University Coaches Research Articles

Are There Differences In Approaches to Maintaining Well-Being Through Physical Activity Among Young Polish and Algerians Coaches?

Places where you live have a significant impact on well-being—both physically and mentally. The main purposeof the study was to compare three groups of current / potential physical coaches: men from Poland and Algeriaand women from Poland in terms of elements of well-being during the pandemic. The online survey on the Sur-vivo platform was used in the study. The following questionnaires were used to assess psychological constructs,self-efficacy and level of physical activity: Mood State Profile (POMS), depression (Beck Depression Inventory), anx-iety states (STAI), self-efficacy (GSES), a physical activity questionnaire. Study showed that Algerians felt more anxi-ety than Poles, and it is race that differentiates them from one other, not gender. The results also underline a betteroverall mood among Algerians than Poles. Algerians had higher vigour and statistically significantly lower scoresin anger, fatigue, depression, confusion. In this study, women from the same culture did not differ in mood levelsfrom men. The findings from the study can be used to support the development of effective screening strategiesand interventions to build psychological resilience among university coaches.

Promoting faculty collaboration to support school-university partnerships and increase coaching self-efficacy

PurposeThis manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.Design/methodology/approachThe paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.FindingsThe paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.Originality/valueThis paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

The Opportunity for Profit to College Student-AthletesAnalysis Study

A recent study by Romero (2018) suggests that NCAA athletes should receive better compensation. College student-athletes put in much time and energy, but many do not receive adequate pay. High school athletes’ chances of participating in college sports are lower without scholarships. It is time to recognize their value and provide financial support. (NCAA) is a nonprofit organization that regulates collegiate sports, and this study emphasizes the livelihood of collegiate student-athletes and the rules they must follow. Furthermore, the study compares the coach’s salaries with collegiate student-athlete student-athletes to profit from their crafts. The researchers gathered data from various literature and randomly surveyed over 400 college students, used a systematic review approach, Chi-squared test, and descriptive statistics to review the evidence, and analyzed the survey data using the Statistic Package for Social Science (SPSS). In addition, the study explores the opportunity for compensating student-athletes and investigates the salaries of “celebrity” coaches and the minimal financial compensation or stipend student-athletes receive while playing for these coaches. The current study found that college and university sports leaders should not view student-athletes as mere athletes but as valuable assets that create organic growth for their college athletics and the NCAA benefits from endorsement and advertising deals. The result indicated that athletes should be able to earn extra money that raises their living standards above the poverty line, while college sports generate billions of dollars for universities, broadcasters, and sponsors. University coaches are signing multi-million-dollar contracts while their players are forced to live off $12,000 on average, and most of the money goes toward their tuition, room, books, board, and class needs. The study supports that the Supreme Court recently allowed colleges to provide “education-related” payments to student-athletes. The decision permits student-athletes to pursue endorsement deals based on their name, image, and likeness.

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.

Characteristics of Stress and Burnout among Lithuanian University Coaches: A Pre-Pandemic Coronavirus and Post-Pandemic Period Comparison.

(1) Background: The majority of studies analyzing associations between burnout, gender, and perceived stress have utilized a cross-sectional design. This present longitudinal study investigated associations between burnout, perceived stress, and gender compared during the pre-pandemic Coronavirus and post-pandemic period among Lithuanian university coaches. (2) Methods: 214 university coaches were randomly selected for the study. Study participants completed two measurements: one pre-pandemic and the second post-pandemic. (3) Results: Gender differences were identified on all burnout elements but not on perceived stress. Repeated measures (RM) multivariate analysis of variance (MANOVA) results did not show a significant effect for the interaction between gender and time. Results of hierarchical (stepwise) regression analyses revealed that perceived stress after the pandemic predicted burnout levels for all three burnout components (exhaustion, depersonalization, and reduced accomplishment) after the pandemic. (4) Conclusions: The current study contributes to the understanding of burnout components in relation to perceived stress through a longitudinal approach using a representative sample of Lithuanian university coaches.

THE RELATION OF COACHING STYLES ON THE TRAINING PERFORMANCE AND SPORTING BEHAVIOR OF CAVITE STATE UNIVERSITY VARSITY ATHLETES

This study aimed to determine the relation of coaching styles on the training performance and sporting behavior of Cavite State University Varsity athletes, A.Y 2021-2022. Specifically, it sought answers to the following questions: (1) What is the level of coaching style of the Cavite State University coaches in terms of: Dominant, Influencing, Steady and Conscientious? (2) What is the level of training performance of varsity athletes in terms of: Skills, Agility and Strength? (3) What is the level of sporting behavior of varsity athletes in terms of: Sportsmanship, Teamwork and Camaraderie? (4) Is there any significance relation between the coaching styles and training performance of varsity athletes? (5) Is there any significance relation between the coaching styles and sporting behavior of varsity athletes? The descriptive method of research was utilized in this study. The questionnaire was given to fifty (50) respondents who are the varsity athletes in Cavite State University. Selected through simple random sampling technique. The questionnaire composed of three (3) parts such as Coaching style, Training Performance and Sporting behavior. Based on findings of this study in terms of Dominant is observed to have a significant moderate relationship with Sportsmanship (0.487), Teamwork (0.532), and Camaraderie (0.482). The computed r values of the tests were all greater than 0.235 and the computed p-values were less than 0.05, hence the significance of the tests. Similarly, Influencing is observed to have a significant moderate relationship with Sportsmanship (0.462), Teamwork (0.407), and Camaraderie (0.419). Also, the computed r values of the tests were greater than the critical value for r and the computed p-values were less than the significance alpha, hence the significance of the tests. Contrastingly, Steady is observed to have a significant weak relationship with Sportsmanship (0.371) and Teamwork (0.339), and a moderate relationship with Camaraderie (0.339). The computed r values of the tests were also greater than 0.235 and the computed p-values 0.008, 0.016, and 0.004 were less than 0.05. Lastly, Conscientious is observed to have a significant moderate relationship with Sportsmanship (0.397), Teamwork (0.563), and Camaraderie (0.543). From the findings above, it is inferred that at 0.05 level of significance, the null hypothesis showing that ?there is no significance relation between the coaching styles and sporting behavior of varsity athletes? is rejected. This calls for the acceptance of the alternative which incites that there is a relation between the two.

Condition Setting in Sport: A Case Study Approach to Explore Program Planning by Canadian University Coaches

Based on a condition-setting approach derived from organizational psychology, the authors investigated the conditions that university sport coaches considered and implemented prior to a competitive season. Using a collective case study approach, semistructured interviews were conducted at two time points, with five head coaches across different sports. Student-athletes from each team (n = 5) and the high performance director from the institution were also interviewed. The data were analyzed thematically to highlight the relevant conditions for coaches and their individual athletes and were then generalized across teams within the institution. The authors’ results support the utility of the condition-setting approach outlined by Hackman for sport. Specifically, coaches emphasized the need to (a) create a team vision with clear objectives, (b) opt for athletes of best fit, (c) assign team roles and expectations, (d) confirm and allocate necessary resources, and (e) have competent and prepared team coaching. Despite the generalizability of these themes, the authors’ results highlight the need to consider the context, as both the university environment generally and each specific program were bound by unique constraints (e.g., funding). Herein, the authors discuss their findings in relation to the broader literature, propose future directions, and provide practical implications for sport coaches and institutions.

Coaches’ knowledge of practices deleterious to sports performance in Nigerian Universities.

Coaches are responsible for training athletes in a sport by analysing their performances, imparting relevant skills, and providing encouragement. As such, in the game of sports, knowledge of coaches about practices that are harmful to an athlete's health or performance is critical. This study determined coaches’ knowledge of practices deleterious to sports performance in Nigerian Universities. This descriptive research design comprised of a total of 41 sports coaches in south-eastern Nigerian Universities. A structured questionnaire on knowledge about practices deleterious to sports performance questionnaire was self-developed and was used to collect information from the participants. They checked for suitability of items, clarity of language, adequacy, and understanding. Irrelevant items were expunged from the questionnaire and their corrections and amendments were effected accordingly. The validated instrument was subjected to pre-testing and a coefficient of reliability of 0.8 was obtained which was sufficiently high to ensure the reliability of the instrument. Generally, 41.5% of coaches had a high level of knowledge about the different practices deleterious to sports performance while 41.5%, 12.2%, and 4.9% had moderate, low, and poor levels of knowledge respectively. Greater number of coaches had poor levels of knowledge on potentially dangerous exercise (48.8%). The reduced (moderate or lower) level of knowledge regarding practices that are harmful to sports performance demonstrated by a great number of coaches calls for a need for adequate sports safety education for all University coaches.

Education for Sustainable Development: teaching deliberation and ethical decision-making in university coach education

ABSTRACT Despite increased recognition that a higher education sports coaching qualification plays an important role in shaping coaches’ ethical decision-making, few scholars have considered what ethics to teach and how best to deliver such curriculum. Examples of actual ethics courses are particularly amiss. This article furthers scholarship on ethics education by introducing Education for Sustainable Development (ESD), a pedagogical perspective and approach that is employed to teach quality of mind competences considered necessary to make ethical decisions. To demonstrate how ESD can be translated into ethics curriculum, we present the university course “IIG206 Sustainable Sports Coaching”, which the authors delivered to coaching students, and outline how the course offered students’ opportunities to develop quality of mind competences, including “thinking on their feet”, complexity thinking, working interdisciplinarily, creativity, and “thinking outside the box”. Practical recommendations for scholars keen to create and deliver ethics education in coaching education conclude the article.

A study on the occupational challenges and coping strategies of the student athlete coaches

Purpose The purpose of this study was to understand student athletes coaches’ occupational challenges from the dual perspectives(social relationship-political system), to analyze the nature of the coping strategies for the challenges, and to provide implications for building a human rights-friendly student athletes club culture. Methods Five coaches(n=5, average career length= 19.2 years) were selected through purposeful sampling. Data were collected by semi-structured interviews with participants. The collected data were inductively analyzed(Patton, 2015). Results First, participants struggled with informal roles demanded by the interested parties(principals, athletic directors, parents, and university coaches). Second, the system for protecting student athletes’ learning rights, the 52-hour work system and the human rights system added difficulties to the coaches’ work environment. Third, the disharmony between interested parties’ demands and government agencies’ institutional ideals pushed participants to choose anti-institutional, un-ethical, un-educational coping strategies. Conclusion The findings suggest that the government, academia and the community should empower coaches as ‘the subject of reform’ who can solve the problem together rather than regarding them as ‘the object of reform.’ Furthermore, this conclusion is expected to provide implications to alleviate disharmony between interest parties’ demands and government agencies’ systems.’

Making Sense of Coach Development Worldwide During the COVID-19 Pandemic

The commentary brings together the perspectives of a group of coach developers from across the globe who form a community of practice (CoP) from their involvement as “Cohort 5” in the International Council for Coaching Excellence and Nippon Sport Science University Coach Developer Academy. The CoP includes people from three types of organizations: university professors of sport coaching programs, national sport federations, and national multisport organizations’ directors of coach education. While this CoP existed prior to the pandemic, the forced isolation has created a new structure and purpose to the CoP: The authors are all making meaning of the landscape of coach development within which they work by understanding the perspectives of others who work in their domain from across the world and the similar realities that they face in North America, Europe, the United Kingdom, and New Zealand. The authors outline the key themes that emerged from their weekly CoP video conference meetings to shed light on how this pandemic has changed the way they think about coach development.

Student-athlete disclosures of psychological distress: Exploring the experiences of university coaches and athletes

Student-athletes are suggested to be an at-risk population for experiencing psychological distress, and coaches have been identified as support providers for distressed athletes. However, little is known about the interactions between student-athletes and their coaches when athletes disclose psychological distress. Therefore, the purpose of this research was to explore the experiences of student-athletes disclosing psychological distress to university coaches. Semi-structured interviews were conducted with 15 student-athletes (2 male, 13 female; M age = 24.5 years) and 15 university coaches (11 male, 4 female; M age = 41.9 years). Data were analyzed using a thematic analysis. Results indicated that perceived barriers (emphasis on athlete toughness, power of coaches, athlete’s position on a team, poor visibility of distress, and previous negative experiences with disclosure) discouraged student-athletes from disclosing distress and suggest that barriers may be overcome by coaches fostering supportive team cultures. Strategies for coaches to establish supportive team cultures were identified, such as building diverse coaching staff, using nondiscriminatory language, and role-modeling desired behaviors. Based on the findings, guidelines are provided for effective coach support following disclosure. This research suggests that coaches have the potential to positively influence student-athletes’ disclosures of psychological distress and facilitate the process of athletes seeking help; however, clearer boundaries need to be established to govern the appropriate role of coaches in supporting psychologically distressed student-athletes. Lay Summary We examined experiences of student-athlete disclosures of psychological distress to university coaches. Barriers, such as previous negative experiences with disclosure, perceptions of athlete toughness, and the athlete’s position on the team, prevented athletes from disclosing distress. Strategies for coaches to create cultures that support athlete help-seeking behaviors are presented. Implications for Practice: As a frontline preventative measure in supporting the psychological well-being of student-athletes, coaches should establish team cultures that address perceived barriers to disclosure and encourage athlete help seeking behaviors. Coaches may foster desired team cultures by applying recommendations made by the present research, such as adopting a holistic coaching philosophy, speaking openly with athletes about psychological distress, and providing transparent selection criteria. When working with psychologically distressed student-athletes, coaches should engage in immediate, short-, and long-term support practices inclusive of responding supportively to athletes’ initial disclosures, assisting athletes in developing plans for managing their distress, and maintaining consistent communication and engagement with the athlete throughout the recovery process. Coaches should prioritize the development of coach-athlete relationships founded on trust and bidirectional communication with student-athletes to facilitate student-athletes’ willingness and abilities to disclose distress and access early support.

The Quality, Quantity, and Intraindividual Variability of Sleep Among Students and Student-Athletes.

Student-athletes are subject to significant demands due to their concurrent sporting and academic commitments, which may affect their sleep. This study aimed to compare the self-reported sleep quality, quantity, and intraindividual variability (IIV) of students and student-athletes through an online survey. Student-athletes will have a poorer sleep quality and quantity and experience more IIV. Case-control study. Level 4. Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI), while sleep quantity and IIV were assessed using the Consensus Sleep Diary. Initially, the PSQI and additional questions regarding sport participation habits were completed by 138 participants (65 students, 73 student-athletes). From within this sample, 44 participants were recruited to complete the sleep diary for a period of 14 days. The mean PSQI score was 6.89 ± 3.03, with 65% of the sample identified as poor sleepers, but no difference was observed between students and student-athletes. Analysis of sleep patterns showed only possibly to likely small differences in sleep schedule, sleep onset latency, and subjective sleep quality between groups. IIV analysis showed likely moderate to possibly small differences between groups, suggesting more variable sleep patterns among student-athletes. This study highlights that sleep issues are prevalent within the university student population and that student-athletes may be at greater risk due to more variable sleep patterns. University coaches should consider these results to optimize sleep habits of their student-athletes.

Coaches’ implementation strategies in providing social support to Singaporean university athletes: A case study

Coaches are effective providers of social support to their athletes. Although sport-specific measures of social support have been developed to better understand athletes’ perceptions of available support, limited amount of research has addressed how sport coaches implement specific social support strategies. The purpose of this study was to examine university coaches’ implementation strategies in providing various forms of social support to their athletes. A total of eight sport coaches from team and individual sports (four from each sport) were purposefully selected for this study. Coaches were individually interviewed. The interview transcripts were analysed using a thematic analysis. The results revealed that coaches from different sports shared similar strategies across emotional, esteem, informational and tangible dimensions, but with some distinguishable differences in the way these strategies were implemented. In documenting the lived experiences of sport coaches, key strategies valued highly among these coaches were highlighted, providing important implications for coaches to know how to incorporate these strategies into their coaching practice to better support athletes’ well-being and improve the quality of coaching. The findings also provide an implementation framework of social support that emphasizes key strategies for coaches to focus on in their coaching approaches.

Professional changes of primary science teachers: experience on collaborative action research in Thailand

This article focuses on impacts of collaborative action research with a spiral process of planning, acting, observing, and reflecting that had been used as a strategy to promote teacher professional development in science education of Thailand. With the school principals’ support, three primary science teachers’ instructional practices are the subject of individual case studies. A range of qualitative methods and data sources including participant observations, individual and collective interviews, teacher and student artifacts were adapted to elicit evidence related to change of teaching practices and perceptions on action research activities. The case study analysis showed that collaborative action research enabled the primary science teachers to change their teaching practices within the classroom conditions. Factors that were identified as important to these changes included: 1) the primary teachers needed school leadership that powerfully attends to their professional development activities; and 2) the teachers needed a university coach to collaboratively reflect and suggest how to teach in the particular subject i.e. science. In the case of a primary teacher who, having no qualifications (i.e., certification-related teacher preparation) in science teaching, additionally needed a community of professional teachers willing to collaboratively reflect on classroom experiences for better inquiry into science teaching practices. As a means to sustain the changes in this educational context, implementing the collaborative action research while providing opportunities for parents to observe and reflect upon teachers’ classroom teaching practices was also found to be important.

Her Fearless Run: Kathrine Switzer's Historic Boston Marathon by Kim Chaffee

Reviewed by: Her Fearless Run: Kathrine Switzer's Historic Boston Marathon by Kim Chaffee Elizabeth Bush Chaffee, Kim Her Fearless Run: Kathrine Switzer's Historic Boston Marathon; illus. by Ellen Rooney. Page Street, 2019 [40p] ISBN 978-1-62414-654-1 $17.99 Reviewed from galleys R 5-8 yrs Kathrine ran, and everyone knew it, from the neighbors who watched her as a little girl, to the Lynchburg College track team, which allowed her to run with the guys to fill out their ranks, to the Syracuse University coach, Arnie Briggs, who allowed her to practice alongside the men's team. When she learned about the Boston Marathon and wanted to train for that, even Briggs balked, doubting she could complete so long a distance. After some spirited confrontation, he agreed to run with her and she submitted her 1967 entry application under K. V. Switzer and her medical form under her full name. Marathon officials didn't catch the glitch until they saw her along the route; one official attempted to physically remove her, but another runner stymied him. Kathrine completed the race, and although it would be another five years—1972—before all women were officially allowed to run, [End Page 338] Switzer brought the running sisterhood that much closer to the goal. This picture book is a perfect complement to Pimental's Girl Running: Bobbi Gibb and the Boston Marathon (BCCB 2/18), which chronicles the 1966 stealth Boston Marathon run by Bobbi Gibb. Rooney's mixed-media collage composition and vivid color choice convey both the pure joy of running throughout the seasons and the steely determination in Switzer's piercing blue eyes. An author's note adds detail to the history of women in the Marathon, and a bibliography is included. EB Copyright © 2019 The Board of Trustees of the University of Illinois

Reliability and Validity of the Second Edition of Self-Evaluated Soccer Performance Score

This study aims, first, to make the second edition of the self-evaluation of soccer performance scores which was edited based on the first version of the soccer performance scores (Kawada et al., 2016), and second, to examine the reliability and validity of the second version. Each of 16 questions was evaluated by one professional soccer coach who had an university assistant professor with A-class license for soccer supervisor which was officially given by Union for European Football Association (UEFA), a university soccer team coach and a university soccer team general manager. This second edition which was newly evaluated was administered to 111 university soccer club players who included starting members in the first class (A) team in December 2015. One hundred and eight answers (97.8%) of 111 ones were used for the statistical analysis. After the validation analysis, this second edition can be estimated to be valuable for evaluating a valuable soccer performance scores.

The Learner-Centred Status of a Brazilian University Coach Education Program

Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.

Coaches’ Perspectives on Personal and Psychosocial Development in University Sport

Evidence suggests Canadian university sport programs can foster positive development. Further, university coaches have claimed to focus on their athletes’ personal and psychosocial development. Despite coaches’ claims, little is known about university coaches’ strategies for enhancing positive development. The aim of the present study was to explore the role of the coach in fostering positive development in the university context from the perspective of coaches. Specifically, this study addressed two research questions: (a) Who was responsible for athletes’ development? and (b) What is the role of the coach in athletes’ development? Semi-structured open-ended interviews were conducted with 14 recommended Canadian university coaches (9 male and 5 female). Interviews were analyzed using an inductive approach. Coaches highlighted the conditions of university sport that foster positive development. In addition, the coaches described how they maximized athletes’ development by establishing a support network, building team culture, and empowering athletes.

Creating and Sustaining a Culture of Excellence: Insights From Accomplished University Team-Sport Coaches

ABSTRACTPurpose: Winning several national championships is an extraordinary feat that very few university coaches have accomplished. The objective of this study was to investigate how some of Canada’s most accomplished university team-sport coaches created and sustained a culture of excellence in their programs. Method: Six university coaches who had won more than 30 national titles participated in this study. Each coach participated in a semistructured interview, and the qualitative data were inductively analyzed using a thematic analysis. Results: The coaches noted that hard work and daily attention to detail, effective emotional management of themselves and their athletes, and continuous self-assessment (self-reflection and seeking mentors) were crucial elements that led to sustained excellence in their programs. Conclusions: This study offers one of the first empirical accounts of how highly successful university coaches developed and maintained a culture of excellence and success in their high-performance sport setting.