There is extensive evidence illustrating the influence of coach behavior on athletes’ perceived basic psychological needs. However, much of that research has been conducted with athletes of similar developmental stages (i.e., children, adolescents, or adults). In sports such as figure skating, coach–athlete relationships often span several years and developmental stages; yet, researchers have not comprehensively investigated whether coaches consider athletes’ physical, social, self, cognitive, and emotional development in their interpersonal style. The purpose of this study was to qualitatively explore (a) what need-supportive and/or need-thwarting behaviors coaches use with athletes in different developmental age groups and (b) whether coaches’ use of need-supportive and need-thwarting behaviors was developmentally appropriate based on theoretical implications and empirical evidence grounded in both developmental and self-determination theory. Semistructured interviews were conducted with 13 coach–athlete dyads (13 coaches and 13 athletes) across four age groups: middle childhood (6–10 years), early adolescent (11–14 years), mid-adolescent (15–17 years), and early adulthood (18–25 years). Deductive reflexive thematic analysis of the 26 interviews revealed four themes highlighting (a) competence-supportive, (b) autonomy-supportive, (c) relatedness-supportive, and (d) need-thwarting behaviors. There were both consistencies and variations in coaches’ use of those behaviors across the four age groups.
{"title":"Coaches’ Use of Need-Supportive and Need-Thwarting Behaviors Across the Developmental Continuum: A Qualitative Investigation in Figure Skating","authors":"D. Benish, Tucker Readdy, Johannes Raabe","doi":"10.1123/iscj.2022-0082","DOIUrl":"https://doi.org/10.1123/iscj.2022-0082","url":null,"abstract":"There is extensive evidence illustrating the influence of coach behavior on athletes’ perceived basic psychological needs. However, much of that research has been conducted with athletes of similar developmental stages (i.e., children, adolescents, or adults). In sports such as figure skating, coach–athlete relationships often span several years and developmental stages; yet, researchers have not comprehensively investigated whether coaches consider athletes’ physical, social, self, cognitive, and emotional development in their interpersonal style. The purpose of this study was to qualitatively explore (a) what need-supportive and/or need-thwarting behaviors coaches use with athletes in different developmental age groups and (b) whether coaches’ use of need-supportive and need-thwarting behaviors was developmentally appropriate based on theoretical implications and empirical evidence grounded in both developmental and self-determination theory. Semistructured interviews were conducted with 13 coach–athlete dyads (13 coaches and 13 athletes) across four age groups: middle childhood (6–10 years), early adolescent (11–14 years), mid-adolescent (15–17 years), and early adulthood (18–25 years). Deductive reflexive thematic analysis of the 26 interviews revealed four themes highlighting (a) competence-supportive, (b) autonomy-supportive, (c) relatedness-supportive, and (d) need-thwarting behaviors. There were both consistencies and variations in coaches’ use of those behaviors across the four age groups.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855533","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}
S. Lara-Bercial, Gary Hodgson, P. Lara-Bercial, Sheelagh Quinn, Declan O’Leary, Kris Van Der Haegen
The role of the coach developer (CD) has broadened over the last two decades. Today CDs fulfil multiple functions, such as tutor, facilitator, expert, or mentor. They also play a significant part as learning designers. CDs are normally not trained to perform this role. This practical advances paper provides an overview of the role and required skills of learning designers, specifically in the context of the creation of an online coach development resource: the ICOACHKIDS massive open online courses. The paper offers a novel description of the development process. It describes four stages, including: (a) agreeing on target audience and learning outcomes, (b) choosing the pedagogical model, (c) selecting technological solutions and partners, and (d) content development. For each stage, the working parameters, associated challenges, and the learning gained by CDs are described. Each of these phases presents unique challenges and requires different competences. We conclude that learning design, especially in relation to massive open online courses (and perhaps, more broadly, online), must become part of the CD development curriculum going forward.
{"title":"The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses","authors":"S. Lara-Bercial, Gary Hodgson, P. Lara-Bercial, Sheelagh Quinn, Declan O’Leary, Kris Van Der Haegen","doi":"10.1123/iscj.2022-0092","DOIUrl":"https://doi.org/10.1123/iscj.2022-0092","url":null,"abstract":"The role of the coach developer (CD) has broadened over the last two decades. Today CDs fulfil multiple functions, such as tutor, facilitator, expert, or mentor. They also play a significant part as learning designers. CDs are normally not trained to perform this role. This practical advances paper provides an overview of the role and required skills of learning designers, specifically in the context of the creation of an online coach development resource: the ICOACHKIDS massive open online courses. The paper offers a novel description of the development process. It describes four stages, including: (a) agreeing on target audience and learning outcomes, (b) choosing the pedagogical model, (c) selecting technological solutions and partners, and (d) content development. For each stage, the working parameters, associated challenges, and the learning gained by CDs are described. Each of these phases presents unique challenges and requires different competences. We conclude that learning design, especially in relation to massive open online courses (and perhaps, more broadly, online), must become part of the CD development curriculum going forward.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"30 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855930","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":"Erratum. Exploring Virtual Coach Education in USA Lacrosse","authors":"International Sport Coaching Journa","doi":"10.1123/iscj.2023-0050","DOIUrl":"https://doi.org/10.1123/iscj.2023-0050","url":null,"abstract":"","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855962","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}
Katherine E. Hirsch, T. Loughead, G. Bloom, Wade D. Gilbert
The purpose of this commentary is to provide a broad overview of the empirical research-based articles published in the International Sport Coaching Journal from its inception in 2014 through 2020. Data from 101 publications were collected and analyzed using Arksey and O’Malley’s six-stage framework for conducting scoping reviews. Data were extracted on the size and scope of research, populations and perspectives studied, and methodologies and data collection methods used. The results show that empirical research publications grew more prominent over time (i.e., 24.0% of 2014 publications vs. 58.1% of 2020 publications) compared with other publication types. The most commonly researched topics included coach development and coach behaviors. The participants most studied were male coaches, performance sport coaches, and adult sport coaches, featuring primarily European and North American coaches. The majority of studies used a qualitative methodology with the most common research designs being phenomenological and case studies. A variety of data collection methods were used that involved one-on-one interviews and questionnaires. Several recommendations are advanced to stakeholders, including strategies to promote racial and gender diversity and to collect and report demographic data on race and coaching experience.
{"title":"Reviewing Original Research Articles Published in the International Sport Coaching Journal","authors":"Katherine E. Hirsch, T. Loughead, G. Bloom, Wade D. Gilbert","doi":"10.1123/iscj.2022-0042","DOIUrl":"https://doi.org/10.1123/iscj.2022-0042","url":null,"abstract":"The purpose of this commentary is to provide a broad overview of the empirical research-based articles published in the International Sport Coaching Journal from its inception in 2014 through 2020. Data from 101 publications were collected and analyzed using Arksey and O’Malley’s six-stage framework for conducting scoping reviews. Data were extracted on the size and scope of research, populations and perspectives studied, and methodologies and data collection methods used. The results show that empirical research publications grew more prominent over time (i.e., 24.0% of 2014 publications vs. 58.1% of 2020 publications) compared with other publication types. The most commonly researched topics included coach development and coach behaviors. The participants most studied were male coaches, performance sport coaches, and adult sport coaches, featuring primarily European and North American coaches. The majority of studies used a qualitative methodology with the most common research designs being phenomenological and case studies. A variety of data collection methods were used that involved one-on-one interviews and questionnaires. Several recommendations are advanced to stakeholders, including strategies to promote racial and gender diversity and to collect and report demographic data on race and coaching experience.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46254023","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}
Emilie Lemelin, Joëlle Carpentier, Sophie Gadoury, Élodie Petit, Jacques Forest, Jean-Paul Richard, Mireille Joussemet, Geneviève A. Mageau
The reROOT program teaches coaches 40 behaviors belonging to a need-supportive coaching style (including structure, involvement, and autonomy support), as defined by self-determination theory. This pilot randomized controlled trial, conducted during the COVID-19-related lockdown, evaluated the impact of this 18-hr program on coaching style (e.g., Problems in Sports Questionnaire) and on athlete motivation ( Motivation Underlying Achievement Goals Questionnaire), performance (tactical, technical, physical, and psychological skills), and well-being ( Satisfaction with Life Scale; Positive and Negative Affect Schedule ). Twenty-three sports teams from two universities were randomized in the experimental or the wait-list control condition. Coaches in the experimental condition evaluated autonomy-supportive coaching styles more favorably than those in the control condition at the 1-year follow-up, but not 2 months after the end of the program. Athletes whose coaches participated in the program did not rate them as having a higher need-supportive coaching style, but experienced greater autonomous motivation and (potentially) performance, and under certain circumstances greater well-being and less controlled motivation 2 months after the end of the program compared with the wait-list condition. These findings suggest that the reROOT program could potentially improve readiness to rely on more autonomy-supportive skills and promote some aspects of sports development in athletes.
{"title":"The reROOT Coaching Program: A Pilot Randomized Controlled Trial Evaluating Its Impact on Coaching Style and Athlete Sports Development","authors":"Emilie Lemelin, Joëlle Carpentier, Sophie Gadoury, Élodie Petit, Jacques Forest, Jean-Paul Richard, Mireille Joussemet, Geneviève A. Mageau","doi":"10.1123/iscj.2022-0099","DOIUrl":"https://doi.org/10.1123/iscj.2022-0099","url":null,"abstract":"The reROOT program teaches coaches 40 behaviors belonging to a need-supportive coaching style (including structure, involvement, and autonomy support), as defined by self-determination theory. This pilot randomized controlled trial, conducted during the COVID-19-related lockdown, evaluated the impact of this 18-hr program on coaching style (e.g., Problems in Sports Questionnaire) and on athlete motivation ( Motivation Underlying Achievement Goals Questionnaire), performance (tactical, technical, physical, and psychological skills), and well-being ( Satisfaction with Life Scale; Positive and Negative Affect Schedule ). Twenty-three sports teams from two universities were randomized in the experimental or the wait-list control condition. Coaches in the experimental condition evaluated autonomy-supportive coaching styles more favorably than those in the control condition at the 1-year follow-up, but not 2 months after the end of the program. Athletes whose coaches participated in the program did not rate them as having a higher need-supportive coaching style, but experienced greater autonomous motivation and (potentially) performance, and under certain circumstances greater well-being and less controlled motivation 2 months after the end of the program compared with the wait-list condition. These findings suggest that the reROOT program could potentially improve readiness to rely on more autonomy-supportive skills and promote some aspects of sports development in athletes.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448759","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 purpose of this practical advances article was to describe a successful process involving youth athletes in the development of shared core values for a club swim team and share lessons learned and applications found therein. A purposeful, convenience sample of local USA Swimming club swimmers participated in the development of the shared core values for their team. Data were collected through the administration of three sequential worksheets during the swimmers’ winter holiday break from school. All responses were analyzed using a simplistic mixed methods approach. Results presented five shared core values with associated definitions, actions, and expectations derived directly from the athletes; the primary researcher/head coach added simple quotes from the athletes, when applicable, as an easy memory tool. Lessons learned from the process of this study and practical applications are discussed.
{"title":"Team Values: Bringing Athletes Into the Process Successfully","authors":"Matthew A. Grant","doi":"10.1123/iscj.2022-0037","DOIUrl":"https://doi.org/10.1123/iscj.2022-0037","url":null,"abstract":"The purpose of this practical advances article was to describe a successful process involving youth athletes in the development of shared core values for a club swim team and share lessons learned and applications found therein. A purposeful, convenience sample of local USA Swimming club swimmers participated in the development of the shared core values for their team. Data were collected through the administration of three sequential worksheets during the swimmers’ winter holiday break from school. All responses were analyzed using a simplistic mixed methods approach. Results presented five shared core values with associated definitions, actions, and expectations derived directly from the athletes; the primary researcher/head coach added simple quotes from the athletes, when applicable, as an easy memory tool. Lessons learned from the process of this study and practical applications are discussed.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63854263","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}
E. Peixoto, B. Palma, Amanda Rizzieri Romano, Tatiana Cristina Henrique Vieira, L. Galatti
Sports coaching is a volatile and stressful career that may impact professionals’ well-being. Thus, variables that can promote coaches’ job satisfaction need to be investigated. Based on the hypotheses of potential effects of passion for work (e.g., subjects’ inclination for an activity, which becomes integrated into the person’s identity) on flow experience (e.g., positive and transient state that can promote total absorption, enjoyment, and intrinsic motivation) and job satisfaction (e.g., state of positive emotions, resulting from continuous experiences in the workplace), this research aimed to assess the association among the dualistic model of passion (harmonious and obsessive), flow, and job satisfaction in sports coaches. The sample consisted of 172 Brazilian coaches from different sports (69.60% male). Structural equation modeling demonstrated that both forms of passion were positively associated with absorption and intrinsic motivation experience; however, only harmonious passion showed a significant relationship with enjoyment and job satisfaction. Furthermore, a mediating role of flow (work enjoyment and intrinsic motivation) in the relationship between harmonious passion and coaches’ job satisfaction was observed. The results suggest that coaches who demonstrate harmonious passion for the profession tend to have a greater perception of positive experiences at work and feel more satisfied with these activities.
{"title":"Passion for Work and Job Satisfaction in Sports Coaches: The Mediating Role of Flow Experiences","authors":"E. Peixoto, B. Palma, Amanda Rizzieri Romano, Tatiana Cristina Henrique Vieira, L. Galatti","doi":"10.1123/iscj.2022-0059","DOIUrl":"https://doi.org/10.1123/iscj.2022-0059","url":null,"abstract":"Sports coaching is a volatile and stressful career that may impact professionals’ well-being. Thus, variables that can promote coaches’ job satisfaction need to be investigated. Based on the hypotheses of potential effects of passion for work (e.g., subjects’ inclination for an activity, which becomes integrated into the person’s identity) on flow experience (e.g., positive and transient state that can promote total absorption, enjoyment, and intrinsic motivation) and job satisfaction (e.g., state of positive emotions, resulting from continuous experiences in the workplace), this research aimed to assess the association among the dualistic model of passion (harmonious and obsessive), flow, and job satisfaction in sports coaches. The sample consisted of 172 Brazilian coaches from different sports (69.60% male). Structural equation modeling demonstrated that both forms of passion were positively associated with absorption and intrinsic motivation experience; however, only harmonious passion showed a significant relationship with enjoyment and job satisfaction. Furthermore, a mediating role of flow (work enjoyment and intrinsic motivation) in the relationship between harmonious passion and coaches’ job satisfaction was observed. The results suggest that coaches who demonstrate harmonious passion for the profession tend to have a greater perception of positive experiences at work and feel more satisfied with these activities.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63854838","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}
Coach developers play a critical role in the development of coaches. However, coach developers themselves remain under-researched, in particular the socially mediated process of becoming a coach developer is poorly understood. Eleven coach developers working across Regional and National Sports Governing Bodies took part in a series of interviews and in situ observations over the course of 12 months. Engaging a reflexive thematic analysis, this paper focuses on the power relations that contour the transitions into coach developer roles. Specifically, the analysis depicts an identity-making process in which power is exerted through different sites and modalities that structure and regulate coach developers’ practice and roles through shared discourses. In efforts to secure their positions and maintain legitimate identities, coach developers operated within an uncritical selective culture, which saw them wield, maintain, and enhance the power provided to them. Building on existing research, we examine the contested nature of what it means to be a coach developer, specifically showcasing the navigation of inherently unstable professional learning cultures and critiquing coach developer training. This work begins to address calls for the voices of coach developers in their research, while identifying the reproduction of a cultural orthodoxy, and the lack of effective in situ coach developer training. Implications from the research suggest that further support and development are required in the training of coach developers in situ, as well as the need for research to interrogate the language and discourse framing the role.
{"title":"“Who Am I to Tell Them How to Coach?”—An Analysis of Coach Developers’ Professional Identity Formation","authors":"James Davidson, R. Townsend","doi":"10.1123/iscj.2022-0055","DOIUrl":"https://doi.org/10.1123/iscj.2022-0055","url":null,"abstract":"Coach developers play a critical role in the development of coaches. However, coach developers themselves remain under-researched, in particular the socially mediated process of becoming a coach developer is poorly understood. Eleven coach developers working across Regional and National Sports Governing Bodies took part in a series of interviews and in situ observations over the course of 12 months. Engaging a reflexive thematic analysis, this paper focuses on the power relations that contour the transitions into coach developer roles. Specifically, the analysis depicts an identity-making process in which power is exerted through different sites and modalities that structure and regulate coach developers’ practice and roles through shared discourses. In efforts to secure their positions and maintain legitimate identities, coach developers operated within an uncritical selective culture, which saw them wield, maintain, and enhance the power provided to them. Building on existing research, we examine the contested nature of what it means to be a coach developer, specifically showcasing the navigation of inherently unstable professional learning cultures and critiquing coach developer training. This work begins to address calls for the voices of coach developers in their research, while identifying the reproduction of a cultural orthodoxy, and the lack of effective in situ coach developer training. Implications from the research suggest that further support and development are required in the training of coach developers in situ, as well as the need for research to interrogate the language and discourse framing the role.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855096","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}
Hockey and figure skating are iconic Canadian sports, although it would be hard to know this from the dearth of opportunities available for adults to take up these sports or improve their skills. To learn about the factors that shape adult programming in these two sports, semistructured interviews were conducted with 16 experienced Canadian hockey and figure skating coaches who work with adults. The interviews provided insight into some of the structural barriers that adult learners and their coaches face in hockey and figure skating. Participants suggest that while adult learners are an untapped market, a sport system that privileges high-performance and youth development means that few coaches can make working with adults a priority. Coaches receive little training to work with adults, and because adults are at the bottom of the hierarchy in terms of ice allocation, it is often difficult to design programs that meet their needs. The authors call for more explicit attention to adult programming in hockey and figure skating to meet demand and improve experiences for adults.
{"title":"“There’s Not a Lot of Glory in What I Do”: Coaches’ Views on Canadian Ice Hockey and Figure Skating Development Programs for Adults","authors":"Courtney Szto, Mary Louise Adams","doi":"10.1123/iscj.2022-0083","DOIUrl":"https://doi.org/10.1123/iscj.2022-0083","url":null,"abstract":"Hockey and figure skating are iconic Canadian sports, although it would be hard to know this from the dearth of opportunities available for adults to take up these sports or improve their skills. To learn about the factors that shape adult programming in these two sports, semistructured interviews were conducted with 16 experienced Canadian hockey and figure skating coaches who work with adults. The interviews provided insight into some of the structural barriers that adult learners and their coaches face in hockey and figure skating. Participants suggest that while adult learners are an untapped market, a sport system that privileges high-performance and youth development means that few coaches can make working with adults a priority. Coaches receive little training to work with adults, and because adults are at the bottom of the hierarchy in terms of ice allocation, it is often difficult to design programs that meet their needs. The authors call for more explicit attention to adult programming in hockey and figure skating to meet demand and improve experiences for adults.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855403","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":"Special Issue in Online and Remote Coaching: Exploring Coaching Delivery and Coach Education in Online/Digital Environments","authors":"C. Szedlak, Blake C. Bennett, Matthew J. Smith","doi":"10.1123/iscj.2023-0063","DOIUrl":"https://doi.org/10.1123/iscj.2023-0063","url":null,"abstract":"","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63856018","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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