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Exploring the Experiences of Community Sport Coaches: Stressors, Coping Strategies, and Mental Health 社区体育教练员的经验探讨:压力源、应对策略与心理健康
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2022-0100
Kelsey Hogan, Matthew Vierimaa, Lori Dithurbide
In recent years, athlete mental health has received increased attention from researchers; however, coaches also experience stressors that can impact their mental health. This study addressed a gap in the sport coaching literature by using a phenomenological approach to explore the experiences of community sport coaches in Canada—an understudied population that makes up a large portion of the coaching workforce. Nineteen coaches from Atlantic Canada discussed stressors, coping strategies, and mental health in one-on-one semistructured interviews. Interviews were transcribed verbatim and analyzed using reflexive thematic analysis. Results are presented in three higher order themes: mental health culture in sport, influences on coach mental health, and coping strategies and supports. Our findings suggest that community coaches experience a variety of stressors (e.g., interpersonal, personal, organizational) similar to elite coaches, but that the origin of stressors may be different in the community sport context. The impact of stressors can be mitigated by coaches’ coping strategies, access to training and resources, and aspects of the role that support their mental health (e.g., rewarding work). Finally, these results suggest that training should address gaps in mental health literacy for coaches to support their own mental health needs as well as their athletes’ needs.
近年来,运动员的心理健康受到了研究者越来越多的关注;然而,教练也会经历影响他们心理健康的压力源。本研究通过使用现象学方法来探索加拿大社区体育教练的经验,解决了体育教练文献中的空白,社区体育教练是一个未被充分研究的群体,占教练队伍的很大一部分。来自大西洋加拿大的19位教练在一对一的半结构化访谈中讨论了压力源、应对策略和心理健康。访谈被逐字记录下来,并使用反身性主题分析进行分析。结果呈现在三个更高层次的主题:体育心理健康文化,对教练心理健康的影响,以及应对策略和支持。我们的研究结果表明,社区教练经历的各种压力源(如人际、个人、组织)与精英教练相似,但压力源的来源可能在社区体育环境中有所不同。压力源的影响可以通过教练的应对策略、获得培训和资源以及支持其心理健康的角色方面(例如,有回报的工作)来减轻。最后,这些结果表明,训练应该解决心理健康素养的差距,教练员支持自己的心理健康需求以及他们的运动员的需求。
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引用次数: 0
Exploring the Daily Hassles of Neophyte Cycling Coaches 探索新手自行车教练的日常烦恼
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2023-0013
Samuel Wood, David Richardson, Simon J. Roberts, David Fletcher
Sport coaching is increasingly acknowledged as a stressful activity, especially for those coaching in community contexts. This highlights the significant need to identify the diverse sources of key stressors. The aim of this research was to explore the recurrent stressors experienced by novice coaches to better inform their coping strategies and reduce the dropout rate caused by stress. The novelty of this research lies in its longitudinal exploration of the daily hassles experienced by community sport coaches within their coaching role. Ontologically and epistemologically positioned within the interpretivist paradigm, we interviewed eight recently qualified cycling coaches over an 18-month period. Reflective thematic analysis developed three themes highlighting sources of stress over time: at the start of their participation, coaches discussed the hassles of accessing facilities and struggling to fit in ; toward the end of their participation, coaches discussed feeling isolated . Results from this study can better inform the education and support delivered by national governing bodies of sport across the community and club landscape and increase sport psychology practitioners’ awareness of the daily hassles experienced by coaches.
体育教练越来越被认为是一项压力很大的活动,尤其是对那些在社区环境中进行教练的人来说。这突出了识别关键压力源的不同来源的重要必要性。本研究旨在探讨新手教练所经历的反复出现的压力源,以更好地指导他们的应对策略,降低压力导致的辍学率。本研究的新颖之处在于对社区体育教练员在教练员角色中所遇到的日常困扰进行了纵向探索。本体论和认识论定位于解释主义范式,我们在18个月的时间里采访了8名最近合格的自行车教练。反思性专题分析发展了三个主题,突出了随着时间的推移压力的来源:在他们参与的开始,教练们讨论了使用设施和努力适应的麻烦;在训练接近尾声时,教练们讨论了被孤立的感觉。本研究的结果可以更好地为国家体育管理机构在社区和俱乐部领域提供的教育和支持提供信息,并提高运动心理学从业者对教练日常遇到的麻烦的认识。
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引用次数: 0
“Walking the Tightrope”: Reflections on Mobilizing Foucauldian Theory Within an Endurance Running Coach Development Intravention “走钢丝”:运用傅柯理论进行耐力跑教练发展的思考
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2023-0033
Zoë Avner, Jim Denison, Tim Konoval, Edward T. Hall, Kristina Skebo, Royden Radowits, Declan Downie
This paper presents our efforts and subsequent reflections in attempting to make Foucauldian theory accessible and relevant to a group of high-performance endurance-running coaches within the context of a coach development intravention and Foucauldian inspired workshop series. Specifically, we reflect upon our efforts to introduce coaches to Foucauldian ideas and concepts such as the knowledge–power–practice triad and upon the tensions we experienced in doing so. These tensions were related to the power of the theory–practice divide to set expectations around what it means to be an effective coach developer and a high-performance coach but also in the main related to our intentions regarding a broader shift in the coaches’ thinking concerning the influence of a number of social forces in the formation of their practices. We contend that coaching scholars invested in mobilizing ways of knowing underpinned by a different logic (e.g., relationally informed ways of knowing) within coaching and coach development settings would benefit from a deeper understanding of the politics of sports coaching knowledge and practice and how relations of power–knowledge impact learning within pedagogical contexts. Such an awareness, we believe, would in turn support more targeted pedagogical frameworks, practices, and strategies specifically aimed at disrupting established relations of power–knowledge and related problematic binary understandings such as the theory–practice divide which stand in the way of more diverse and ethical knowledge production processes in sports coaching and coach development work.
本文介绍了我们的努力和随后的思考,试图使福柯理论在教练发展干预和福柯启发系列研讨会的背景下与一组高性能耐力跑教练相关。具体来说,我们反思了我们向教练介绍福柯思想和概念的努力,比如知识-权力-实践三位一体,以及我们在这样做时所经历的紧张关系。这些紧张关系与理论-实践分割的力量有关,它设定了对成为一名有效的教练开发人员和一名高性能教练意味着什么的期望,但也主要与我们的意图有关,即教练的思想发生了更广泛的转变,即在形成他们的实践的过程中,许多社会力量的影响。我们认为,在教练和教练发展环境中,教练学者投资于调动由不同逻辑支撑的认知方式(例如,关系知情的认知方式),将受益于对体育教练知识和实践的政治以及权力-知识关系如何影响教学背景下的学习的更深入理解。我们相信,这样的意识反过来会支持更有针对性的教学框架、实践和策略,专门针对破坏既定的权力-知识关系和相关的有问题的二元理解,如理论-实践鸿沟,它们阻碍了体育教练和教练发展工作中更多样化和道德的知识生产过程。
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引用次数: 0
Acceptability and Preliminary Efficacy Testing of a Web-Based Coach Development Program Addressing Gender Essentialism Among Coaches of Adolescent Girls 青春期女孩教练性别本质主义的网络教练发展计划的可接受性和初步效果测试
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2023-0035
Anna Goorevich, Courtney Boucher, Jekaterina Schneider, Hannah Silva-Breen, Emily L. Matheson, Aline Tinoco, Nicole M. LaVoi
Gender essentialism in coaching discourses often goes unnoticed by coaches yet promotes gender stereotypes. Currently, no coach development program addresses gender essentialism. This study tested the acceptability and preliminary efficacy of a novel web-based coaching intervention comprising seven self-led modules, aimed at reducing gender essentialism among coaches. A pilot randomized controlled trial was conducted with 102 coaches of adolescent girls across multiple sports. Coaches were randomized into the intervention condition ( n = 54) or a waitlist control condition ( n = 48). Both intervention and control group participants completed a baseline self-assessment prior. Intervention group participants undertook Coaching HER Foundation modules over 2 weeks and completed a postintervention self-assessment. Control group coaches completed the postintervention assessment without completing the Coaching HER Foundation modules. Based on the data, coaches found the intervention easy to follow, relevant, applicable, and enjoyable. Efficacy analyses illustrated the intervention group reported lower levels of gender essentialism at postintervention compared with the control group. Study results must be considered in relation to the small sample size and high attrition rate (72%). Study findings will inform intervention optimizations based on participant feedback, after which Coaching HER Foundation will be made freely available within a wider coach education and training framework.
教练话语中的性别本质主义往往被教练忽视,却助长了性别刻板印象。目前,没有教练发展计划涉及性别本质主义。本研究测试了一种新的基于网络的教练干预的可接受性和初步效果,该干预包括七个自我主导的模块,旨在减少教练中的性别本质主义。一项随机对照试验对102名青少年女孩进行了多项运动的教练。教练员被随机分为干预组(n = 54)和候补组(n = 48)。干预组和对照组的参与者事先都完成了基线自我评估。干预组参与者接受了为期两周的HER基础辅导模块,并完成了干预后的自我评估。对照组教练在没有完成HER基础辅导模块的情况下完成了干预后评估。根据数据,教练发现干预容易遵循,相关的,适用的,愉快的。疗效分析表明,干预组在干预后报告的性别本质主义水平低于对照组。研究结果必须考虑到小样本量和高损耗率(72%)。研究结果将根据参与者的反馈为干预措施优化提供信息,之后,Coaching HER基金会将在更广泛的教练教育和培训框架内免费提供。
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引用次数: 0
The “Face” of Coach Development: A Systematic Review of the Role of the Coach Developer 教练员发展的“面貌”:教练员发展角色的系统回顾
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2022-0017
Timothy Jones, Justine B. Allen, Stephen Macdonald
The purpose of this paper was to systematically review the peer-reviewed literature on the role of the coach developer (CD). Three questions guided this review: (a) who is the CD, (b) what do they do, and (c) how do they do it? Using five electronic databases—SPORTDiscus, ERIC, PsycInfo, Web of Science, and Scopus—a total of 595 articles were initially found with 42 identified as appropriate for inclusion following PRISMA guidelines. A further 11 were added, via the screening of reference lists and during the process of writing, to total 53 articles. Data analysis comprised of content analysis to describe and identify gaps in the research, and reflexive thematic analysis to facilitate the analysis of the findings from the included studies. Content analysis findings show an increase in researching this role and a breadth of methodology and theoretical frameworks being employed. Utilising reflexive thematic analysis, seven themes were generated to understand the who, what, and how of the CD. Findings suggest a diverse and contextualised appreciation of the various roles the CD undertakes as encompassed by the International Council for Coaching Excellence (ICCE) umbrella term definition. The discussion reveals the complexity of the role as CDs navigate who they are, what they do, and how they do it. Recommendations are made for future research to mediate knowledge gaps and move towards alignment and understanding of this key figure.
本文的目的是系统地回顾同行评议的关于教练开发人员(CD)角色的文献。三个问题指导了这次审查:(a)谁是裁谈会,(b)他们做什么,(c)他们如何做?通过使用五个电子数据库——sportdiscus、ERIC、PsycInfo、Web of Science和scopus——最初共发现了595篇文章,其中42篇被确定为符合PRISMA指南的合适文章。通过对参考文献清单的筛选和在编写过程中又增加了11篇,使文章总数达到53篇。数据分析由内容分析和反思性专题分析组成,内容分析用于描述和识别研究中的差距,反思性专题分析用于促进对纳入研究结果的分析。内容分析结果表明,对这一角色的研究有所增加,并且采用了广泛的方法和理论框架。利用反身性主题分析,产生了七个主题,以理解谁、做什么和如何做培训。研究结果表明,在国际卓越教练理事会(ICCE)总括术语定义的范围内,对培训承担的各种角色有不同的、情境化的认识。讨论揭示了角色的复杂性,因为cd在导航他们是谁、他们做什么以及他们如何做。为未来的研究提出建议,以调解知识差距,并朝着对齐和理解这一关键数字的方向发展。
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引用次数: 2
“Lightbulb Moments”: The (Re)Conceptualization of Coach Development in Aotearoa, New Zealand “灯泡时刻”:新西兰奥特罗阿教练发展的(再)概念化
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2022-0067
Glenn Fyall, J. Cowan, Blake C. Bennett, J. Hapeta, S. Walters
Systems thinking is used extensively in organizational research as a framework to understand individual and organizational learning, adaptation, and change. However, systems thinking has had limited application in sport coaching research. In this study, we draw on a systems thinking framework to investigate Sport New Zealand’s recently conceptualized and implemented coach development program known as Coach Developer Aotearoa. To do so, we employ an interpretive phenomenological analysis to analyze the semistructured interview data gathered from the original six-member, Coach Developer Aotearoa design team. Our initial deductive analysis revealed that the participants acquired a more sophisticated understanding of coach development as they interrogated their own personal, collective, and societal assumptions. Specifically, concepts of learner-centeredness, active learning, and reflection, and a greater emphasis on cultural sensitivities replaced traditional behaviorist perspectives of coaching development. In our discussion, informed by our further abductive analysis, we describe the challenges faced by Sport New Zealand when looking to promote their new vision across the New Zealand sport landscape. In doing so, we offer emergent understanding and raise awareness about the possibilities that an alternative definition of critical reflection could offer when seeking systemic change on such a large scale.
系统思维作为一种理解个人和组织学习、适应和变化的框架,广泛应用于组织研究中。然而,系统思维在体育教练研究中的应用有限。在这项研究中,我们利用系统思维框架来调查新西兰体育最近概念化和实施的教练发展计划,即教练开发Aotearoa。为此,我们采用解释现象学分析来分析从最初的六人设计团队中收集的半结构化访谈数据。我们最初的演绎分析显示,当参与者询问他们自己的个人、集体和社会假设时,他们对教练发展有了更复杂的理解。具体来说,以学习者为中心、主动学习、反思以及更加强调文化敏感性的概念取代了传统的行为主义教练发展观点。在我们的讨论中,根据我们进一步的溯因性分析,我们描述了新西兰体育局在寻求在新西兰体育界推广他们的新愿景时所面临的挑战。在这样做的过程中,我们提供了新兴的理解,并提高了对批判性反思的另一种定义在寻求如此大规模的系统性变革时可能提供的可能性的认识。
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引用次数: 0
Sports Coaching in an Online Space: What Can We Learn From Endurance Sport Coaches? 在线空间的运动教练:我们能从耐力运动教练那里学到什么?
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2022-0068
J. Blanchfield, J. McArdle, Tandy Haughey
Within endurance sports (ES), a practice exists in which online remote coaching (RC) is a necessary construct. This study aimed to examine the processes of ES coaches to gain insight into the experiences of coaches engaging in RC before COVID-19 forced others to do the same. To achieve this aim, semistructured interviews were conducted with ES coaches (N = 7; M = 6, F = 1). Transcripts were subject to thematic analysis, with three dimensions (a) remote coach and ES, (b) process of remote coaching, and (c) delivery of training online being identified. An additional 17 higher and 79 lower order themes were found. Results found that to be effective online, ES coaches utilised technology such as instant messaging and online software to increase presence and decrease the perceived distance from athletes. They aimed to create autonomous athletes both by choice and by necessity. The ease of access through technology had a negative and positive impact on work–life balance. A process was developed whereby only technology that served a purpose to further athlete outcomes was used and balanced with subjective feedback. Further research is needed to garner athlete expectations and experiences of RC.
在耐力运动(ES)中,存在一种实践,在线远程教练(RC)是一种必要的结构。本研究旨在研究ES教练的过程,以深入了解教练在COVID-19迫使其他人也这样做之前从事RC的经验。为了实现这一目标,对ES教练进行了半结构化访谈(N = 7;M = 6, f = 1)。对成绩单进行专题分析,确定了三个维度(a)远程教练和ES, (b)远程教练过程,(c)在线培训的交付。另外还发现了17个高阶主题和79个低阶主题。结果发现,为了有效地进行在线训练,体育教练利用即时通讯和在线软件等技术来增加存在感并减少与运动员的感知距离。他们的目标是通过选择和需要来培养自主的运动员。通过技术获取的便利性对工作与生活的平衡有消极和积极的影响。我们制定了一个流程,即只使用有助于提高运动员成绩的技术,并与主观反馈相平衡。需要进一步的研究来获得运动员对RC的期望和经验。
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引用次数: 1
The Element of Surprise: How Predictive Processing Can Help Coach Practitioners Understand and Develop Skilled Movement in Sport Settings 意外元素:预测处理如何帮助教练从业者理解和发展运动环境中的熟练动作
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2023-0012
Kath O'Brien, A. Kennedy, Michael J. O’Keeffe
Predictive processing provides a framework for explaining how the brain solves problems of perception, decision making, and movement control by forming predictions, or plausible explanations, for what is happening in an approximately optimal manner. The strength or confidence of the prediction subjectively shapes whether something “surprising” has happened and whether a person’s perceptions and actions require adjustment. We put forward how predictive processing accounts of skill development emphasise predictive processes of action and perception that allows coaches who identify as “sporting ecology designers,” to better understand how to select the right action opportunities (i.e., affordances) to include in their training designs. We describe how motor learning can be incorporated into training designs through the element of “surprise” or the unexpected variations from the already established internal patterns that athletes have learned over time in a range of performance and practice settings. We conclude by presenting an applied example of coaching the backdoor cut manoeuver in basketball using predictive processing techniques, outlining how aspects of athlete knowledge, intentionality, memories, decision making, and prior experience cognitively coalesce during a coach-led training design to produce stable, yet flexible, movement couplings in a sport-based setting.
预测处理提供了一个框架,用于解释大脑如何通过形成预测或合理的解释,以近似最佳的方式解决正在发生的事情,从而解决感知、决策和运动控制等问题。预测的强度或信心主观上决定了是否发生了“令人惊讶”的事情,以及一个人的感知和行动是否需要调整。我们提出了技能发展的预测处理帐户如何强调动作和感知的预测过程,这使得被认为是“运动生态设计师”的教练能够更好地理解如何选择正确的动作机会(即可视性)以包括在他们的训练设计中。我们描述了运动学习如何通过“惊喜”元素或从已经建立的内部模式中意想不到的变化被纳入训练设计,这些模式是运动员在一系列的表现和练习环境中随着时间的推移而学习到的。最后,我们提出了一个使用预测处理技术指导篮球后门切入动作的应用实例,概述了在教练主导的训练设计中,运动员知识、意向性、记忆、决策和先前经验如何在认知上融合,从而在运动环境中产生稳定而灵活的运动耦合。
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引用次数: 0
A Project-Led Framework for Coach Development in English Men’s Professional Football: A Premier League Case Study 以项目为主导的英国男子职业足球教练发展框架:一个英超联赛的案例研究
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2023-0015
Liam McCarthy, Claire-Marie Roberts
Coach education and development programmes are central to the professional development experiences of sport coaches. Typically, these programmes are structured and sequenced in a linear pathway, and present an opportunity for certification which can be a prerequisite to practice and/or employment. Increasingly, as learning becomes viewed as part of a coach’s lifeworld, versus simply as a means to an end, education and development provision is beginning to reflect this. This article introduces and explores the Coach Development Institute Programme, part of the Premier League’s Elite Coaching Plan, which seeks to improve the quality of football coaching in English boys’/men’s football by engaging coaches in a 2-year work-based learning opportunity. Built around a core of project-based learning and assessment, coaches are supported as they examine a series of meaningful performance problems in their unique practice environments. Through this work, we demonstrate how theories, concepts, and principles from the adult education and assessment as learning literature might work as they are applied in a coach education and development context. With such sparsity of case-based examples like this within the peer-reviewed literature, we intend that our contribution could inform, promote dialogue, and raise questions about authentically supporting coaches beyond a minimum standard of practice.
教练教育和发展计划是体育教练专业发展经验的核心。通常,这些课程的结构和顺序是线性的,并提供认证的机会,这可能是实践和/或就业的先决条件。随着学习逐渐被视为教练生活世界的一部分,而不仅仅是达到目的的一种手段,教育和发展条款开始反映出这一点。本文介绍并探讨了教练发展学院计划,这是英超精英教练计划的一部分,该计划旨在通过让教练参与为期2年的工作学习机会来提高英国男孩/男子足球教练的质量。以项目为基础的学习和评估为核心,教练在他们独特的练习环境中检查一系列有意义的绩效问题时得到支持。通过这项工作,我们展示了成人教育和评估作为学习文献的理论、概念和原则如何在教练教育和发展背景下应用。在同行评议的文献中,像这样基于案例的例子如此稀少,我们希望我们的贡献可以告知,促进对话,并提出关于超越最低实践标准的真正支持教练的问题。
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引用次数: 0
Mothers as Others in Collegiate Athletic Departments: The Impact of a Gendered Organization on Women Coaches 大学体育部门的母亲和其他人:性别组织对女教练的影响
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1123/iscj.2022-0117
Jessica Siegele, Elizabeth Taylor, Kelsie Saxe, Allison Smith
Work–life conflict and the underrepresentation of women in college coaching have been widely examined topics in sport research. However, more limited attention has been devoted to exploring the influence of parental status on the careers of coaches. The purpose of the study was to understand the experiences of women who voluntarily left the coaching profession because of its perceived incompatibility with motherhood. Utilizing Acker’s Theory of Gendered Organizations framework, the current study interviewed six former National Collegiate Athletic Association women coaches whose collegiate coaching careers ended prematurely due to the difficulty in balancing parental and professional responsibilities. Using interpretative phenomenological analysis, three high-order themes were constructed: (a) no space for women; (b) getting out, wanting to be in; and (c) impact of gendered society. Findings indicate that women coaches with children experience unique barriers and challenges, which can ultimately lead to women exiting the college coaching profession. Findings dispel the myth that women “don’t want to coach” and implicate the compounding stress of gender roles in the family and broader society.
在体育研究中,工作与生活的冲突和女性在大学教练中的代表性不足一直是广泛研究的话题。然而,父母身份对教练员职业生涯的影响研究却很少。这项研究的目的是了解那些自愿离开教练职业的女性的经历,因为她们认为教练职业与母亲的身份不相容。本研究利用Acker的性别组织理论框架,对6名因难以平衡父母和职业责任而过早结束大学教练生涯的前美国大学体育协会女教练进行了访谈。运用解释性现象学分析,构建了三个高阶主题:(a)没有女性空间;(b)出去,想进去;(三)性别社会的影响。研究结果表明,有孩子的女性教练经历了独特的障碍和挑战,这可能最终导致女性退出大学教练职业。研究结果打破了女性“不想做教练”的神话,并暗示了家庭和更广泛社会中性别角色的复合压力。
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引用次数: 0
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International Sport Coaching Journal
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