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1.
《European Journal of Sport Science》2013,13(2):168-178
Abstract The aim of this study was to analyse handball coaches’ perceptions of self-efficacy and recognition of training needs related to coaching competences according to their coaching experience, coach certification level and academic education. Two hundred and seven Portuguese handball coaches answered questionnaires that included a scale of self-efficacy and another of recognition of training needs. Data analysis started with an exploratory factorial analysis with Maximum Likelihood Factoring and Oblimin rotation. From the factors obtained, a One-way ANOVA and Tukey's post hoc multiple comparisons were applied. Coaches’ self-efficacy revealed coaching competences related to: annual and multi-annual planning; planning and guiding training and competition; coaching methodology; implementation of sport development projects and coach education and meta-cognitive competences. Coaches’ recognition of training needs revealed four main areas: planning and guiding training and competition; multi-annual planning; management of sports careers and coaching education and leadership. Although an independent relationship between coaches’ perceptions of self-efficacy and training needs was confirmed, they perceived themselves as having competences and highlighted training needs in all areas. Coaches’ perceptions of self-efficacy were influenced by their coach certification level, academic education and coaching experience. The study suggests that sport specificity within the social culture in addition to the precise sporting domain of action influence the perceptions of coaches about their self-efficacy and training needs as related to coaching competences and, therefore, should be considered in the coach education curriculum. 相似文献
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Background: Within the field of coach development, previous research has ascertained that elite coaches learn through a variety of formal, non-formal, and informal sources. Little is known, however, about how coaches from different coaching contexts such as recreational and developmental learn to coach.Purpose: The purpose of this study was to investigate how coaches from youth recreational and developmental coach contexts access and appreciate various coach learning sources, and whether there were any differences between these two contexts.Data collection and analysis: Basketball and soccer coaches (N?=?758) from the two different contexts (recreational and developmental) were recruited through their respective sport organizations to participate in an online questionnaire about their coach learning. Specifically, they were asked about which learning sources they consulted and how helpful they found each source to be. The two groups were compared using chi-square and odd ratios, independent t-tests, and factorial ANOVA analyses.Findings: Findings suggest that developmental coaches access a greater number of learning sources than do recreational coaches; however, for most sources both groups of coaches report the same level of helpfulness. Together, these findings suggest that the specific coaching context (recreational versus developmental) is an important consideration when examining coach learning. 相似文献
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刘云龙 《体育科技文献通报》2014,(4):95-96
本研究运用文献资料法、问卷调查法、数据统计法,对16支山西省中学生女子篮球运动队的教练员进行调查研究,结果显示:教练员队伍趋向年轻化,工作态度积极,部分教练员队伍还存在篮球专业技术水平不高。建议学校要尽可能的通过各种途径,聘请专业队教练针对球队教练员训练中出现的各种问题和具体情况进行指导和授课,进一步提升教练员的综合业务素质。 相似文献
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Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support schools in arresting school disengagement. By embracing an understanding that challenges the definitional core of sports coaching as simply improving the sporting performance of an individual or team, and, drawing theoretically on the work of Carlisle et al. and Shields, the role of ‘coach as transformative leader’ is articulated. Analysis of data collected by means of semi-structured interviews with a group of community-based sports coaches (n = 8) revealed three factors salient to our understanding of re-engaging young people with formal education through sport. These were the impact of the community sport programme; the relationship between schools and community sports groups; and the implementation of transformative leadership qualities by sport coaching practitioners. Importantly, this paper explicates the pivotal function that coaching practice which embraces transformative leadership principles can have on reorienting young people from disadvantaged backgrounds towards more optimistic futures and educational objectives. 相似文献
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A questionnaire consisting of 20 positive and negative statements frequently made about youth sports was completed by 423 nonschool youth sport coaches from Illinois and Missouri. The coaches indicated to what degree they agreed with the statements for the sport in general, and for the particular program in which they coached. Coaches from eight sports were sampled: baseball/softball, basketball, football, gymnastics, hockey, soccer, swimming, and wrestling. The results revealed that coaches have generally favorable attitudes toward youth sports, supporting the value of participation for the well-being of children. One exception to the coaches' generally favorable attitudes was their moderate agreement that too much emphasis is placed on winning. It also was found that the coaches' 20 specific agreement ratings could be reduced to 4 interpretable factors—“positive attitudes,” “negative facets of youth sports programs,” “negative consequences for participants,” and “equipment and facilities not adequate.” Factor scores computed for these factors were found to differ as a function of sport coached and the coach's education, formal training, coaching experience, sex, occupation, and community size. In a second section of the survey, the coaches rated the importance of including various technical and sport science topics in coaching clinics and workshops. 相似文献
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Lesika Keatlholetswe 《Research quarterly for exercise and sport》2019,90(1):71-79
The coaching competency research has demonstrated the role of coaching efficacy and coaching behaviors on various athlete outcomes. However, athlete perceptions of these relationships and how they affect performance are less understood. Purpose: This study examined if coaching efficacy is predictive of player perceptions of coaches’ leadership styles, team atmosphere, and team performance in a soccer season. Method: Fifteen male premier league soccer coaches (Mage = 45.27, SD = 6.07) and 226 players (Mage = 25.66, SD = 3.96) from Botswana participated in the study. All participants completed a background information questionnaire. Coaches completed the Coaching Efficacy Scale. Players rated their coaches’ leadership styles using the Revised Leadership Scale for Sports as well as team atmosphere. Team performance was based on position in the league log and player ratings of the teams’ performance. Results: Findings showed that coaches’ self-ratings on technique efficacy predicted player perceptions of the coaches’ use of all six leadership styles. Game strategy efficacy predicted higher team atmosphere and team performance. Motivation efficacy was not significantly associated with player perceptions of the coaches’ use of any of the leadership styles, while character building efficacy was negatively associated with the various leadership styles. Conclusion: Findings provide support to previous research evidence linking higher coaching efficacy, leadership styles, and team outcomes. The study expands the emergent research within the coaching competency literature that examines player perceptions of coaches’ behaviors and leadership styles. 相似文献
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Richard C. Thelwell Christopher R. D. Wagstaff Michael T. Chapman Göran Kenttä 《Journal of sports sciences》2017,35(19):1928-1939
This study extends recent coach stress research by evaluating how coaches perceive their stress experiences to affect athletes, and the broader coach–athlete relationship. A total of 12 coaches working across a range of team sports at the elite level took part in semi-structured interviews to investigate the 3 study aims: how they perceive athletes to detect signals of coach stress; how they perceive their stress experiences to affect athletes; and, how effective they perceive themselves to be when experiencing stress. Following content analysis, data suggested that coaches perceived athletes able to detect when they were experiencing stress typically via communication, behavioural, and stylistic cues. Although coaches perceived their stress to have some positive effects on athletes, the overwhelming effects were negative and affected “performance and development”, “psychological and emotional”, and “behavioural and interaction” factors. Coaches also perceived themselves to be less effective when stressed, and this was reflected in their perceptions of competence, self-awareness, and coaching quality. An impactful finding is that coaches are aware of how a range of stress responses are expressed by themselves, and to how they affect athletes, and their coaching quality. Altogether, findings support the emerging view that coach stress affects their own, and athlete performance. 相似文献
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Christine Nash Russell Martindale Dave Collins Amanda Martindale 《Journal of sports sciences》2013,31(10):985-994
Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
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Previous research examining labour migration in sport focused on athletes in professional team sports. The purpose of this study is to analyse the factors influencing the migration probability of elite sport coaches in Germany (i.e. national coaches, state coaches, and coaches at Olympic training bases). From a theoretical perspective, labour migration of athletes is affected by economic, social, political, competitive, geographic and cultural factors. This study examines whether these factors can be applied to coaches. Primary data were collected using an online survey of elite sport coaches in Germany. Applying a conjoint design, respondents were presented with 10 migration scenarios leading to a sample size of n?=?1860 for the empirical analysis. In the scenarios, the coaching position openings abroad differed in terms of income level, contract length, weekly workload, responsibility for personnel, reputation of coaching job, career perspectives, sporting performance of athletes, distance from Germany, and predominant job language. Coaches were asked for their migration probability contingent on the specific scenario. On average, migration probability was 24.2%. The results of regression analysis showed that higher income, contracts of longer duration, responsibility for personnel and speaking the respective language significantly increased the migration probability, while distances of nine flight hours and more, lower reputation and career perspectives reduced it. The findings have implications for policy-makers: they indicate in what areas the situation of coaches needs improvement to increase the likelihood of retaining elite sport coaches in the German sport system. 相似文献
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At the beginning of the 2013/2014 season in England and Wales, 90 head coaches of the 92 men's national professional football league clubs and 20 of the 22 men's professional rugby union clubs had tenure as a professional elite player in their respective sports. Moreover, Rynne [(2014). ‘Fast track’ and ‘traditional path’ coaches: Affordances, agency and social capital. Sport, Education and Society, 19, 299–313] has claimed that many former elite athletes are ‘fast-tracked’ through formal accreditation structures into these high-performance coaching roles. The reasons why former elite athletes dominate head coaching roles in professional sports clubs and why a ‘fast-track’ pathway from elite athlete to high-performance coach is supported remain unclear. Thereby the present study sought to address this issue by investigating the basis for ‘fast-tracked’ head coaching appointments. Eight male directors of men's professional football and rugby union clubs in England were interviewed to examine how particular coaching skills and sources of knowledge were valorised. Drawing upon Bourdieu's conceptual framework, the results suggested that head coaching appointments were often based upon the perceived ability of head coaches gaining player ‘respect’. Experiences gained during earlier athletic careers were assumed to provide head coaches with the ability to develop practical sense and an elite sporting habitus commensurate with the requirements of the field of elite sports coaching. This included leadership and practical coaching skills to develop technical and tactical astuteness, from which, ‘respect’ could be quickly gained and maintained. The development of coaching skills was rarely associated with only formal coaching qualifications. The ‘fast-tracking’ of former athletes for high-performance coaching roles was promoted by directors to ensure the perpetuation of specific playing and coaching philosophies. Consequently, this may exclude groups from coaching roles in elite men's sport. The paper concludes by outlining how these findings might imply a disjuncture between the skills promoted during formal coaching qualifications and the expectations club directors have of elite coaches in these sports. 相似文献
12.
Tom Leeder 《Sport, Education and Society》2019,24(2):208-211
Mentoring has been frequently cited as a valuable method of professional development for sports coaches. Nonetheless, there is an absence of scholarly work within the sports coaching field which explores the process of learning to become a coach mentor in detail. ‘Learning to Mentor in Sports Coaching: A Design Thinking Approach’ addresses this very issue with an innovative approach towards mentor training and preparation. The focus of the book is to highlight how design thinking, a systematic method to transform problems into creative solutions, can be adopted to analyse and rewrite mentoring conversations to optimise learning for both mentors and mentees. The central argument of the book maintains that sports coach mentors share similar characteristics and traits to design thinkers in the ways in which they attempt to facilitate and support coach learning and development. This review seeks to examine the focus of the book and consider its contribution to the broader body of literature in this field. 相似文献
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It is now widely recognized that athletes with disability compete at an elite level which parallels that experienced by non-disabled athletes. The importance of quality coaching to develop an athlete’s full potential is similarly recognized. However, research in the area of coaching athletes with disability is still lacking compared to its counterpart in non-disabled sport. This research explored the holistic experience of coaching elite athletes with disability, and therefore encompassed not only the coaches’ preconceptions, but the rewards and challenges of their coaching experience. Semi-structured interviews were held with 12 coaches of elite athletes from sports including swimming, athletics, cycling, canoeing, triathlon, equestrian sport and wheelchair basketball. The results of the study identified that, although the coaches reported their experience as being overwhelmingly positive, they were also regularly confronted with difficulties not generally faced by coaches of non-disabled athletes. 相似文献
16.
Placebo-induced performance enhancement is a new controversial issue in competitive sports. Coaches have control over the use of placebos, but their practices and attitudes were barely studied to date. In this survey 96 coaches from regional, national and international levels were asked about their practices and attitudes concerning placebo use in sports. Results revealed that 90% of the respondents were aware of placebo effects. Many (44%) coaches admitted to administering a placebo to their athletes. Those working at international level have administered placebos more often than the others (P = .02). Two thirds of the coaches agreed to the wider use of placebos in sport. Respondents who have used placebos in the past reported improved athletic performance. They also agreed more to the wider use of placebos than the coaches who previously did not use a placebo (P = .001). Team sport coaches use more often placebos than coaches working with individual athletes (P = .05). Only 10% of the sample thought that their athletes would refuse a hypothetical performance enhancer supplied by them. After a successful placebo intervention, only 15% of the coaches would administer it again without consulting the athlete. Overall, the coaches are optimistic about placebo use in sports. Close to half of them, especially those coaching at higher levels of competition, may use it regularly while achieving positive results. 相似文献
17.
Clifford J. Mallett Steven B. Rynne Stephen Billett 《Physical Education & Sport Pedagogy》2016,21(1):89-104
Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation.Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0?=?not used, 1?=?of little value, to 7?=?extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p?<?.01). Significant χ2 results were followed up with the Wilcoxon (two-tailed) T-test (p?<?.05) to identify statistically significant differences between scores at different time intervals.Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach. 相似文献
18.
Abstract The purpose of this study was to examine coach strategies for addressing athletes' psychosocial challenges in returning to sport following injury rehabilitation. Qualitative interviews with eight elite coaches from the Western Australian Institute of Sport (WAIS) in Perth, Australia revealed that coaches facilitated athletes' return to sport from injury through a variety of means, but did not typically provide systematic forms of assistance. Coaches commented that the idiosyncratic nature of the injury experience meant that they needed to apply strategies consistent with athletes' particular psychosocial needs. Such strategies included: (a) coordination of a “team approach” to rehabilitation; (b) fostering open communication with athletes and treatment team members; (c) social support; (d) positive thinking and goal setting; and (e) role models. Analysis of these strategies revealed that coaches attempted to address competence, autonomy, and relatedness needs in facilitating athletes' return from injury. These findings suggest that self-determination theory may be a valuable approach for examining coach forms of assistance regarding athletes' return to competition following injury. Findings are discussed in relation to injury literature and self-determination theory. Suggestions for future research are also presented. 相似文献
19.
Robert L. Armstrong 《Research quarterly for exercise and sport》2013,84(1):81-82
Abstract This paper focuses on the processes by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data drawn from naturally occurring observations of coaches and informal discussions and in-depth interviews with them. Over 50% of the coaches had decided that they wanted to become a coach before entrance into college. The decision to become a coach was subjectively warranted by personal characteristics and experiences in sports, a devotion to sport, and a desire to work with young people. Youth sport coaching and student teaching which involved coaching constituted the only formal professional socialization that most of the coaches received. However, because almost all of the coaches participated in organized youth and/or high school athletics, they had a first-hand opportunity to observe their own coaches and acquire some informal images and impressions about the coaching occupation from them. Regardless of whether a neophyte began as an assistant or a head coach, technical aspects of the job and the occupation's culture were acquired by observing and listening to more experienced coaches. Through these experiences, collective understandings began to form, and the shared meanings about the occupational culture took shape. Reality shock for most novice coaches came in the form of understanding the importance the coaching culture assigns to long hours and hard work and to the realization that coaching does take an enormous amount of time. By the end of the first season, a symbolic transformation takes place and internalization of institutional expectations occurs as the neophyte begins to understand what coaching is all about. 相似文献
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Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献