In the United Kingdom, many sport coaching career paths are considered to be focused on skills development, competence, and leadership within the context of performance. However, sport coaching also sits substantially within the community and youth sectors, where sport is seen to facilitate various social policy issues. Aligning nonperformance-related coaching contexts to existing formal qualifications schemes is problematic, given they frequently emphasize athlete and team performance. While an emerging base of studies examining community sports coaching exists, further insight and perspectives of in situ learning and coach support in this context are needed. Using observations, evaluation, and feedback centered on practitioner competence and confidence, and conducted over a 2-year period with 13 new community/grassroots sports coaches working with Albion in the Community (the official charity of Brighton and Hove Albion Football Club), we present some of the key findings and principles that we believe underlined their practice. These principles related to how, despite the majority being appropriately qualified at national governing bodies Level 2, they generally needed additional support and expertise for their specific (community) operational environment in terms of outcomes, practice design, and challenging what was seen as a focus on providing competitive (team) environments above individual player development.
{"title":"A Premier League Football in the Community Program’s “New” Coaches and Support Systems: Practitioner Reflections","authors":"P. Crisp, Paul Brackley","doi":"10.1123/iscj.2021-0067","DOIUrl":"https://doi.org/10.1123/iscj.2021-0067","url":null,"abstract":"In the United Kingdom, many sport coaching career paths are considered to be focused on skills development, competence, and leadership within the context of performance. However, sport coaching also sits substantially within the community and youth sectors, where sport is seen to facilitate various social policy issues. Aligning nonperformance-related coaching contexts to existing formal qualifications schemes is problematic, given they frequently emphasize athlete and team performance. While an emerging base of studies examining community sports coaching exists, further insight and perspectives of in situ learning and coach support in this context are needed. Using observations, evaluation, and feedback centered on practitioner competence and confidence, and conducted over a 2-year period with 13 new community/grassroots sports coaches working with Albion in the Community (the official charity of Brighton and Hove Albion Football Club), we present some of the key findings and principles that we believe underlined their practice. These principles related to how, despite the majority being appropriately qualified at national governing bodies Level 2, they generally needed additional support and expertise for their specific (community) operational environment in terms of outcomes, practice design, and challenging what was seen as a focus on providing competitive (team) environments above individual player development.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines Irish volunteer coaches’ experiences of the content and delivery of the “Gaelic4Teens” coach education initiative, and further seeks to evaluate if participants coaching behavior changed as a result. The Gaelic4Teens program aims to help coaches better understand the female teenage participant through enhancing the coach–athlete relationship, which in turn, seeks to help retain young females in the sport. Qualitative data were gathered over a 16-week period from August to November 2020 and comprised of pre and post online focus groups with eight (three females and five males) volunteer coaches; one from each of the eight rural community sport settings (n = 8) in Ireland. Findings revealed that the coach education program had a meaningful impact on coaches’ abilities to competently work with female adolescents. Specifically, the Gaelic4Teens program is effective as a blended learning coach education program that encouraged a coaching environment that empowered the female athletes. Further analysis, with additional stakeholder input, is warranted to ascertain its long-term effectiveness.
{"title":"Coaches’ Experience of the “Gaelic4Teens” Program in Ireland","authors":"Wesley O’Brien, Irene Hogan, T. Coppinger","doi":"10.1123/iscj.2021-0094","DOIUrl":"https://doi.org/10.1123/iscj.2021-0094","url":null,"abstract":"This paper examines Irish volunteer coaches’ experiences of the content and delivery of the “Gaelic4Teens” coach education initiative, and further seeks to evaluate if participants coaching behavior changed as a result. The Gaelic4Teens program aims to help coaches better understand the female teenage participant through enhancing the coach–athlete relationship, which in turn, seeks to help retain young females in the sport. Qualitative data were gathered over a 16-week period from August to November 2020 and comprised of pre and post online focus groups with eight (three females and five males) volunteer coaches; one from each of the eight rural community sport settings (n = 8) in Ireland. Findings revealed that the coach education program had a meaningful impact on coaches’ abilities to competently work with female adolescents. Specifically, the Gaelic4Teens program is effective as a blended learning coach education program that encouraged a coaching environment that empowered the female athletes. Further analysis, with additional stakeholder input, is warranted to ascertain its long-term effectiveness.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63853012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"International Council for Coaching Excellence (ICCE) 13th Global Coach Conference","authors":"","doi":"10.1123/iscj.2021-0066","DOIUrl":"https://doi.org/10.1123/iscj.2021-0066","url":null,"abstract":"","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel Van Woezik, Colin D. McLaren, J. Côté, K. Erickson, Barbi Law, D. L. Horning, B. Callary, M. Bruner
In an ever-evolving society, sport coaches are presented with a number of avenues through which they can acquire and refine their coaching knowledge. The purpose of this research was to replicate and extend past research to gain an up-to-date understanding of how coaches are presently gaining knowledge. This was done through a constructive replication using a sequential explanatory mixed-method design. Study 1 included 798 coaches who completed an online questionnaire detailing their use of 16 sources of coaching knowledge. Coaches’ top three most used sources were interacting with coaches, learning by doing, and observing others. In contrast, the top three most preferred sources were observing others, interacting with coaches, and having a mentor. To contextualize these findings, Study 2 used a qualitative design in which 14 coaches were interviewed to understand their experiences with different knowledge sources. Five distinct narrative types were identified: recent elite athletes, parent coaches, coach developers, teacher coaches, and experienced coaches. Coaches reported engaging in more social and unstructured learning experiences, and the reasons for their preferences appeared to differ based on lifestyle and perceived barriers. Collectively, these findings highlight how coaches gain knowledge and why they prefer certain sources over others.
{"title":"Real Versus Ideal: Understanding How Coaches Gain Knowledge","authors":"Rachel Van Woezik, Colin D. McLaren, J. Côté, K. Erickson, Barbi Law, D. L. Horning, B. Callary, M. Bruner","doi":"10.1123/iscj.2021-0010","DOIUrl":"https://doi.org/10.1123/iscj.2021-0010","url":null,"abstract":"In an ever-evolving society, sport coaches are presented with a number of avenues through which they can acquire and refine their coaching knowledge. The purpose of this research was to replicate and extend past research to gain an up-to-date understanding of how coaches are presently gaining knowledge. This was done through a constructive replication using a sequential explanatory mixed-method design. Study 1 included 798 coaches who completed an online questionnaire detailing their use of 16 sources of coaching knowledge. Coaches’ top three most used sources were interacting with coaches, learning by doing, and observing others. In contrast, the top three most preferred sources were observing others, interacting with coaches, and having a mentor. To contextualize these findings, Study 2 used a qualitative design in which 14 coaches were interviewed to understand their experiences with different knowledge sources. Five distinct narrative types were identified: recent elite athletes, parent coaches, coach developers, teacher coaches, and experienced coaches. Coaches reported engaging in more social and unstructured learning experiences, and the reasons for their preferences appeared to differ based on lifestyle and perceived barriers. Collectively, these findings highlight how coaches gain knowledge and why they prefer certain sources over others.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47829005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samuel T. Wood, David M. B. Richardson, S. Roberts
Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.
{"title":"“Who’s Who?”: Identifying Cycling Coaches’ Biographies","authors":"Samuel T. Wood, David M. B. Richardson, S. Roberts","doi":"10.1123/iscj.2021-0005","DOIUrl":"https://doi.org/10.1123/iscj.2021-0005","url":null,"abstract":"Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46211375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. R. Gomes, A. Gonçalves, Catarina Morais, C. Simães, Rui Resende
According to the Leadership Efficacy Model, leadership efficacy depends on leaders’ tendency to make linear relationships between leadership philosophy, practice, and criteria (i.e., congruence of leadership cycles). Moreover, efficacy increases if coaches make these linear relationships by using the optimal leadership profile and by considering the antecedent factors of leadership (characteristics of the leader, team members, and organizational conditions; i.e., favorability of conditions for leadership). This study compared the perceptions of athletes and their coaches regarding leadership cycles, and tested the moderator role of optimal leadership profile and leadership favorability in the relationship between leadership cycles and leadership efficacy. This study included 92 football athletes (ages less than 17 and 19 years) and respective coaches (n = 5). The evaluation protocol included measures of leadership cycles, leadership styles, leadership favorability, and sport performance perception. Athletes and coaches agreed on coaches’ need to increase their practice and criteria, but athletes also considered that coaches should better clarify their philosophy. Regression analyses confirmed that leadership congruency predicts higher perceptions of team performance in athletes. Moreover, optimal leadership profile and higher leadership favorability were associated with higher team and individual performance. However, these two factors did not moderate the relationship between leadership congruency and efficacy.
{"title":"Leadership Efficacy in Youth Football: Athletes’ and Coaches’ Perspectives","authors":"A. R. Gomes, A. Gonçalves, Catarina Morais, C. Simães, Rui Resende","doi":"10.1123/iscj.2020-0128","DOIUrl":"https://doi.org/10.1123/iscj.2020-0128","url":null,"abstract":"According to the Leadership Efficacy Model, leadership efficacy depends on leaders’ tendency to make linear relationships between leadership philosophy, practice, and criteria (i.e., congruence of leadership cycles). Moreover, efficacy increases if coaches make these linear relationships by using the optimal leadership profile and by considering the antecedent factors of leadership (characteristics of the leader, team members, and organizational conditions; i.e., favorability of conditions for leadership). This study compared the perceptions of athletes and their coaches regarding leadership cycles, and tested the moderator role of optimal leadership profile and leadership favorability in the relationship between leadership cycles and leadership efficacy. This study included 92 football athletes (ages less than 17 and 19 years) and respective coaches (n = 5). The evaluation protocol included measures of leadership cycles, leadership styles, leadership favorability, and sport performance perception. Athletes and coaches agreed on coaches’ need to increase their practice and criteria, but athletes also considered that coaches should better clarify their philosophy. Regression analyses confirmed that leadership congruency predicts higher perceptions of team performance in athletes. Moreover, optimal leadership profile and higher leadership favorability were associated with higher team and individual performance. However, these two factors did not moderate the relationship between leadership congruency and efficacy.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48529733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew Andrew, Paul R. Ford, Matthew T. Miller, Allistair P. McRobert, Nathan C. Foster, G. Seerden, Martin A. Littlewood, S. Hayes
We examined whether practice activities adopted by professional youth soccer coaches are modulated through the implementation of and engagement with cocreative evidence-based programs. Across two experiments, we used systematic observation to identify the practice activities of seven coaches across 134 sessions. In Experiment A, drill-based and games-based activities were recorded and quantified. To encourage behaviour change across the study, the systematic observation data were compared with skill acquisition literature to provide coaches with quantitative feedback and recommendations during workshops. Postworkshop systematic observation data indicated that practice activities used by coaches changed in accordance with the evidenced-based information (increase in games-based activities) delivered within the workshop. Interview data indicated that coaches typically stated that the workshop was a key reason for behaviour change. In a follow-up Experiment B, feedback and recommendations were delivered using an interactive video-based workshop. The systematic observation data indicated that coaches increased the use of soccer activities that contained active decision making with coaches citing the workshop as a key reason for behaviour change. These findings indicate that coaching practice activities can be supported and shaped through the implementation of cocreated workshops wherein coaches collaborate with sport scientists and researchers to bridge the gap between science and application.
{"title":"Bridging the Gap Between Science and Application: The Use of Cocreation Educational Workshops in Professional Youth Soccer","authors":"Matthew Andrew, Paul R. Ford, Matthew T. Miller, Allistair P. McRobert, Nathan C. Foster, G. Seerden, Martin A. Littlewood, S. Hayes","doi":"10.1123/iscj.2020-0054","DOIUrl":"https://doi.org/10.1123/iscj.2020-0054","url":null,"abstract":"We examined whether practice activities adopted by professional youth soccer coaches are modulated through the implementation of and engagement with cocreative evidence-based programs. Across two experiments, we used systematic observation to identify the practice activities of seven coaches across 134 sessions. In Experiment A, drill-based and games-based activities were recorded and quantified. To encourage behaviour change across the study, the systematic observation data were compared with skill acquisition literature to provide coaches with quantitative feedback and recommendations during workshops. Postworkshop systematic observation data indicated that practice activities used by coaches changed in accordance with the evidenced-based information (increase in games-based activities) delivered within the workshop. Interview data indicated that coaches typically stated that the workshop was a key reason for behaviour change. In a follow-up Experiment B, feedback and recommendations were delivered using an interactive video-based workshop. The systematic observation data indicated that coaches increased the use of soccer activities that contained active decision making with coaches citing the workshop as a key reason for behaviour change. These findings indicate that coaching practice activities can be supported and shaped through the implementation of cocreated workshops wherein coaches collaborate with sport scientists and researchers to bridge the gap between science and application.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45060832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The psychological factors that influence performance in the practice environment, where competitive athletes engage in deliberate practice, have recently been given specific research attention. The current study employed an action research approach to implement the practice environment model as an education strategy to increase the practice performance of players in a U.K. basketball academy team over a 20-week period. The aim of the study was to evaluate the effect of the education strategy on practice performance. The team competed nationally and consisted of the head coach, the assistant coach, and 18 male players aged 16–19 years. Data were collected through focus groups, joint semistructured interviews, field observations, and a practice environment model web-based questionnaire. Qualitative data were analysed using thematic narrative analysis and the Friedman test analysed quantitative data. Quantitative results suggested that the education strategy decreased perceptions of stress and increased effort, preparation activities, and teammate support. Qualitative results provided an in-depth narrative of the environmental changes undertaken to improve practice performance. Discussion focuses on the key strategies of effort and control, performance expectations, team drive, positive communication, and preparation. This study is the first to apply the practice environment model to a real-world sporting domain.
{"title":"Implementing and Evaluating the Practice Environment Model Using Action Research","authors":"Steven M. Smith, H. Brown, S. Cotterill","doi":"10.1123/iscj.2020-0117","DOIUrl":"https://doi.org/10.1123/iscj.2020-0117","url":null,"abstract":"The psychological factors that influence performance in the practice environment, where competitive athletes engage in deliberate practice, have recently been given specific research attention. The current study employed an action research approach to implement the practice environment model as an education strategy to increase the practice performance of players in a U.K. basketball academy team over a 20-week period. The aim of the study was to evaluate the effect of the education strategy on practice performance. The team competed nationally and consisted of the head coach, the assistant coach, and 18 male players aged 16–19 years. Data were collected through focus groups, joint semistructured interviews, field observations, and a practice environment model web-based questionnaire. Qualitative data were analysed using thematic narrative analysis and the Friedman test analysed quantitative data. Quantitative results suggested that the education strategy decreased perceptions of stress and increased effort, preparation activities, and teammate support. Qualitative results provided an in-depth narrative of the environmental changes undertaken to improve practice performance. Discussion focuses on the key strategies of effort and control, performance expectations, team drive, positive communication, and preparation. This study is the first to apply the practice environment model to a real-world sporting domain.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. North, B. Callary, K. Dieffenbach, L. Galatti, S. Lara-Bercial, C. Nash, D. O’Connor
This article provides an overview of the context, details, and outcomes of a consultation and review of the International Council for Coaching Excellence’s interactions and engagements with, and service provision to, the international sport coaching research community. The consultation and review were undertaken by the International Council for Coaching Excellence Research Committee (RC). The paper starts with a description of the sport coaching research landscape. It then provides details of the role of the International Council for Coaching Excellence, its Research Fair, and RC. The paper then offers an overview of the formal initiation of the consultation and review at the Global Coach Conference, Japan 2019, as well as a brief overview of the approach used. It then details the consultation findings providing direction for the RC moving forward. The resultant revised RC terms of reference are included as an appendix.
{"title":"A Reflection on the State of Sport Coaching Research, Its Community, and Representation: The 2020 International Council for Coaching Excellence Research Committee Consultation","authors":"J. North, B. Callary, K. Dieffenbach, L. Galatti, S. Lara-Bercial, C. Nash, D. O’Connor","doi":"10.1123/iscj.2021-0041","DOIUrl":"https://doi.org/10.1123/iscj.2021-0041","url":null,"abstract":"This article provides an overview of the context, details, and outcomes of a consultation and review of the International Council for Coaching Excellence’s interactions and engagements with, and service provision to, the international sport coaching research community. The consultation and review were undertaken by the International Council for Coaching Excellence Research Committee (RC). The paper starts with a description of the sport coaching research landscape. It then provides details of the role of the International Council for Coaching Excellence, its Research Fair, and RC. The paper then offers an overview of the formal initiation of the consultation and review at the Global Coach Conference, Japan 2019, as well as a brief overview of the approach used. It then details the consultation findings providing direction for the RC moving forward. The resultant revised RC terms of reference are included as an appendix.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sport Coaching Journal aaa Volume 8, Issue 3 will be the last to publish manuscripts under the headings of Best Practices, Insights, and Coaching In. Starting in 2022 (Volume 9), manuscripts that focus on best practices of efforts, ideas, or evidence-based guidelines that can be used to improve coaching, those that focus on well-reasoned and effectively articulated insights and commentaries intended to stimulate thought about coaching, and perspectives of coaching and coach education in different countries and cultures will be categorized under the umbrella term of Practical Advances (International Sport Coaching Journal [ISCJ], 2021a). This new heading will allow for greater flexibility of submissions that are partially data driven to practitioner informed, while not losing the practical nature of these submissions. We will continue to have 70–80% of each issue devoted to Original Research studies, and 20–30% of each issue dedicated to Practical Advances. All papers, with the rare exception of invited papers, will undergo double-blind peer review. While adopting a strongly applied orientation, papers published under the heading of Practical Advances will still be written in an academic style that includes citations, as well as other applied evidence, to support and develop ideas. Thus, Practical Advances will encompass International Sport Coaching Journal (ISCJ) legacy article types of Best Practices, Insights, and Coaching In (ISCJ, 2021a). This evolution comes alongside a revision to ISCJ’s mission. The revision brings into focus ISCJ’s interest in expanding understanding of the coaching process, coaching environment, coach education and development, coaching practices, and coaching profession. Therefore, the mission is to advance the research and development of sport coaching worldwide. This mission is pursued through a specific focus on the practice and process of coaching, with consideration also given to the many factors that influence coaching. Thus, ISCJ publishes peer-reviewed, scientific research studies and articles on practical advances about, with, and for coaches (ISCJ, 2021c). In Volume 8, Issue 3, along with a series of original research articles, coaching in, best practices, and insights, we are publishing an invited article that is intended to showcase ISCJ as a nonproprietary venture of the International Council for Coaching Excellence (ICCE). This article outlines a transparent process of the ICCE’s Research Committee in developing, implementing, and reporting the findings of a consultation process and proposal for governance and service agenda. In this invited article, the Research Committee broadly connects the current state of the field of sport coaching research to the ICCE specifically. This project began during discussions at the Research Fair for the ICCE’s Global Coach Conference in Japan 2019 (North et al., 2021). Sport coaching is a relatively youngfield of research and growing in popularity. The analogy is that it
《体育教练杂志》第8卷第3期将是最后一篇以“最佳实践”、“洞察”和“教练”为标题的文章。从2022年开始(第9卷)，专注于可用于改进教练的最佳实践、想法或循证指南的手稿，那些专注于旨在激发对教练的思考的合理和有效表达的见解和评论，以及不同国家和文化的教练和教练教育的观点的手稿将被归类为实用进展(国际体育教练杂志[ISCJ]， 2021a)。这个新标题将允许提交更大的灵活性，部分数据驱动的从业者知情，同时不失去这些提交的实际性质。我们将继续把每期70-80%的内容用于原创研究，20-30%的内容用于实践进展。除受邀论文外，所有论文均将接受双盲同行评议。虽然采用了强烈的应用导向，但在“实际进展”标题下发表的论文仍将以学术风格撰写，包括引用和其他应用证据，以支持和发展思想。因此，《实践进展》将包括国际体育教练杂志(ISCJ)的传统文章类型，如最佳实践、见解和教练(ISCJ, 2021a)。这一演变伴随着ISCJ使命的修订。该修订将焦点集中在ISCJ对扩大对教练过程，教练环境，教练教育和发展，教练实践和教练职业的理解的兴趣。因此，我们的使命是推动全球体育教练的研究和发展。这一使命是通过特别关注教练的实践和过程来实现的，同时也考虑到影响教练的许多因素。因此，ISCJ发表了同行评审的科学研究报告和文章，内容涉及教练、教练员和教练员的实际进展(ISCJ, 2021c)。在第8卷第3期，连同一系列原创研究文章，教练，最佳实践和见解，我们将发表一篇特邀文章，旨在展示ISCJ作为国际卓越教练理事会(ICCE)的非专有企业。本文概述了ICCE研究委员会在制定、实施和报告咨询过程的结果以及治理和服务议程建议方面的透明过程。在这篇特邀文章中，研究委员会将运动教练研究领域的现状与ICCE具体联系起来。该项目始于2019年日本ICCE全球教练会议研究博览会的讨论期间(North et al.， 2021)。体育教练是一个相对年轻的研究领域，并且越来越受欢迎。这个类比是，就研究领域而言，它现在是一个“青少年”。利用这个类比，我们可以思考它的当前状态，并在它走过青春期时预测未来。我们经常提倡孩子们多运动。进入运动员的青春期，教练开始支持、促进和指导这些运动员在不同的发展轨迹，使这些个人能够弄清楚如何建立彼此的优势和专业知识(创建一个更强大的团队)，同时也在专业岗位上进行创新。同样，体育教练研究作为一个领域，已经通过学科和方法框架的抽样发展起来，突破界限(就像只有青少年那样)，试图找出各种问题的答案。我们的青少年领域拥有心理学、社会学、管理学、教育学和体育科学的基本技能(也就是学科基础)，但已经逐渐发展成为一门独立的学科。我们需要来自体育教练领域的学者和实践者(以及“学者”)的原创研究和实际进展。这是一本体育教练杂志。它不是发表教练研究的运动心理学期刊，也不是发表教练研究的运动社会学期刊，也不是发表教练研究的运动科学期刊。在ISCJ上发表的研究和实践进展是运动教练研究。我们的编辑委员会成员在教练教育和发展、教练关系和身份、人才发展、公平、多样性和包容性、教育学/人类学、社会学、心理学、哲学以及定性和定量方法等一系列教练主题方面具有专业知识。我们提交的作品越来越多。 我们已经为我们的第二期特刊(探索在线/数字环境下的教练交付;ISCJ, 2021b)，并将于2021年11月出版我们的第一期增刊，刊登ICCE全球教练会议的摘要。Web of Science Group定期更新其期刊引用报告中的影响因子。Web of Science Group拥有新兴资源引文索引库，其中包括具有高增长潜力的期刊。ISCJ被列入新兴资源引文索引，考虑到期刊的年龄和规模，这是一个很好的步骤。随着ISCJ获得影响力(以每篇可引用文章的引用次数来衡量)，它将达到被列入提供影响因子的Web of Science引文索引之一的程度。与此同时，communicar(2021)发布并更新了新兴来源引文索引中的期刊列表，根据其引用，使用影响因子模拟器以十分位数、百分位数对其进行分类。虽然这个排名是模拟的，不是正式的排名指标，虽然communicar与Human Kinetics或Clarivate Analytics没有任何联系，但2020年，他们将ISCJ在487种教育期刊中排名第15位，模拟影响因子为2000。这种模拟影响因子在体育和教育研究领域都很强。总结体育教练研究作为一个领域的发展时代，我们从体育教练研究的开始到现在都有坚实的基础。我们有青春的活力，以及对更多知识的好奇和渴望
{"title":"Practical Advances in Sport Coaching Research in International Sport Coaching Journal","authors":"B. Callary","doi":"10.1123/iscj.2021-0044","DOIUrl":"https://doi.org/10.1123/iscj.2021-0044","url":null,"abstract":"Sport Coaching Journal aaa Volume 8, Issue 3 will be the last to publish manuscripts under the headings of Best Practices, Insights, and Coaching In. Starting in 2022 (Volume 9), manuscripts that focus on best practices of efforts, ideas, or evidence-based guidelines that can be used to improve coaching, those that focus on well-reasoned and effectively articulated insights and commentaries intended to stimulate thought about coaching, and perspectives of coaching and coach education in different countries and cultures will be categorized under the umbrella term of Practical Advances (International Sport Coaching Journal [ISCJ], 2021a). This new heading will allow for greater flexibility of submissions that are partially data driven to practitioner informed, while not losing the practical nature of these submissions. We will continue to have 70–80% of each issue devoted to Original Research studies, and 20–30% of each issue dedicated to Practical Advances. All papers, with the rare exception of invited papers, will undergo double-blind peer review. While adopting a strongly applied orientation, papers published under the heading of Practical Advances will still be written in an academic style that includes citations, as well as other applied evidence, to support and develop ideas. Thus, Practical Advances will encompass International Sport Coaching Journal (ISCJ) legacy article types of Best Practices, Insights, and Coaching In (ISCJ, 2021a). This evolution comes alongside a revision to ISCJ’s mission. The revision brings into focus ISCJ’s interest in expanding understanding of the coaching process, coaching environment, coach education and development, coaching practices, and coaching profession. Therefore, the mission is to advance the research and development of sport coaching worldwide. This mission is pursued through a specific focus on the practice and process of coaching, with consideration also given to the many factors that influence coaching. Thus, ISCJ publishes peer-reviewed, scientific research studies and articles on practical advances about, with, and for coaches (ISCJ, 2021c). In Volume 8, Issue 3, along with a series of original research articles, coaching in, best practices, and insights, we are publishing an invited article that is intended to showcase ISCJ as a nonproprietary venture of the International Council for Coaching Excellence (ICCE). This article outlines a transparent process of the ICCE’s Research Committee in developing, implementing, and reporting the findings of a consultation process and proposal for governance and service agenda. In this invited article, the Research Committee broadly connects the current state of the field of sport coaching research to the ICCE specifically. This project began during discussions at the Research Fair for the ICCE’s Global Coach Conference in Japan 2019 (North et al., 2021). Sport coaching is a relatively youngfield of research and growing in popularity. The analogy is that it ","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47639826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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