Women coaches have remained underrepresented within sports coaching at all levels. Thus, the purpose of this paper was to describe the factors surrounding the development, progression, and retention of women coaches within the United Kingdom. The study involved semistructured interviews with 15 women coaches who were coaching female athletes in team sports. Content analysis of the qualitative data identified barriers and enablers at individual, interpersonal, organisational, and sociocultural levels. Results indicated that women coaches face several barriers because of their gender, which their men counterparts do not often encounter. Practically, individuals and organisations can both take action to reduce damaging stereotypical ideologies that produce challenging predicaments for women within the coaching landscape.
{"title":"A “Think Coach, Think Male” Phenomenon: Women Coaches’ Experiences of Development, Progression, and Retention in Coaching Within the United Kingdom","authors":"Jyoti Gosai, S. Jowett, D. Rhind","doi":"10.1123/iscj.2022-0007","DOIUrl":"https://doi.org/10.1123/iscj.2022-0007","url":null,"abstract":"Women coaches have remained underrepresented within sports coaching at all levels. Thus, the purpose of this paper was to describe the factors surrounding the development, progression, and retention of women coaches within the United Kingdom. The study involved semistructured interviews with 15 women coaches who were coaching female athletes in team sports. Content analysis of the qualitative data identified barriers and enablers at individual, interpersonal, organisational, and sociocultural levels. Results indicated that women coaches face several barriers because of their gender, which their men counterparts do not often encounter. Practically, individuals and organisations can both take action to reduce damaging stereotypical ideologies that produce challenging predicaments for women within the coaching landscape.","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":"63853375","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 assesses how often coaches use practices tailored to adult and older adult athletes. Cross-sectionally, said practices contribute to a quality masters sport experience for masters athletes (MAs); however, the stability of adult-oriented coaching over time and whether changes in coaching over time correspond with psychosocial outcomes for MAs is unknown. Therefore, coaches (N = 32; Mage = 49.0) and MAs (N = 103; Mage = 51.5) completed the Adult-Oriented Sport Coaching Survey twice 8 weeks apart. MAs also completed criterion measures for facets of the coach–athlete relationship, basic needs satisfaction, and thwarting. Our first question was whether mean group values for adult-oriented coaching changed over time. Repeated measures analysis of variance demonstrated stability of coaches’ and MAs’ scores. Our second question was whether changes in adult-oriented coaching corresponded with changes on criterion measures. Path analyses showed increased perceived frequency of adult-oriented coaching that, generally, was associated with enhancing three facets of the coach–athlete relationship, relatedness satisfaction, autonomy satisfaction, and reducing competency thwarting. The discussion centers on how adult-oriented coaching might facilitate quality sporting relationships, empowerment, and mastery in adult sport programming. These nonintervention results are interpreted with an eye toward considerations in future Adult-Oriented Sport Coaching Survey-based coaching interventions.
{"title":"How Do Adult-Oriented Coaching Practices Change Over Time and Correspond With Changes in Key Criterion Outcomes? An 8-Week Study","authors":"Derrik Motz, B. Young, S. Rathwell, B. Callary","doi":"10.1123/iscj.2022-0051","DOIUrl":"https://doi.org/10.1123/iscj.2022-0051","url":null,"abstract":"The Adult-Oriented Sport Coaching Survey assesses how often coaches use practices tailored to adult and older adult athletes. Cross-sectionally, said practices contribute to a quality masters sport experience for masters athletes (MAs); however, the stability of adult-oriented coaching over time and whether changes in coaching over time correspond with psychosocial outcomes for MAs is unknown. Therefore, coaches (N = 32; Mage = 49.0) and MAs (N = 103; Mage = 51.5) completed the Adult-Oriented Sport Coaching Survey twice 8 weeks apart. MAs also completed criterion measures for facets of the coach–athlete relationship, basic needs satisfaction, and thwarting. Our first question was whether mean group values for adult-oriented coaching changed over time. Repeated measures analysis of variance demonstrated stability of coaches’ and MAs’ scores. Our second question was whether changes in adult-oriented coaching corresponded with changes on criterion measures. Path analyses showed increased perceived frequency of adult-oriented coaching that, generally, was associated with enhancing three facets of the coach–athlete relationship, relatedness satisfaction, autonomy satisfaction, and reducing competency thwarting. The discussion centers on how adult-oriented coaching might facilitate quality sporting relationships, empowerment, and mastery in adult sport programming. These nonintervention results are interpreted with an eye toward considerations in future Adult-Oriented Sport Coaching Survey-based coaching interventions.","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":"63854635","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 study investigated a high-performance rugby academy program in New Zealand during the COVID-19 lockdown period in 2020. Unsurprisingly, this challenged academy staff who were abruptly charged with conceptualizing and implementing the program in innovative ways including a move to online learning and the adoption of online learning tools. A mixed-method sequential exploratory design was employed to explore the managers, coaches, and learners’ experiences. Phase 1 explored three coaches and two academy managers conceptualization and subsequent experiences of the online program. Phase 2 explored 44 academy players’ experiences of the online learning program. Our findings reveal that an explicit focus on player well-being and connection online appeared to increase a “sense of community” within and across both cohorts through enhanced communication, participation, and interaction. The challenges encountered included: accessibility, the amount, flow, and direction of information, “app fatigue,” and online technologies that were not fit-for-purpose. Our discussion reinforces that purposeful design and constant reflection is requisite to the successful and sustainable implementation of online coaching environments. We conclude with five fundamental lessons learned from COVID-19 that are worthy of consideration in the purposeful design of future online high-performance sporting programmes.
{"title":"Online Learning in a High-Performance Sport Environment—A Mixed-Method Study","authors":"Glenn Fyall, Blake C. Bennett, J. Cowan","doi":"10.1123/iscj.2022-0081","DOIUrl":"https://doi.org/10.1123/iscj.2022-0081","url":null,"abstract":"This study investigated a high-performance rugby academy program in New Zealand during the COVID-19 lockdown period in 2020. Unsurprisingly, this challenged academy staff who were abruptly charged with conceptualizing and implementing the program in innovative ways including a move to online learning and the adoption of online learning tools. A mixed-method sequential exploratory design was employed to explore the managers, coaches, and learners’ experiences. Phase 1 explored three coaches and two academy managers conceptualization and subsequent experiences of the online program. Phase 2 explored 44 academy players’ experiences of the online learning program. Our findings reveal that an explicit focus on player well-being and connection online appeared to increase a “sense of community” within and across both cohorts through enhanced communication, participation, and interaction. The challenges encountered included: accessibility, the amount, flow, and direction of information, “app fatigue,” and online technologies that were not fit-for-purpose. Our discussion reinforces that purposeful design and constant reflection is requisite to the successful and sustainable implementation of online coaching environments. We conclude with five fundamental lessons learned from COVID-19 that are worthy of consideration in the purposeful design of future online high-performance sporting programmes.","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":"63855257","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}
Effective and accessible coach education is a key part of sustainable sport development. Recent world events and inequitable resource division has led to an increase in the prevalence of remote learning. This study examines three methods of low-cost, simple technological-enhanced learning in handball coach education: Video On Demand, Interactive Video Learning, and Direct Remote Learning. Each intervention was examined under several relevant categories: accessibility, comprehensiveness, effectiveness, and empowerment, and compared against the others. All three methods were found to be applicable methods of remote coach learning with positive outcomes in learning and application. Video On Demand was very accessible and thought by participants to allow learning from varied sources. However, interactive methods (Interactive Video Learning and Direct Remote Learning) were preferred in most cases, as they promoted inter- and intrapersonal relational interactions and contextual informal as well as formal learning.
{"title":"Exploring Different Forms of Technology-Enhanced Learning Strategies in a Handball Coach Education Program","authors":"Eoin Murray, Kirsten Spencer, Blake C. Bennett","doi":"10.1123/iscj.2022-0078","DOIUrl":"https://doi.org/10.1123/iscj.2022-0078","url":null,"abstract":"Effective and accessible coach education is a key part of sustainable sport development. Recent world events and inequitable resource division has led to an increase in the prevalence of remote learning. This study examines three methods of low-cost, simple technological-enhanced learning in handball coach education: Video On Demand, Interactive Video Learning, and Direct Remote Learning. Each intervention was examined under several relevant categories: accessibility, comprehensiveness, effectiveness, and empowerment, and compared against the others. All three methods were found to be applicable methods of remote coach learning with positive outcomes in learning and application. Video On Demand was very accessible and thought by participants to allow learning from varied sources. However, interactive methods (Interactive Video Learning and Direct Remote Learning) were preferred in most cases, as they promoted inter- and intrapersonal relational interactions and contextual informal as well as formal learning.","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":"63855519","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}
Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective strength and conditioning (S&C) coaching practice, such as reflective practice and community of practice. Such approaches are relational meaning that the S&C coach developer must build effective relationships with the learner (i.e., S&C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of how to integrate and utilize reflective practice and community of practice within S&C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge-to-action gap by examining how a S&C coach developer, who is paid by and in situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community, and trust, which underlines the organic process that seamlessly integrates guided critical reflection and community of practices as valued learning strategies to develop S&C coaches’ psychosocial skills.
{"title":"Coach Development: In Situ Examples of Translating Research Into Practice Within Strength and Conditioning","authors":"A. Gillham, C. Szedlak","doi":"10.1123/iscj.2022-0115","DOIUrl":"https://doi.org/10.1123/iscj.2022-0115","url":null,"abstract":"Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective strength and conditioning (S&C) coaching practice, such as reflective practice and community of practice. Such approaches are relational meaning that the S&C coach developer must build effective relationships with the learner (i.e., S&C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of how to integrate and utilize reflective practice and community of practice within S&C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge-to-action gap by examining how a S&C coach developer, who is paid by and in situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community, and trust, which underlines the organic process that seamlessly integrates guided critical reflection and community of practices as valued learning strategies to develop S&C coaches’ psychosocial skills.","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":"63855832","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}
Theoretically, professional coaches should improve team performance through a sustained, progressive, and structured training and competitive program. Nevertheless, the reality poses different expectations around football activities in Brazil, where coaching spells have lasted on average 65 days during the domestic league season. Adopting the conceptual foundation designed by the International Sport Coaching Framework (ISCF), this research aims to examine the competences perceived to be important for professional football coaches and compare them to the ISCF. This study asks the following research question: what coaching competences are expected and valued in Brazilian football, and how do they compare to the ISCF? Qualitative, semistructured interviews were conducted with 29 head coaches and 30 staff members. A directed content analysis yielded similarities around the ISCF’s functional competences, while also outlining one additional category: deliver short-term winning results. The findings reveal a set of subcategories that support the contextual idiosyncrasies of high-performance football in Brazil. Within their domestic territory, elite coaches must navigate across a puzzle of nonfootball demands to adapt to their social and political reality which apparently ranks short-term game results above the essence of sport coaching practice.
{"title":"Reality Check for High-Performance Football: A Study of Coaching Competences Based on the International Sport Coaching Framework","authors":"M. Galdino, Lara Lesch, P. Wicker","doi":"10.1123/iscj.2022-0040","DOIUrl":"https://doi.org/10.1123/iscj.2022-0040","url":null,"abstract":"Theoretically, professional coaches should improve team performance through a sustained, progressive, and structured training and competitive program. Nevertheless, the reality poses different expectations around football activities in Brazil, where coaching spells have lasted on average 65 days during the domestic league season. Adopting the conceptual foundation designed by the International Sport Coaching Framework (ISCF), this research aims to examine the competences perceived to be important for professional football coaches and compare them to the ISCF. This study asks the following research question: what coaching competences are expected and valued in Brazilian football, and how do they compare to the ISCF? Qualitative, semistructured interviews were conducted with 29 head coaches and 30 staff members. A directed content analysis yielded similarities around the ISCF’s functional competences, while also outlining one additional category: deliver short-term winning results. The findings reveal a set of subcategories that support the contextual idiosyncrasies of high-performance football in Brazil. Within their domestic territory, elite coaches must navigate across a puzzle of nonfootball demands to adapt to their social and political reality which apparently ranks short-term game results above the essence of sport coaching practice.","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":"63854368","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 overviews an intensive 1:1 coach development workflow developed and used in U.K. performance and high-performance sport. The workflow has been field tested with over 60 coaches in mainly Olympic and Paralympic settings in a variety of sports. The workflow proposes six main stages: “beginning new relationships,” “seeking first to understand,” “preparing for reflective conversations,” “engaging in reflective conversations,” “working with difference,” and “supporting change.” The stages are tailored pragmatically to context, and the workflow does not suggest a fixed sequence. The application of the workflow requires adaptive expertise based on considerable coach development experience and a breadth and depth of coaching and coach development knowledge. The workflow suggests the need for coach developers to build and support trusting, collaborative, and supportive relationships with the coach, as a foundation for the coach development task. Coach development practices and the workflow are continually being developed and refined in a U.K. context, and future work will provide case studies, evidence of outcomes, and refinements to the work.
{"title":"Supporting Coaches to Learn Through and From Their Everyday Experiences: A 1:1 Coach Development Workflow for Performance Sport","authors":"B. Muir, J. North","doi":"10.1123/iscj.2022-0101","DOIUrl":"https://doi.org/10.1123/iscj.2022-0101","url":null,"abstract":"This paper overviews an intensive 1:1 coach development workflow developed and used in U.K. performance and high-performance sport. The workflow has been field tested with over 60 coaches in mainly Olympic and Paralympic settings in a variety of sports. The workflow proposes six main stages: “beginning new relationships,” “seeking first to understand,” “preparing for reflective conversations,” “engaging in reflective conversations,” “working with difference,” and “supporting change.” The stages are tailored pragmatically to context, and the workflow does not suggest a fixed sequence. The application of the workflow requires adaptive expertise based on considerable coach development experience and a breadth and depth of coaching and coach development knowledge. The workflow suggests the need for coach developers to build and support trusting, collaborative, and supportive relationships with the coach, as a foundation for the coach development task. Coach development practices and the workflow are continually being developed and refined in a U.K. context, and future work will provide case studies, evidence of outcomes, and refinements to the work.","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":"63855757","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}
Online coaching has grown in popularity, in which the coach and athlete work together using Internet-based platforms, without meeting in person. Kettlebell lifting has been using the online format for some time. The majority of Kettlebell lifters are Masters Athletes (MAs), over the age of 35 years, and competing in registered events around the world. Adult-oriented psychosocial coaching approaches that prioritize relationship development have proven to be successful when coaching MAs. While the coach–athlete relationship has been extensively examined, it is not known how the coach–athlete relationship is created and maintained in an online-only environment. The purpose of this study is to explore the perceptions of MAs’ relationships with their online coaches. Five kettlebell lifters were interviewed to explore their experiences of having online coaches. Using interpretative phenomenological analysis, the lifters’ individual experiences within the online coaching environment were examined. Three higher order themes suggest (a) initial relationship building involves the coach selection by the MA, as well as developing closeness and complementary behaviors; (b) progressing in the relationship through communication; and (c) coach programming that is adaptable and negotiated. The coach–athlete relationship for mature adults in an online-only platform can be fostered through adult-oriented approaches.
{"title":"Athletes’ Perceptions of Developing Relationships Through Adult-Oriented Coaching in Online Contexts","authors":"K. Eagles, B. Callary","doi":"10.1123/iscj.2023-0046","DOIUrl":"https://doi.org/10.1123/iscj.2023-0046","url":null,"abstract":"Online coaching has grown in popularity, in which the coach and athlete work together using Internet-based platforms, without meeting in person. Kettlebell lifting has been using the online format for some time. The majority of Kettlebell lifters are Masters Athletes (MAs), over the age of 35 years, and competing in registered events around the world. Adult-oriented psychosocial coaching approaches that prioritize relationship development have proven to be successful when coaching MAs. While the coach–athlete relationship has been extensively examined, it is not known how the coach–athlete relationship is created and maintained in an online-only environment. The purpose of this study is to explore the perceptions of MAs’ relationships with their online coaches. Five kettlebell lifters were interviewed to explore their experiences of having online coaches. Using interpretative phenomenological analysis, the lifters’ individual experiences within the online coaching environment were examined. Three higher order themes suggest (a) initial relationship building involves the coach selection by the MA, as well as developing closeness and complementary behaviors; (b) progressing in the relationship through communication; and (c) coach programming that is adaptable and negotiated. The coach–athlete relationship for mature adults in an online-only platform can be fostered through adult-oriented approaches.","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":"63855951","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}
Thomas M. Leeder, Lee C. Beaumont, Ciaran M.C. Maloney
Improved internet access and technological advancements have significantly influenced coaches’ learning opportunities, with numerous online coach education courses now available. Despite this, we know little about coaches’ experiences of such provision and how it shapes coach learning. Consequently, the aim of this research is to understand the impact of an online Level 1 coach education award on dodgeball coaches’ learning and practice. Data were collected via an online qualitative survey involving 57 dodgeball coaches who had completed the award, alongside follow-up virtual semistructured interviews with eight coaches. Following a reflexive thematic analysis process drawing upon the theoretical framework of Jennifer Moon, three themes were generated: (a) a surface or deep approach? Understanding dodgeball coaches’ experiences of the Level 1 award, (b) coaches’ preferences and learning styles: a barrier for online coach education, and (c) enhancing the impact of online coach education: assessment and postaward support. Findings indicate that the award’s impact on learning and practice varied depending upon coaches’ cognitive structures, which influenced their perceptions toward the value of online provision. Although coaches’ experiences were generally positive, authentic assessment(s) and mentoring opportunities were proposed to further enhance the award’s impact.
{"title":"Understanding the Impact of an Online Level 1 Coach Education Award on Dodgeball Coaches’ Learning and Practice","authors":"Thomas M. Leeder, Lee C. Beaumont, Ciaran M.C. Maloney","doi":"10.1123/iscj.2022-0072","DOIUrl":"https://doi.org/10.1123/iscj.2022-0072","url":null,"abstract":"Improved internet access and technological advancements have significantly influenced coaches’ learning opportunities, with numerous online coach education courses now available. Despite this, we know little about coaches’ experiences of such provision and how it shapes coach learning. Consequently, the aim of this research is to understand the impact of an online Level 1 coach education award on dodgeball coaches’ learning and practice. Data were collected via an online qualitative survey involving 57 dodgeball coaches who had completed the award, alongside follow-up virtual semistructured interviews with eight coaches. Following a reflexive thematic analysis process drawing upon the theoretical framework of Jennifer Moon, three themes were generated: (a) a surface or deep approach? Understanding dodgeball coaches’ experiences of the Level 1 award, (b) coaches’ preferences and learning styles: a barrier for online coach education, and (c) enhancing the impact of online coach education: assessment and postaward support. Findings indicate that the award’s impact on learning and practice varied depending upon coaches’ cognitive structures, which influenced their perceptions toward the value of online provision. Although coaches’ experiences were generally positive, authentic assessment(s) and mentoring opportunities were proposed to further enhance the award’s impact.","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":"63855307","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. Kramers, Corliss Bean, Caroline Hummell, Veronica Allan, Andrea Johnson, Jennifer Turnnidge
Despite recent advancements for women in leadership roles, women remain underrepresented in sport coaching contexts. Mentorship has been advocated as a potential avenue for advancing and sustaining the careers of women coaches. In line with this, national sporting bodies have implemented mentorship programs to pair new and aspiring women coaches with senior leaders. While recent evaluations show promising results, research is needed to understand how these programs are conceptualized, implemented, and experienced by program participants. The purpose of this study was to qualitatively explore stakeholders’ experiences in two Canadian women in coaching mentorship programs. Perspectives were gathered from 21 Canadian sport stakeholders that included program mentees, mentors, and staff. Data were analyzed using a reflexive thematic approach. Findings demonstrate the need for purposefully recruiting both mentor and mentee coaches to sustain meaningful partnerships. Additionally, participants highlighted the need for sport organizations to situate women in coaching as a priority and engage in sponsorship and long-term planning for sustaining women’s advancements in coaching. This study explores women in coaching mentorship programs from multiple perspectives, which may inform future formalized mentorship opportunities for women coaches by addressing identified challenges and barriers.
{"title":"Reflections on Improving Women’s Experiences of Mentorship in Canadian Coaching","authors":"S. Kramers, Corliss Bean, Caroline Hummell, Veronica Allan, Andrea Johnson, Jennifer Turnnidge","doi":"10.1123/iscj.2022-0091","DOIUrl":"https://doi.org/10.1123/iscj.2022-0091","url":null,"abstract":"Despite recent advancements for women in leadership roles, women remain underrepresented in sport coaching contexts. Mentorship has been advocated as a potential avenue for advancing and sustaining the careers of women coaches. In line with this, national sporting bodies have implemented mentorship programs to pair new and aspiring women coaches with senior leaders. While recent evaluations show promising results, research is needed to understand how these programs are conceptualized, implemented, and experienced by program participants. The purpose of this study was to qualitatively explore stakeholders’ experiences in two Canadian women in coaching mentorship programs. Perspectives were gathered from 21 Canadian sport stakeholders that included program mentees, mentors, and staff. Data were analyzed using a reflexive thematic approach. Findings demonstrate the need for purposefully recruiting both mentor and mentee coaches to sustain meaningful partnerships. Additionally, participants highlighted the need for sport organizations to situate women in coaching as a priority and engage in sponsorship and long-term planning for sustaining women’s advancements in coaching. This study explores women in coaching mentorship programs from multiple perspectives, which may inform future formalized mentorship opportunities for women coaches by addressing identified challenges and barriers.","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":"63855802","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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