university coaches were interviewed individually. The results of the analysis revealed four elements for developing successful programs. First, coaches possessed a variety of personal attributes that enabled them to display appropriate leadership behaviors depending on the situation they faced. Second, coaches had a personal desire to foster their players' individual growth. Third, coaches possessed thorough organizational skills from which they planned the season and prepared their team for games. Finally, these elements were linked together by the coaches' vision, which involved the athletes buying into the coaches' goals, philosophy, and personality in order to achieve success. These results are discussed in relation to literature on coaching psychology and leadership.

International Comparative Analysis of Time-out Decision Making Strategies Employed by Male University Basketball Coaches

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to do a comparative analysis of the critical coaching interventions surrounding the use of timeouts employed by male university coaches. Little examination of such game related coaching decision making as a measure of coaching effectiveness has been conducted, particularly at the international level. Fifty-five male coaches of men’s university basketball teams from four different countries (Canada, Hong Kong, South Korea, Taiwan) were analyzed using a questionnaire consisting of demographic questions and a specific six-factor, 26-item timeout questionnaire. Analysis of variance with Scheffe post hoc multiple comparisons was used to examine the results. The findings were: 1. Canadian and South Korean coaches were older and more experienced than coaches from the other countries with Canadian coaches holding more formal certification qualifications. 2. Age, experience and qualifications, however, made no statistically significant difference to the overall results. 3. The "physical" factor was the most common reason for calling timeouts with Hong Kong coaches using this reason most often. 4. The "emotional" factor was the least used reason for calling timeouts for Canadian coaches but was used most often by Korean coaches. 5. Canadian coaches were less likely to use timeouts while Korean coaches were most likely. Canada and Taiwan scored consistently higher than Hong Kong and South Korean coaches and were more similar in their emphasis on all factors. The results suggest a clear difference in the approach to timeout decision making among the coaches from the four countries with the Canadian strategy being consistently different than the other countries of Hong Kong, Taiwan and especially South Korea. The highest emphasis on "physical" factor indicated the importance of using timeouts as a means of controlling team fatigue and energy expenditure.本研究之目的在於分析大學男子籃球敎練在使用暫停的關鍵抉擇。以往較少研究使用比賽中敎練的決定去分析敎練的敎授成效，本問卷以六種決策方式，分26項來分析四個國家(加拿大、香港、南韓及台灣)的大學男子籃球隊敎練的決策因素，並分析跨國的異同關係。研究指出：一. 加拿大及南韓的敎練年齡較長、經驗較深，而加拿大敎練具有較多正規的証書資格。二. 年齡、經驗及資格與決定因素並無明顯的相關。三. 香港敎練較常以體能因素去請求暫停。四. 加拿大敎練較少以心理因素去請求暫停，而反之南韓敎練則較多。五. 加拿大敎練較少請求暫停而南韓敎練則較多。而在整體因素方面，加拿大及台灣敎練的取向相似並較香港及南韓敎練為高。結果指出加拿大敎練在請求暫停的決定方面與其他國家有明顯的分別，以南韓為甚。體能因素備受重視則引出暫停用作控制球隊疲累及能量消耗問題的重要性。

Schooling, Basketball and US Scholarship Aspirations of Canadian Student Athletes

This article examines the commonly expressed ambition of Black/African Canadian youth, particularly male student athletes, to win athletic scholarships to Ameri can universities. In addition, it seeks to establish why, in the face of low odds and intense competition with their US counterparts, African Canadian student athletes think that it is possible for them to win scholarships and realise these aspirations. To explore this and other questions, the author talked with a group of five Black/African Canadian male high school basketball players who attended schools in a suburban area outside of metropolitan Toronto and who, with one exception, aspired to win basketball scholarships to study at universities and colleges in the USA. The participants in this study used strategies such as attending the right schools, endeavouring to play on winning basketball teams, and seeking exposure to college and university coaches to ensure that their dreams are realised. It is argued that the experiences of these students, and the strategies they use to navigate and negotiate school in order to realise their goals, are informed by the Canadian multiculturalism discourse which operates to construct Black youth as good athletes. This construction is evident in the subculture of these youth, in that; they have come to think of their athletic abilities and skills as signifiers of blackness and masculinity, as well as the means through which they can expect to achieve their educational and career goals.

The economics of gender

The economics of gender