Poststructural, Foucauldian-informed scholarship has shown the invisible consequences of how coaches use knowledge through various disciplinary techniques, which has prompted a need for coach development to bring awareness of such effects. However, a lack of literature exists on how coaches come to understand Foucauldian-informed coaching. This study explored how three strength and conditioning coaches learned to problematize disciplinary practices, how they rationalize their (un)intended effects, and why specific less disciplinary practices are produced and implemented, whereas others are left unattended. The findings include how the coaches engaged epiphanic contradictions, contemplated new and creative practices, and interacted with catalytic mediators to understand Foucauldian-informed coaching. Facilitators and barriers to Foucauldian thinking provide further insight into how the coaches’ thinking was accelerated or halted in the learning process. The findings are discussed in relation to literature on coach learning and recent scholarship on coaches’ exposure to poststructural, Foucauldian-informed coaching.
{"title":"Learning to Problematize Disciplinary Practices: Strength and Conditioning Coaches’ Experiences Within a Foucauldian Learning Community","authors":"C. Kuklick, B. Gearity","doi":"10.1123/iscj.2022-0031","DOIUrl":"https://doi.org/10.1123/iscj.2022-0031","url":null,"abstract":"Poststructural, Foucauldian-informed scholarship has shown the invisible consequences of how coaches use knowledge through various disciplinary techniques, which has prompted a need for coach development to bring awareness of such effects. However, a lack of literature exists on how coaches come to understand Foucauldian-informed coaching. This study explored how three strength and conditioning coaches learned to problematize disciplinary practices, how they rationalize their (un)intended effects, and why specific less disciplinary practices are produced and implemented, whereas others are left unattended. The findings include how the coaches engaged epiphanic contradictions, contemplated new and creative practices, and interacted with catalytic mediators to understand Foucauldian-informed coaching. Facilitators and barriers to Foucauldian thinking provide further insight into how the coaches’ thinking was accelerated or halted in the learning process. The findings are discussed in relation to literature on coach learning and recent scholarship on coaches’ exposure to poststructural, Foucauldian-informed coaching.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63854235","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 present study investigated the role of quality coach–athlete relationships and coaching efficacy on coaches’ well-being and performance. We examined whether coaches’ direct and meta-perspectives of the coach–athlete relationship quality predicted dimensions of coaches’ efficacy, hedemonic and eudaimonic well-being, and coach-related performance. A total of 233 male and female Swedish coaches from various team and individual sports completed the Coach–Athlete Relationship Questionnaire, the Coaching Efficacy Scale, Positive and Negative Affect Scale, Subjective Vitality Scale, and a one-single item developed to measure perceived coach performance. Structural equation modelling analyses revealed that quality coach–athlete relationships as defined by closeness, commitment, and complementarity associated with all four dimensions of coach efficacy. While coach–athlete relationship quality was linked with coaches’ positive affect, vitality, and satisfaction with coaching performance, only the motivational dimension of coach efficacy was associated with indicators of coach well-being and coach-related performance. Further analyses showed that the motivational dimension of coach efficacy explained the link between coach–athlete relationship quality, well-being, and coach-related performance. Overall, the findings extended the coach efficacy model by investigating the coach–athlete relationship as a predictor and coach well-being as an outcome. Our findings emphasize the importance of relationships for coaches’ efficacy and well-being.
{"title":"The Importance of Positive Relationships for Coaches’ Effectiveness and Well-Being","authors":"L. Davis, S. Jowett, D. Sörman","doi":"10.1123/iscj.2021-0065","DOIUrl":"https://doi.org/10.1123/iscj.2021-0065","url":null,"abstract":"The present study investigated the role of quality coach–athlete relationships and coaching efficacy on coaches’ well-being and performance. We examined whether coaches’ direct and meta-perspectives of the coach–athlete relationship quality predicted dimensions of coaches’ efficacy, hedemonic and eudaimonic well-being, and coach-related performance. A total of 233 male and female Swedish coaches from various team and individual sports completed the Coach–Athlete Relationship Questionnaire, the Coaching Efficacy Scale, Positive and Negative Affect Scale, Subjective Vitality Scale, and a one-single item developed to measure perceived coach performance. Structural equation modelling analyses revealed that quality coach–athlete relationships as defined by closeness, commitment, and complementarity associated with all four dimensions of coach efficacy. While coach–athlete relationship quality was linked with coaches’ positive affect, vitality, and satisfaction with coaching performance, only the motivational dimension of coach efficacy was associated with indicators of coach well-being and coach-related performance. Further analyses showed that the motivational dimension of coach efficacy explained the link between coach–athlete relationship quality, well-being, and coach-related performance. Overall, the findings extended the coach efficacy model by investigating the coach–athlete relationship as a predictor and coach well-being as an outcome. Our findings emphasize the importance of relationships for coaches’ efficacy and well-being.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852004","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. Wachsmuth, Johannes Raabe, Tucker Readdy, D. Dugandzic, O. Höner
Coaches are among the most important agents for young football talents’ development. Their coaching style may impact not only players’ skill acquisition but also their motivation to meet their full potential. This study begins by presenting an intervention promoting need-supportive coaching to facilitate holistic talent development within the German Football Association (Deutscher Fußball-Bund [DFB]). The intervention was grounded in Deci and Ryan’s self-determination theory and designed as a hybrid model of coach education (i.e., online and in-present elements). In addition, DFB competence center coordinators were utilized as multipliers to reach a large population of approximately 1,300 coaches across Germany. The specific aim of this paper is to examine how these coordinators experienced the development and implementation process of the intervention. Utilizing a mixed-methods approach, coordinators’ satisfaction and experiences with the intervention were evaluated via a quantitative online survey (n = 23) and qualitative follow-up interviews (n = 8). Overall, the findings suggest that the presented approach may be suitable to address potential barriers in coach education, such as gaining coaches’ buy-in, transferring scientific knowledge into practice, and supporting long-term behavioral modifications in coaches. Specific recommendations (e.g., knowledge translation, gaining buy-in) for designing future interventions are highlighted.
{"title":"Evaluating a Multiplier Approach to Coach Education Within the German Football Association’s Talent Development Program: An Example of an Intervention Study Targeting Need-Supportive Coaching","authors":"S. Wachsmuth, Johannes Raabe, Tucker Readdy, D. Dugandzic, O. Höner","doi":"10.1123/iscj.2021-0027","DOIUrl":"https://doi.org/10.1123/iscj.2021-0027","url":null,"abstract":"Coaches are among the most important agents for young football talents’ development. Their coaching style may impact not only players’ skill acquisition but also their motivation to meet their full potential. This study begins by presenting an intervention promoting need-supportive coaching to facilitate holistic talent development within the German Football Association (Deutscher Fußball-Bund [DFB]). The intervention was grounded in Deci and Ryan’s self-determination theory and designed as a hybrid model of coach education (i.e., online and in-present elements). In addition, DFB competence center coordinators were utilized as multipliers to reach a large population of approximately 1,300 coaches across Germany. The specific aim of this paper is to examine how these coordinators experienced the development and implementation process of the intervention. Utilizing a mixed-methods approach, coordinators’ satisfaction and experiences with the intervention were evaluated via a quantitative online survey (n = 23) and qualitative follow-up interviews (n = 8). Overall, the findings suggest that the presented approach may be suitable to address potential barriers in coach education, such as gaining coaches’ buy-in, transferring scientific knowledge into practice, and supporting long-term behavioral modifications in coaches. Specific recommendations (e.g., knowledge translation, gaining buy-in) for designing future interventions are highlighted.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63850899","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}
Long-term training is a common approach within the applied setting for components of physiology and strength and conditioning, for example. However, less is known about the reality of training across similar timescales from a technical perspective. Taking the highly technical sport of golf, current research rarely considers coaching technique beyond a single session or with the aim to understand the reality for, or challenges faced by, coaches working at the elite level. Accordingly, this qualitative study explored the goals, structure, and methods of coaches’ long-term technical work with players at macro-, meso-, and microlevels. Findings revealed that (a) coaches attempted to undertake technical refinement with players but without a clear systematic process, (b) there is little coherence and consistency across the levels of work, (c) the process and timescales of technical work are considered unpredictable and uncertain, and (d) long-term planning is seen as subservient to meeting players’ immediate performance needs. These results highlight the complexity of long-term technical work at the elite level and the need for coaches to develop both a sound and clear rationale through a more comprehensive case conceptualisation process, as well as a greater alignment to the scientific literature, to advance future practice.
{"title":"How Do Coaches Operationalise Long-Term Technical Training in Elite Golf?","authors":"Steven Orr, H. Carson, A. Cruickshank","doi":"10.1123/iscj.2021-0059","DOIUrl":"https://doi.org/10.1123/iscj.2021-0059","url":null,"abstract":"Long-term training is a common approach within the applied setting for components of physiology and strength and conditioning, for example. However, less is known about the reality of training across similar timescales from a technical perspective. Taking the highly technical sport of golf, current research rarely considers coaching technique beyond a single session or with the aim to understand the reality for, or challenges faced by, coaches working at the elite level. Accordingly, this qualitative study explored the goals, structure, and methods of coaches’ long-term technical work with players at macro-, meso-, and microlevels. Findings revealed that (a) coaches attempted to undertake technical refinement with players but without a clear systematic process, (b) there is little coherence and consistency across the levels of work, (c) the process and timescales of technical work are considered unpredictable and uncertain, and (d) long-term planning is seen as subservient to meeting players’ immediate performance needs. These results highlight the complexity of long-term technical work at the elite level and the need for coaches to develop both a sound and clear rationale through a more comprehensive case conceptualisation process, as well as a greater alignment to the scientific literature, to advance future practice.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63851783","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 aim of this study was to explore the perspectives of elite professional football coaches when their team has experienced a “losing streak” of at least three consecutive matches. Semistructured interviews were conducted with 12 elite coaches from the National Rugby League, Australian Football League, and Super Rugby or international-level Rugby Union. Reflexive thematic analysis resulted in the development of six themes, which were organized under a practical three-phase framework. The “pre” phase included (a) team environment; the “during” phase included (b) context of the streak influences strategy, (c) coach approach with the team, (d) disruption in the team dynamic, (e) the coaches’ personal response; and the “post” phase included (f) poststreak reflection. These coaches encountered complex multifactorial contextual situations, which required them to accurately assess the underlying issues that were causing failure and decide on a leadership approach that would reverse underperformance. Overall, these findings contribute to a deeper understanding of the temporal dimension of coaches’ approaches to losing streaks and highlight the critical process involved in establishing a team environment capable of responding with positive individual and collective cognitive and behavioral responses following successive losses.
{"title":"Leading While Losing: Elite Coaches’ Perspectives of Losing Streaks","authors":"D. Gibson, D. O’Connor","doi":"10.1123/iscj.2021-0054","DOIUrl":"https://doi.org/10.1123/iscj.2021-0054","url":null,"abstract":"The aim of this study was to explore the perspectives of elite professional football coaches when their team has experienced a “losing streak” of at least three consecutive matches. Semistructured interviews were conducted with 12 elite coaches from the National Rugby League, Australian Football League, and Super Rugby or international-level Rugby Union. Reflexive thematic analysis resulted in the development of six themes, which were organized under a practical three-phase framework. The “pre” phase included (a) team environment; the “during” phase included (b) context of the streak influences strategy, (c) coach approach with the team, (d) disruption in the team dynamic, (e) the coaches’ personal response; and the “post” phase included (f) poststreak reflection. These coaches encountered complex multifactorial contextual situations, which required them to accurately assess the underlying issues that were causing failure and decide on a leadership approach that would reverse underperformance. Overall, these findings contribute to a deeper understanding of the temporal dimension of coaches’ approaches to losing streaks and highlight the critical process involved in establishing a team environment capable of responding with positive individual and collective cognitive and behavioral responses following successive losses.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852037","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}
Coaching and coach education have been part of government policies in Turkey since the foundation of the Republic in 1923. Nevertheless, the current state of coaching and coach education in Turkey has been criticized due to its disjointed nature. Added to that, there has been a lack of comprehensive mapping of the different elements of coaching and coach education, which in turn inhibits evaluation and growth. Therefore, the purpose of this paper is to provide a practical historical overview of coaching and coach education in Turkey to identify strengths, weaknesses, and future directions for the overall sport coaching system. Findings for this paper are generated via an analysis of policy and academic texts, as well as interviews with two academics working directly in coach education. In the end, future recommendations established from a review of the coaching and coach education literature addressing the weaknesses in the Turkish coaching system are suggested.
{"title":"Coaching and Coach Education in Turkey: History, Status, and Future","authors":"Arda Alan Is Işık, Louis Moustakas","doi":"10.1123/iscj.2022-0001","DOIUrl":"https://doi.org/10.1123/iscj.2022-0001","url":null,"abstract":"Coaching and coach education have been part of government policies in Turkey since the foundation of the Republic in 1923. Nevertheless, the current state of coaching and coach education in Turkey has been criticized due to its disjointed nature. Added to that, there has been a lack of comprehensive mapping of the different elements of coaching and coach education, which in turn inhibits evaluation and growth. Therefore, the purpose of this paper is to provide a practical historical overview of coaching and coach education in Turkey to identify strengths, weaknesses, and future directions for the overall sport coaching system. Findings for this paper are generated via an analysis of policy and academic texts, as well as interviews with two academics working directly in coach education. In the end, future recommendations established from a review of the coaching and coach education literature addressing the weaknesses in the Turkish coaching system are suggested.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852702","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 practice of benching players or removing playing time is commonly used in sport. Although benching is used to adhere to game rules related to the number of athletes permitted on the field of play at any given time or to provide athletes with rest breaks, athletes have reportedly experienced benching in response to behavioral infractions such as not paying attention, not devoting sufficient effort, or failing to adhere to team rules. The purpose of this study therefore was to explore the use of benching as a behavioral management strategy from the perspectives of youth coaches. Semistructured interviews were conducted with 10 youth coaches (six men and four women) regarding their views of benching, reasons for use, and alternatives to the practice of benching. Data were analyzed using inductive thematic analysis. All coaches reported using benching to manage athlete and team behavior, address conduct detrimental to the team, and reinforce the coach’s position of power. The coaches interpreted benching as punishment or a learning tool depending on the provision of communication and feedback. Future work is needed to address the use of communication and the nature of this communication to ensure that benching practices are associated with learning and not punishment.
{"title":"Exploring Youth Sport Coaches’ Perspectives on the Use of Benching as a Behavioral Management Strategy","authors":"Anthony Battaglia, G. Kerr","doi":"10.1123/iscj.2021-0077","DOIUrl":"https://doi.org/10.1123/iscj.2021-0077","url":null,"abstract":"The practice of benching players or removing playing time is commonly used in sport. Although benching is used to adhere to game rules related to the number of athletes permitted on the field of play at any given time or to provide athletes with rest breaks, athletes have reportedly experienced benching in response to behavioral infractions such as not paying attention, not devoting sufficient effort, or failing to adhere to team rules. The purpose of this study therefore was to explore the use of benching as a behavioral management strategy from the perspectives of youth coaches. Semistructured interviews were conducted with 10 youth coaches (six men and four women) regarding their views of benching, reasons for use, and alternatives to the practice of benching. Data were analyzed using inductive thematic analysis. All coaches reported using benching to manage athlete and team behavior, address conduct detrimental to the team, and reinforce the coach’s position of power. The coaches interpreted benching as punishment or a learning tool depending on the provision of communication and feedback. Future work is needed to address the use of communication and the nature of this communication to ensure that benching practices are associated with learning and not punishment.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852631","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}
Simon Loftus, Robin D. Taylor, D. Grecic, Damian J. Harper
Following increased research into how situational and organizational stress affects coaches’ performance and welfare, there is a need to understand how coaches appraise and cope with the stressors they experience. These experiences could help inform applied interventions that facilitate both positive behavioural and performance-related outcomes. This is particularly important in elite coaches who operate in international competitions. Thirteen Olympic coaches participated in semistructured interviews to identify how they appraised stress as they prepared for the Tokyo Olympic Games. The research identified nine subthemes, which were categorized into three general overarching themes: (a) stressors, (b) appraisal of stressors, and (c) coping mechanisms. Despite the prevalence of negative stressors, self-doubt, and self-presentational concerns, many coaches interviewed demonstrated a positive outlook in relation to stress. Furthermore, they had established strong communities of practice as coping mechanisms against the impact of stress on performance, welfare, and health. Therefore, this study provides novel insights into the broad range of physical, psychological, and emotional challenges faced by Olympic and Paralympic coaches in the buildup to Olympic and Paralympic Games. Coach education programmes can use this information to help coaches develop effective coping mechanisms, subsequently leading to more positive outcomes from the stressors they experience.
{"title":"Olympic and Paralympic Coaches Living With Stress—Is It Such a Problem? Potential Implications for Future Coach Education in Sport","authors":"Simon Loftus, Robin D. Taylor, D. Grecic, Damian J. Harper","doi":"10.1123/iscj.2021-0078","DOIUrl":"https://doi.org/10.1123/iscj.2021-0078","url":null,"abstract":"Following increased research into how situational and organizational stress affects coaches’ performance and welfare, there is a need to understand how coaches appraise and cope with the stressors they experience. These experiences could help inform applied interventions that facilitate both positive behavioural and performance-related outcomes. This is particularly important in elite coaches who operate in international competitions. Thirteen Olympic coaches participated in semistructured interviews to identify how they appraised stress as they prepared for the Tokyo Olympic Games. The research identified nine subthemes, which were categorized into three general overarching themes: (a) stressors, (b) appraisal of stressors, and (c) coping mechanisms. Despite the prevalence of negative stressors, self-doubt, and self-presentational concerns, many coaches interviewed demonstrated a positive outlook in relation to stress. Furthermore, they had established strong communities of practice as coping mechanisms against the impact of stress on performance, welfare, and health. Therefore, this study provides novel insights into the broad range of physical, psychological, and emotional challenges faced by Olympic and Paralympic coaches in the buildup to Olympic and Paralympic Games. Coach education programmes can use this information to help coaches develop effective coping mechanisms, subsequently leading to more positive outcomes from the stressors they experience.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852723","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}
Many sports are shifting to shared leadership models, but cricket remains somewhat wedded to traditional models of leadership. Female cricket especially might challenge this traditional model. Understanding how players and coaches have similar, or differing, views can inform how to implement contemporary leadership models into cricket and extend conceptions of athlete leadership. Therefore, this study examined how the coach and players have similar or differing understandings of shared athlete leadership in their cricket team. An interpretative phenomenological analysis approach was adopted. Semistructured interviews were conducted with three female cricket players and their male coach. Results suggest that the coach and players value the social leadership skills of the captain more than the task leadership skills, whereas informal athlete leaders are relied on by the captain to provide tactical guidance. Nonetheless, there were different expectations regarding the role of athlete leaders. While the coach expected athlete leaders to deliver his message to the rest of the team, players wanted athlete leaders who maintained lines of communication among the players, and with the coach. Therefore, this study offers another perspective on leadership that is fluid and promotes collaboration to appoint and develop appropriate leaders who are accepted by all team members.
{"title":"Tensions in Shared Leadership in Elite Women’s Cricket: Implications for Coaching","authors":"Max H. Andrews, S. Rynne, Clifford J. Mallett","doi":"10.1123/iscj.2021-0040","DOIUrl":"https://doi.org/10.1123/iscj.2021-0040","url":null,"abstract":"Many sports are shifting to shared leadership models, but cricket remains somewhat wedded to traditional models of leadership. Female cricket especially might challenge this traditional model. Understanding how players and coaches have similar, or differing, views can inform how to implement contemporary leadership models into cricket and extend conceptions of athlete leadership. Therefore, this study examined how the coach and players have similar or differing understandings of shared athlete leadership in their cricket team. An interpretative phenomenological analysis approach was adopted. Semistructured interviews were conducted with three female cricket players and their male coach. Results suggest that the coach and players value the social leadership skills of the captain more than the task leadership skills, whereas informal athlete leaders are relied on by the captain to provide tactical guidance. Nonetheless, there were different expectations regarding the role of athlete leaders. While the coach expected athlete leaders to deliver his message to the rest of the team, players wanted athlete leaders who maintained lines of communication among the players, and with the coach. Therefore, this study offers another perspective on leadership that is fluid and promotes collaboration to appoint and develop appropriate leaders who are accepted by all team members.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63850835","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 goalkeeper (GK) in association football arguably presents a critical playing position within a modern game that often appears to be highly dynamic, unpredictable, and constantly changing. Because of the privilege in using the hands and FIFA’s “back-pass law,” the list of GK tasks extends to a wide range of responsibilities in possession of the ball and when defending the goal and space. With the aim of providing an applied overview of the complex GK demands in the modern football game and consequences for position-specific coaching, the following article presents current practical advances on the various areas of physical, tactical–technical, mental/psychological, and social GK development. To further showcase complex GK tasks and actions, a framework of tactical–technical areas in goalkeeping is introduced and linked to recent empirical research in the field of goalkeeping and coaching. This understanding of position-specific demands may support future development of individualised, athlete-centred training interventions, coaching approaches, and match performance analysis. Along the way, the article offers several avenues for future research contributions to this unique field within football studies and further aims to stimulate readers’ and coaches’ thoughts about various matters related to specialist and individual development coaching.
{"title":"Goalkeeping in Modern Football: Current Positional Demands and Research Insights","authors":"Fabian W. Otte, Tim Dittmer, Julia West","doi":"10.1123/iscj.2022-0012","DOIUrl":"https://doi.org/10.1123/iscj.2022-0012","url":null,"abstract":"The goalkeeper (GK) in association football arguably presents a critical playing position within a modern game that often appears to be highly dynamic, unpredictable, and constantly changing. Because of the privilege in using the hands and FIFA’s “back-pass law,” the list of GK tasks extends to a wide range of responsibilities in possession of the ball and when defending the goal and space. With the aim of providing an applied overview of the complex GK demands in the modern football game and consequences for position-specific coaching, the following article presents current practical advances on the various areas of physical, tactical–technical, mental/psychological, and social GK development. To further showcase complex GK tasks and actions, a framework of tactical–technical areas in goalkeeping is introduced and linked to recent empirical research in the field of goalkeeping and coaching. This understanding of position-specific demands may support future development of individualised, athlete-centred training interventions, coaching approaches, and match performance analysis. Along the way, the article offers several avenues for future research contributions to this unique field within football studies and further aims to stimulate readers’ and coaches’ thoughts about various matters related to specialist and individual development coaching.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63853608","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：