The underrepresentation of women head coaches of women’s teams at the National Collegiate Athletic Association Division I level is well documented, and the percentage of women coaching women’s teams has remained stagnant at approximately 40%–43% for more than a decade. Documenting hiring patterns of individuals in positions of power is crucial to understanding why stagnation persists. The purpose of this study was to longitudinally examine the gender distribution of head coaches hired for women’s teams and statistically examine if the gender of the athletic director (AD) impacted who was hired. Data on head coach gender and AD gender were collected between the 2014–2015 and 2021–2022 academic years. Based on the data, gendered hiring patterns emerged. Results indicated that homologous reproduction was present in ADs’ hiring of head coaches of women’s teams. The findings can be used to increase awareness and motivate evidence-based action by holding ADs accountable for their hiring decisions. Findings illuminate the hiring processes in intercollegiate sport, which have numerous implications for women sport coaches. Future research on factors such as external influences on the hiring process and the glass cliff phenomenon is warranted.
{"title":"A Longitudinal Examination of Homologous Reproduction in Athletic Directors’ Hiring of Intercollegiate Head Coaches for Women Sports","authors":"Courtney Boucher, N. LaVoi","doi":"10.1123/iscj.2022-0002","DOIUrl":"https://doi.org/10.1123/iscj.2022-0002","url":null,"abstract":"The underrepresentation of women head coaches of women’s teams at the National Collegiate Athletic Association Division I level is well documented, and the percentage of women coaching women’s teams has remained stagnant at approximately 40%–43% for more than a decade. Documenting hiring patterns of individuals in positions of power is crucial to understanding why stagnation persists. The purpose of this study was to longitudinally examine the gender distribution of head coaches hired for women’s teams and statistically examine if the gender of the athletic director (AD) impacted who was hired. Data on head coach gender and AD gender were collected between the 2014–2015 and 2021–2022 academic years. Based on the data, gendered hiring patterns emerged. Results indicated that homologous reproduction was present in ADs’ hiring of head coaches of women’s teams. The findings can be used to increase awareness and motivate evidence-based action by holding ADs accountable for their hiring decisions. Findings illuminate the hiring processes in intercollegiate sport, which have numerous implications for women sport coaches. Future research on factors such as external influences on the hiring process and the glass cliff phenomenon is warranted.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63853286","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 lockdown period of the COVID-19 pandemic has created several innovative methods of interaction at workplaces and, more importantly, within the sports industry. The COVID-19 pandemic has affected the usual training procedures and further challenged coaches and athletes to find ways of interaction. The researchers combined both qualitative and quantitative approaches and descriptive statistics in this article. This article attempts to find out the means, media, experiences, and source of interaction between coaches and athletes in five African countries during the COVID-19 lockdown period. Data were gathered from 127 coaches and 212 athletes from five African countries. The article reveals that coaches and athletes made use of phone calls, emails, text messages, and internet videos to interact during the lockdown period. The athletes benefited from the interactions, and the coaches achieved their coaching goals. The finding of this study, apart from triggering research on the use of technology in sports coaching in Africa, further creates a new path of distant coaching in Africa.
{"title":"Interaction Between Coaches and Athletes in African Nations During the Lockdown Period of COVID-19","authors":"A. Luguterah, U. Abonyi, Rita Yeboah, A. Kubayi","doi":"10.1123/iscj.2022-0016","DOIUrl":"https://doi.org/10.1123/iscj.2022-0016","url":null,"abstract":"The lockdown period of the COVID-19 pandemic has created several innovative methods of interaction at workplaces and, more importantly, within the sports industry. The COVID-19 pandemic has affected the usual training procedures and further challenged coaches and athletes to find ways of interaction. The researchers combined both qualitative and quantitative approaches and descriptive statistics in this article. This article attempts to find out the means, media, experiences, and source of interaction between coaches and athletes in five African countries during the COVID-19 lockdown period. Data were gathered from 127 coaches and 212 athletes from five African countries. The article reveals that coaches and athletes made use of phone calls, emails, text messages, and internet videos to interact during the lockdown period. The athletes benefited from the interactions, and the coaches achieved their coaching goals. The finding of this study, apart from triggering research on the use of technology in sports coaching in Africa, further creates a new path of distant coaching in Africa.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63854084","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}
Georgia A. Askew, R. Pinder, I. Renshaw, A. Gorman
In this insight article, we aim to challenge current thinking regarding coaching and spark new ideas by demonstrating how high-performance Paralympic sport contexts provide rich environments for innovation. We propose an innovative approach to enhance coach learning and introduce coaches and practitioners to three interconnected areas of opportunity emerging in research: (a) reframing the role and harnessing the work of skill acquisition specialists, (b) the use of a design thinking approach, and (c) the implementation of technology-enhanced learning. Specifically, we demonstrate how using these three strategies can better facilitate cocreated coach learning in situ. Whilst we acknowledge that each of these areas is not necessarily new, we propose that when addressed and applied collectively by practitioners they can provide effective and efficient coach learning opportunities, where the result of the integration of ideas means the impact can be greater than simply the sum of the parts. We highlight how this approach has emerged out of challenging high-performance Paralympic sport contexts, and could have impact on research, practice, and coach development experiences across a wider range of contexts along the performance pathway in both Paralympic and nondisabled sports.
{"title":"Supporting Coach Learning in Paralympic Sport: Rich Environments for Innovation","authors":"Georgia A. Askew, R. Pinder, I. Renshaw, A. Gorman","doi":"10.1123/iscj.2022-0041","DOIUrl":"https://doi.org/10.1123/iscj.2022-0041","url":null,"abstract":"In this insight article, we aim to challenge current thinking regarding coaching and spark new ideas by demonstrating how high-performance Paralympic sport contexts provide rich environments for innovation. We propose an innovative approach to enhance coach learning and introduce coaches and practitioners to three interconnected areas of opportunity emerging in research: (a) reframing the role and harnessing the work of skill acquisition specialists, (b) the use of a design thinking approach, and (c) the implementation of technology-enhanced learning. Specifically, we demonstrate how using these three strategies can better facilitate cocreated coach learning in situ. Whilst we acknowledge that each of these areas is not necessarily new, we propose that when addressed and applied collectively by practitioners they can provide effective and efficient coach learning opportunities, where the result of the integration of ideas means the impact can be greater than simply the sum of the parts. We highlight how this approach has emerged out of challenging high-performance Paralympic sport contexts, and could have impact on research, practice, and coach development experiences across a wider range of contexts along the performance pathway in both Paralympic and nondisabled sports.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63854476","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 Adult-Oriented Sport Coaching Survey (AOSCS) assesses psychosocial coaching practices for coaches who work with adult athletes. The AOSCS can be used as a self-assessment tool for coaches’ professional development, but there is a need to better understand its relevance for coaches. The purpose of this study was to explore coaches’ perspectives of the AOSCS as a self-assessment tool for reflecting, intuitively appraising, and provoking elaborations on contextually embedded psychosocial practices when coaching adult athletes. Thirteen Canadian coaches (nine women/four men, aged 59–78 years) completed the AOSCS prior to watching a webinar regarding the research on coaching Masters athletes and the development of the AOSCS. Each was subsequently shared a copy of their AOSCS results and interviewed about their perceptions of the relevance and utility of the AOSCS. Interviews were analyzed using reflexive thematic analysis, which resulted in three higher order themes (relevance of the AOSCS, using the AOSCS, and input from others) with six subthemes. The coaches see the AOSCS as provoking meaningful coach reflection, introspection, and learning intrapersonal coaching knowledge that serve ongoing coach development. As such, this paper outlines evidence with respect to the prospective relevance and practical utility of the AOSCS.
{"title":"A Self-Reflective Toolkit of Adult-Oriented Coaching Practices in Masters Sport","authors":"B. Callary, C. Belalcazar, S. Rathwell, B. Young","doi":"10.1123/iscj.2022-0069","DOIUrl":"https://doi.org/10.1123/iscj.2022-0069","url":null,"abstract":"The Adult-Oriented Sport Coaching Survey (AOSCS) assesses psychosocial coaching practices for coaches who work with adult athletes. The AOSCS can be used as a self-assessment tool for coaches’ professional development, but there is a need to better understand its relevance for coaches. The purpose of this study was to explore coaches’ perspectives of the AOSCS as a self-assessment tool for reflecting, intuitively appraising, and provoking elaborations on contextually embedded psychosocial practices when coaching adult athletes. Thirteen Canadian coaches (nine women/four men, aged 59–78 years) completed the AOSCS prior to watching a webinar regarding the research on coaching Masters athletes and the development of the AOSCS. Each was subsequently shared a copy of their AOSCS results and interviewed about their perceptions of the relevance and utility of the AOSCS. Interviews were analyzed using reflexive thematic analysis, which resulted in three higher order themes (relevance of the AOSCS, using the AOSCS, and input from others) with six subthemes. The coaches see the AOSCS as provoking meaningful coach reflection, introspection, and learning intrapersonal coaching knowledge that serve ongoing coach development. As such, this paper outlines evidence with respect to the prospective relevance and practical utility of the AOSCS.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855022","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}
L. Gano-Overway, S. Sackett, J. Wigglesworth, Madelynn E. Knight
This paper outlines how a program evaluation of a U.S. higher education coaching minor program was executed to clarify program needs and identify areas of improvement. Data were gathered from university students (n = 113), current minors (n = 13), program graduates (n = 26), coach education experts (n = 4), and community administrators/coaches (n = 13) using multiple methods including archival data collection, online surveys, and individual/group interviews. Descriptive statistics, curriculum mapping, and qualitative thematic analysis were used to document findings aligned with the CIPP (Context, Input, Process, Product) evaluation model. The context evaluation identified the target population, program goals, opportunities, barriers, and the highest priority programmatic needs. The input evaluation outlined themes highlighting the importance of understanding one’s context, incorporating evidence-based practices and teaching principles, aligning assessments with learning outcomes, establishing faculty buy-in, and advocating for the program. The process evaluation revealed programmatic alignment with national coaching standards with inconsistencies and the need to expand current content to achieve learning outcomes. The product evaluation showed that students acknowledged learning outcomes, were satisfied with the program, and felt ready to engage in coaching. Program graduates indicated preparedness to coach with some exceptions. The findings provided insight into how a multifaceted and targeted program evaluation can inform program improvements and next steps in the evaluation process.
{"title":"Program Evaluation of a University-Based Coach Education Program","authors":"L. Gano-Overway, S. Sackett, J. Wigglesworth, Madelynn E. Knight","doi":"10.1123/iscj.2022-0050","DOIUrl":"https://doi.org/10.1123/iscj.2022-0050","url":null,"abstract":"This paper outlines how a program evaluation of a U.S. higher education coaching minor program was executed to clarify program needs and identify areas of improvement. Data were gathered from university students (n = 113), current minors (n = 13), program graduates (n = 26), coach education experts (n = 4), and community administrators/coaches (n = 13) using multiple methods including archival data collection, online surveys, and individual/group interviews. Descriptive statistics, curriculum mapping, and qualitative thematic analysis were used to document findings aligned with the CIPP (Context, Input, Process, Product) evaluation model. The context evaluation identified the target population, program goals, opportunities, barriers, and the highest priority programmatic needs. The input evaluation outlined themes highlighting the importance of understanding one’s context, incorporating evidence-based practices and teaching principles, aligning assessments with learning outcomes, establishing faculty buy-in, and advocating for the program. The process evaluation revealed programmatic alignment with national coaching standards with inconsistencies and the need to expand current content to achieve learning outcomes. The product evaluation showed that students acknowledged learning outcomes, were satisfied with the program, and felt ready to engage in coaching. Program graduates indicated preparedness to coach with some exceptions. The findings provided insight into how a multifaceted and targeted program evaluation can inform program improvements and next steps in the evaluation process.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855026","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}
Cecelia Tarr, T. Newman, Fernando Santos, Stéphanie Turgeon
To meet the diverse needs of youth athletes within contemporary society, the privilege and responsibility of youth sport coaching must be reimagined. Critical positive youth development (CPYD)—which is grounded in Freire’s critical consciousness—emphasizes the urgency to empower youth to promote social justice and increase their ability to contribute to societal change. Considering the scarcity of CPYD in coach education, sport social workers may offer unique educational experiences and critical learning opportunities that may help fulfill a CPYD mandate within the youth sport landscape. From a social constructivist perspective, the aim of the current study was to explore the duality of sport social workers coaching competitive youth sport. Findings from 10 sport social workers suggest that the values, knowledge, and skills of the social work profession—particularly sport social work—seem to offer a transferable skillset and lessons to be emulated by CPYD coach education. For instance, because of their unique education and training, social workers are taught to use a strengths-based approach, maintain a holistic perspective, and teach life skills that contribute to PYD. However, findings also emphasize the notion that education may not solve all challenges concerning the need to foster CPYD, as many other variables make up the sport system.
{"title":"The Duality of Sport Social Workers Coaching Critical Positive Youth Development Within Competitive Youth Sport","authors":"Cecelia Tarr, T. Newman, Fernando Santos, Stéphanie Turgeon","doi":"10.1123/iscj.2022-0080","DOIUrl":"https://doi.org/10.1123/iscj.2022-0080","url":null,"abstract":"To meet the diverse needs of youth athletes within contemporary society, the privilege and responsibility of youth sport coaching must be reimagined. Critical positive youth development (CPYD)—which is grounded in Freire’s critical consciousness—emphasizes the urgency to empower youth to promote social justice and increase their ability to contribute to societal change. Considering the scarcity of CPYD in coach education, sport social workers may offer unique educational experiences and critical learning opportunities that may help fulfill a CPYD mandate within the youth sport landscape. From a social constructivist perspective, the aim of the current study was to explore the duality of sport social workers coaching competitive youth sport. Findings from 10 sport social workers suggest that the values, knowledge, and skills of the social work profession—particularly sport social work—seem to offer a transferable skillset and lessons to be emulated by CPYD coach education. For instance, because of their unique education and training, social workers are taught to use a strengths-based approach, maintain a holistic perspective, and teach life skills that contribute to PYD. However, findings also emphasize the notion that education may not solve all challenges concerning the need to foster CPYD, as many other variables make up the sport system.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855180","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 the present study was to assess the influence of the Irish Football Association’s “Ahead of the Game” coach education training programme on mental health literacy of youth football coaches in Northern Ireland, and to gain insights into coaches’ own role perceptions of providing mental health support for athletes. A total of 105 coaches (90% male and 10% female; Mage = 37.84, SD = 8.81, Mexperience = 9.53, SD = 6.59) completed an online survey examining mental health literacy and role perceptions of providing mental health support for athletes. A total of 40% of the sample completed the “Ahead of the Game” mental health literacy training programme, while 60% of the sample served as the comparison group. Results showed that participants who had completed the training programme demonstrated significantly higher mental health literacy in comparison to those who had not yet undertaken the programme. Thus, the “Ahead of the Game” programme may be useful for increasing mental health literacy. Youth sport coaches are an accessible and trusted outlet as a first point of contact to provide initial mental health support for athletes, thus advocating for the integration of mental health literacy training as a key part of coach education.
{"title":"Assessing the Irish Football Association’s “Ahead of the Game” Coach Education Training Programme on Raising Mental Health Literacy in Youth Football Coaches","authors":"Rodney Topping, Kyle F. Paradis, Kyle Ferguson","doi":"10.1123/iscj.2022-0090","DOIUrl":"https://doi.org/10.1123/iscj.2022-0090","url":null,"abstract":"The purpose of the present study was to assess the influence of the Irish Football Association’s “Ahead of the Game” coach education training programme on mental health literacy of youth football coaches in Northern Ireland, and to gain insights into coaches’ own role perceptions of providing mental health support for athletes. A total of 105 coaches (90% male and 10% female; Mage = 37.84, SD = 8.81, Mexperience = 9.53, SD = 6.59) completed an online survey examining mental health literacy and role perceptions of providing mental health support for athletes. A total of 40% of the sample completed the “Ahead of the Game” mental health literacy training programme, while 60% of the sample served as the comparison group. Results showed that participants who had completed the training programme demonstrated significantly higher mental health literacy in comparison to those who had not yet undertaken the programme. Thus, the “Ahead of the Game” programme may be useful for increasing mental health literacy. Youth sport coaches are an accessible and trusted outlet as a first point of contact to provide initial mental health support for athletes, thus advocating for the integration of mental health literacy training as a key part of coach education.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63855643","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}
Manon Eluère, Luc J. Martin, Michael Godfrey, Clifford J. Mallett, Jean-Philippe Heuzé
As the number of international transfers increases in professional sport teams, it is unclear how this diversity impacts team functioning, and also, whether coaches feel equipped to meet this new challenge. In this study, we explored professional coaches’ perceptions and experiences of cultural diversity (i.e., national and racioethnic diversity), with a specific emphasis on implications for team dynamics. Semistructured interviews were conducted with nine professional coaches from four interdependent team sports in France (i.e., basketball, football, handball, volleyball). The coaches had experience leading first or second division men’s and/or women’s teams (e.g., two highest national championships in France, Canada, or Italy) and national teams (e.g., France, Belgium, China). Based on a critical realist approach, results indicated that coaches purposefully considered cultural diversity within their teams, and discussed stereotypical differences based on nationalities pertaining to work ethic, communication, and motives for action. Coaches’ international experience and intercultural competence seemed to be key elements that influenced their willingness to consider the cultural diversity of their teams in their coaching/management strategies. Herein, we discuss the importance of purposefully considering a team’s context (e.g., sport, member composition, geographical location) and note that coach intercultural competence appears to be a concept warranting further investigation.
{"title":"Birds of Different Feathers: Coaches’ Perspectives of Cultural Diversity and Team Dynamics in Professional Sport","authors":"Manon Eluère, Luc J. Martin, Michael Godfrey, Clifford J. Mallett, Jean-Philippe Heuzé","doi":"10.1123/iscj.2022-0088","DOIUrl":"https://doi.org/10.1123/iscj.2022-0088","url":null,"abstract":"As the number of international transfers increases in professional sport teams, it is unclear how this diversity impacts team functioning, and also, whether coaches feel equipped to meet this new challenge. In this study, we explored professional coaches’ perceptions and experiences of cultural diversity (i.e., national and racioethnic diversity), with a specific emphasis on implications for team dynamics. Semistructured interviews were conducted with nine professional coaches from four interdependent team sports in France (i.e., basketball, football, handball, volleyball). The coaches had experience leading first or second division men’s and/or women’s teams (e.g., two highest national championships in France, Canada, or Italy) and national teams (e.g., France, Belgium, China). Based on a critical realist approach, results indicated that coaches purposefully considered cultural diversity within their teams, and discussed stereotypical differences based on nationalities pertaining to work ethic, communication, and motives for action. Coaches’ international experience and intercultural competence seemed to be key elements that influenced their willingness to consider the cultural diversity of their teams in their coaching/management strategies. Herein, we discuss the importance of purposefully considering a team’s context (e.g., sport, member composition, geographical location) and note that coach intercultural competence appears to be a concept warranting further investigation.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135356171","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":"Celebrating 10 Years of Sport Coaching Research Publications: Past Context and Future Directions","authors":"B. Callary","doi":"10.1123/iscj.2022-0089","DOIUrl":"https://doi.org/10.1123/iscj.2022-0089","url":null,"abstract":"","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48047440","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 SPORT COACHING JOURNAL","authors":"","doi":"10.1123/iscj.2022-0107","DOIUrl":"https://doi.org/10.1123/iscj.2022-0107","url":null,"abstract":"","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49416378","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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