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":null,"pages":null},"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}
Researchers have examined the impact of the COVID-19 pandemic on athletes’ experiences, however, there remains a lack of attention examining the impact of the pandemic on coaches’ experiences. Therefore, the purpose of this study was to examine Ontario sport coaches’ perspectives on the implications of the pandemic on their experiences. As part of a large-scale survey of Ontario coaches’ experiences in sport, an open-ended question was asked regarding the implications of COVID-19 on the coaching population. In total, 591 participant responses were analyzed using thematic analysis. According to participants, most of the cited outcomes of COVID-19 were negative, although some positive aspects were cited. Negative outcomes of the pandemic included adapting coaching methods and practices, insufficient coach supports, declines in coaching confidence and skills, lack of meaningful interpersonal connections, mental health concerns, job and financial instability, unclear guidelines on safe returns to sport, and loss of athletes and athletic programs. Conversely, positive impacts included having time to reflect on their coaching pursuits and alternative interests and to engage in professional development. These findings highlight the importance of understanding coaches’ experiences during the pandemic and may be used to inform recommendations for supporting coaches post pandemic.
{"title":"Examining the Impact of COVID-19 on Sport Coaches","authors":"Anthony Battaglia, G. Kerr","doi":"10.1123/iscj.2022-0025","DOIUrl":"https://doi.org/10.1123/iscj.2022-0025","url":null,"abstract":"Researchers have examined the impact of the COVID-19 pandemic on athletes’ experiences, however, there remains a lack of attention examining the impact of the pandemic on coaches’ experiences. Therefore, the purpose of this study was to examine Ontario sport coaches’ perspectives on the implications of the pandemic on their experiences. As part of a large-scale survey of Ontario coaches’ experiences in sport, an open-ended question was asked regarding the implications of COVID-19 on the coaching population. In total, 591 participant responses were analyzed using thematic analysis. According to participants, most of the cited outcomes of COVID-19 were negative, although some positive aspects were cited. Negative outcomes of the pandemic included adapting coaching methods and practices, insufficient coach supports, declines in coaching confidence and skills, lack of meaningful interpersonal connections, mental health concerns, job and financial instability, unclear guidelines on safe returns to sport, and loss of athletes and athletic programs. Conversely, positive impacts included having time to reflect on their coaching pursuits and alternative interests and to engage in professional development. These findings highlight the importance of understanding coaches’ experiences during the pandemic and may be used to inform recommendations for supporting coaches post pandemic.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63853733","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}
P. Larkin, Madison Sanford, S. Talpey, A. Gorman, M. Reeves
The objective of this study is to understand the attributes youth coaches and talent scouts perceive as important when identifying skilled youth basketball players. Youth coaches and talent scouts (n = 40) from Australia, Canada, the United Kingdom, and United States with an average of 14.09 (±9.77) years of experience completed an online questionnaire. The questionnaire asked participants to rank and justify attributes for identifying potentially talented youth basketball players according to their perceived importance. In addition, five youth coaches and talent scouts completed a semistructured interview that elaborated on how they identify these attributes in national-level youth players. Results from the questionnaire indicate a hierarchy of attributes coaches/scouts perceive as important for youth basketball performance, including tactical (i.e., decision-making ability), technical (i.e., layup, shooting in the paint, jump shot, rebounding), and psychological attributes (i.e., composure, concentration, adaptability). In addition, the results from the interviews provided more detailed justification for the importance of these attributes within the talent identification process. It is believed talent scouts apply a holistic multidisciplinary approach to talent identification, with the current findings potentially providing evidence to suggest coaches/scouts consider a wide range of tactical, technical, psychological, and physical attributes when identifying youth players.
{"title":"Talent Identification in Youth Basketball: Talent Scouts’ Perceptions of the Key Attributes for Athlete Development","authors":"P. Larkin, Madison Sanford, S. Talpey, A. Gorman, M. Reeves","doi":"10.1123/iscj.2022-0052","DOIUrl":"https://doi.org/10.1123/iscj.2022-0052","url":null,"abstract":"The objective of this study is to understand the attributes youth coaches and talent scouts perceive as important when identifying skilled youth basketball players. Youth coaches and talent scouts (n = 40) from Australia, Canada, the United Kingdom, and United States with an average of 14.09 (±9.77) years of experience completed an online questionnaire. The questionnaire asked participants to rank and justify attributes for identifying potentially talented youth basketball players according to their perceived importance. In addition, five youth coaches and talent scouts completed a semistructured interview that elaborated on how they identify these attributes in national-level youth players. Results from the questionnaire indicate a hierarchy of attributes coaches/scouts perceive as important for youth basketball performance, including tactical (i.e., decision-making ability), technical (i.e., layup, shooting in the paint, jump shot, rebounding), and psychological attributes (i.e., composure, concentration, adaptability). In addition, the results from the interviews provided more detailed justification for the importance of these attributes within the talent identification process. It is believed talent scouts apply a holistic multidisciplinary approach to talent identification, with the current findings potentially providing evidence to suggest coaches/scouts consider a wide range of tactical, technical, psychological, and physical attributes when identifying youth players.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63854743","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}
Hans Vangrunderbeek, M. De Backer, Liam Mccarthy, Evi Buelens, Hans Ponnet
Alongside knowledge and understanding of the sport (what to coach) and strategies to support learning (how to coach), critical reflection is an important feature of high-quality coaching practice. Accordingly, there is a clear need for evidence-based tools and frameworks for appreciating and developing coaches’ critical reflection skills, through coach education programs. The purpose of this study is to share the results of an intervention intended to develop coaches’ critical reflection skills through a formal gymnastics coach education program within the Flemish School for Coach Education (Belgium). A pre–post test design was used to compare the development of written critical reflection skills in 25 gymnastics coaches (14 intervention and 11 control). Statistical analysis of data revealed that the intervention had a significant (p < .01) impact on the quality of coaches’ critical reflection. Coaches exhibited a positive, upward, trajectory from descriptive verbalizations to a deeper level of self-awareness, and greater criticality, along with demonstrating a willingness to adopt alternative ideas/approaches. Findings are discussed in relation to existing research on critical reflection as a feature of coach education. This study offers a unique critical reflection strategy that has the potential to meet the learning development needs of coaches in a formal coach education program.
{"title":"Developing Critical Reflection Skills in a Formal Coach Education Program","authors":"Hans Vangrunderbeek, M. De Backer, Liam Mccarthy, Evi Buelens, Hans Ponnet","doi":"10.1123/iscj.2021-0068","DOIUrl":"https://doi.org/10.1123/iscj.2021-0068","url":null,"abstract":"Alongside knowledge and understanding of the sport (what to coach) and strategies to support learning (how to coach), critical reflection is an important feature of high-quality coaching practice. Accordingly, there is a clear need for evidence-based tools and frameworks for appreciating and developing coaches’ critical reflection skills, through coach education programs. The purpose of this study is to share the results of an intervention intended to develop coaches’ critical reflection skills through a formal gymnastics coach education program within the Flemish School for Coach Education (Belgium). A pre–post test design was used to compare the development of written critical reflection skills in 25 gymnastics coaches (14 intervention and 11 control). Statistical analysis of data revealed that the intervention had a significant (p < .01) impact on the quality of coaches’ critical reflection. Coaches exhibited a positive, upward, trajectory from descriptive verbalizations to a deeper level of self-awareness, and greater criticality, along with demonstrating a willingness to adopt alternative ideas/approaches. Findings are discussed in relation to existing research on critical reflection as a feature of coach education. This study offers a unique critical reflection strategy that has the potential to meet the learning development needs of coaches in a formal coach education program.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852567","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}
Continuing professional development is considered essential to the improvement of sport coaching standards through the development of coaches’ knowledge. To support continuing professional development participation and learning for Singapore coaches, the Continuing Coach Education (CCE) program was introduced by Sport Singapore. The present study examined the influence of the Continuing Coach Education program on Level 1 Singapore-based coaches registered under the National Registry of Coaches. Utilizing an explanatory sequential quantitative–qualitative mixed methods approach to enhance understanding of participants’ perceptions, National Registry of Coaches Level 1 coaches completed an online questionnaire (n = 124) and participated in a semistructured interview (n = 7). Results revealed: (a) that intrapersonal knowledge was valued over professional and interpersonal knowledge; (b) that holistic development with an emphasis on character development of athletes was valued; (c) coaches’ key learning needs (i.e., sport psychology, use of technology in coaching, and career planning and development); (d) a preference to experience various learning sources (i.e., collaborative, experientially driven, recognized mediated, and internal unmediated), specific learning sources (i.e., self-directed and guided experiential), and improved coach developer facilitation; and (e) main learning motivations (i.e., meeting requirements and content relevance) and barriers (i.e., time and cost). Possible strategies to promote continuing professional development participation and learning for coaches practicing in similar contexts are discussed.
{"title":"Coaches’ Perspectives of the Continuing Coach Education Program in the Development of Quality Coach Education in Singapore","authors":"L. Tan, D. O’Connor","doi":"10.1123/iscj.2021-0070","DOIUrl":"https://doi.org/10.1123/iscj.2021-0070","url":null,"abstract":"Continuing professional development is considered essential to the improvement of sport coaching standards through the development of coaches’ knowledge. To support continuing professional development participation and learning for Singapore coaches, the Continuing Coach Education (CCE) program was introduced by Sport Singapore. The present study examined the influence of the Continuing Coach Education program on Level 1 Singapore-based coaches registered under the National Registry of Coaches. Utilizing an explanatory sequential quantitative–qualitative mixed methods approach to enhance understanding of participants’ perceptions, National Registry of Coaches Level 1 coaches completed an online questionnaire (n = 124) and participated in a semistructured interview (n = 7). Results revealed: (a) that intrapersonal knowledge was valued over professional and interpersonal knowledge; (b) that holistic development with an emphasis on character development of athletes was valued; (c) coaches’ key learning needs (i.e., sport psychology, use of technology in coaching, and career planning and development); (d) a preference to experience various learning sources (i.e., collaborative, experientially driven, recognized mediated, and internal unmediated), specific learning sources (i.e., self-directed and guided experiential), and improved coach developer facilitation; and (e) main learning motivations (i.e., meeting requirements and content relevance) and barriers (i.e., time and cost). Possible strategies to promote continuing professional development participation and learning for coaches practicing in similar contexts are discussed.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852607","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}
Head coaches play an important role in their influence on college athletes and their academic goals. Concerns have been raised about coaches’ prioritizing athletic team success over academics. Therefore, the purpose of this study was to explore the impact of head coach transition on National Collegiate Athletic Association teams’ academic culture through the perspectives of athletic advisors. Interviews were conducted with 16 athletic advisors on their perceptions of the previous and new coaches’ perspective on, and involvement with, academics in addition to the transition period. Findings show the importance of the relationship between coaches and athletic advisors, that advisors were quick to discern if the new coach was going to elevate or deteriorate the program’s academic culture compared with predecessors, the need for advisors’ involvement in the search process for a new coach, and the role academics had in coach searches.
{"title":"Athletic Advisors’ Experiences Supporting Athletes Through Head Coach Transitions","authors":"L. Rubin, Matt R. Huml","doi":"10.1123/iscj.2021-0082","DOIUrl":"https://doi.org/10.1123/iscj.2021-0082","url":null,"abstract":"Head coaches play an important role in their influence on college athletes and their academic goals. Concerns have been raised about coaches’ prioritizing athletic team success over academics. Therefore, the purpose of this study was to explore the impact of head coach transition on National Collegiate Athletic Association teams’ academic culture through the perspectives of athletic advisors. Interviews were conducted with 16 athletic advisors on their perceptions of the previous and new coaches’ perspective on, and involvement with, academics in addition to the transition period. Findings show the importance of the relationship between coaches and athletic advisors, that advisors were quick to discern if the new coach was going to elevate or deteriorate the program’s academic culture compared with predecessors, the need for advisors’ involvement in the search process for a new coach, and the role academics had in coach searches.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852893","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}
Chris Eastabrook, Robin D. Taylor, Pam Richards, L. Collins
An increasing body of evidence has demonstrated that high-level adventure sports coaches are developing their learners towards a personalised conception of independence in their activities. However, how coaches do this has yet to receive much attention. This investigation draws on a thematic analysis of 10 semistructured interviews that followed coaching sessions with an explicit focus on developing independence. Three themes emerged: developing a cognitive performer, an attuned coaching process that fosters independence, and developing the individual’s capacity to learn. The findings suggest that learners have an explicit comprehension of the “what and why” of the performance and coaches develop the learner’s ability to learn both how and where to continue their development postcoaching. The coaches achieve these two objectives by developing a long-term independent performance in their coaching practice. Coaches are not trying to develop fully independent performances during coaching, but instead to prepare learners to continue their development with adaptable performances within the practicalities of learning in adventurous environments.
{"title":"An Exploration of Coaching Practice: How Do High-Level Adventure Sports Coaches Develop Independence in Learners?","authors":"Chris Eastabrook, Robin D. Taylor, Pam Richards, L. Collins","doi":"10.1123/iscj.2021-0087","DOIUrl":"https://doi.org/10.1123/iscj.2021-0087","url":null,"abstract":"An increasing body of evidence has demonstrated that high-level adventure sports coaches are developing their learners towards a personalised conception of independence in their activities. However, how coaches do this has yet to receive much attention. This investigation draws on a thematic analysis of 10 semistructured interviews that followed coaching sessions with an explicit focus on developing independence. Three themes emerged: developing a cognitive performer, an attuned coaching process that fosters independence, and developing the individual’s capacity to learn. The findings suggest that learners have an explicit comprehension of the “what and why” of the performance and coaches develop the learner’s ability to learn both how and where to continue their development postcoaching. The coaches achieve these two objectives by developing a long-term independent performance in their coaching practice. Coaches are not trying to develop fully independent performances during coaching, but instead to prepare learners to continue their development with adaptable performances within the practicalities of learning in adventurous environments.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852908","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}
According to basic psychological needs theory, the quality of individuals’ cognition, affect, and behavior is determined by their perceptions of autonomy, competence, and relatedness. The purpose of this study was to investigate National Collegiate Athletic Association Division I assistant coaches’ basic psychological need satisfaction and frustration and the respective influence of the behavior of the head coach for whom they work on those perceptions. A total of N = 445 National Collegiate Athletic Association Division I assistant coaches (191 women and 254 men; Mage = 34.9 ± 9.6 years) participated in the research. Participants reported relatively high levels of both satisfaction and frustration (i.e., compared with previous research) for all three basic psychological needs. A structural equation model (root mean square error of approximation = .06; comparative fit index = .95; Tucker–Lewis index = .95; standardized root mean square residual = .04) indicated that participants’ need satisfaction was significantly associated with the degree to which they perceived their head coaches to engage in need-supportive, need-thwarting, and need-indifferent behavior. Similarly, perceived need-supportive and need-thwarting behavior was also related with assistant coaches’ sense of need frustration. Findings highlight not only the importance of head coaches in shaping assistant coaches’ psychological functioning but also multiple important avenues for future research.
{"title":"An Exploration of National Collegiate Athletic Association Division I Assistant Coaches’ Basic Psychological Need Satisfaction and Frustration","authors":"Johannes Raabe, Kim Tolentino, Tucker Readdy","doi":"10.1123/iscj.2021-0072","DOIUrl":"https://doi.org/10.1123/iscj.2021-0072","url":null,"abstract":"According to basic psychological needs theory, the quality of individuals’ cognition, affect, and behavior is determined by their perceptions of autonomy, competence, and relatedness. The purpose of this study was to investigate National Collegiate Athletic Association Division I assistant coaches’ basic psychological need satisfaction and frustration and the respective influence of the behavior of the head coach for whom they work on those perceptions. A total of N = 445 National Collegiate Athletic Association Division I assistant coaches (191 women and 254 men; Mage = 34.9 ± 9.6 years) participated in the research. Participants reported relatively high levels of both satisfaction and frustration (i.e., compared with previous research) for all three basic psychological needs. A structural equation model (root mean square error of approximation = .06; comparative fit index = .95; Tucker–Lewis index = .95; standardized root mean square residual = .04) indicated that participants’ need satisfaction was significantly associated with the degree to which they perceived their head coaches to engage in need-supportive, need-thwarting, and need-indifferent behavior. Similarly, perceived need-supportive and need-thwarting behavior was also related with assistant coaches’ sense of need frustration. Findings highlight not only the importance of head coaches in shaping assistant coaches’ psychological functioning but also multiple important avenues for future research.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63852368","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}
B. Drew, Jordan T. Sutcliffe, M. Bruner, Colin D. McLaren, C. Swann, M. Schweickle, S. Vella
Among other responsibilities, youth sport coaches are positioned to monitor and address the mental health needs of their athletes. Despite this, there are limited interventions aimed at improving coaches’ mental health literacy. Using a mixed-methods design, the aim of this pilot study was to evaluate the feasibility, acceptability, and mental health literacy outcomes associated with a brief (75 min) workshop for youth sport coaches. Fourteen coaches (13 males, one female) completed pre- and postworkshop surveys measuring indices of mental health literacy, and 10 of these same participants engaged in a semistructured interview 1-month later. Overall, coaches who participated in the pilot workshop reported significant improvements in depression literacy, intentions to seek self-help for oneself and their athletes, and knowledge and confidence to provide help. In addition, coaches reported positive impressions of the workshop during the follow-up interviews and provided concrete examples of program content application. An important suggestion made by coaches was the need to align the workshop content to governing policy. Taken together, this pilot mental health literacy workshop for youth sport coaches shows strong promise and is ready for large-scale dissemination.
{"title":"Mental Health Literacy Workshop for Youth Sport Coaches: A Mixed-Methods Pilot Study","authors":"B. Drew, Jordan T. Sutcliffe, M. Bruner, Colin D. McLaren, C. Swann, M. Schweickle, S. Vella","doi":"10.1123/iscj.2021-0086","DOIUrl":"https://doi.org/10.1123/iscj.2021-0086","url":null,"abstract":"Among other responsibilities, youth sport coaches are positioned to monitor and address the mental health needs of their athletes. Despite this, there are limited interventions aimed at improving coaches’ mental health literacy. Using a mixed-methods design, the aim of this pilot study was to evaluate the feasibility, acceptability, and mental health literacy outcomes associated with a brief (75 min) workshop for youth sport coaches. Fourteen coaches (13 males, one female) completed pre- and postworkshop surveys measuring indices of mental health literacy, and 10 of these same participants engaged in a semistructured interview 1-month later. Overall, coaches who participated in the pilot workshop reported significant improvements in depression literacy, intentions to seek self-help for oneself and their athletes, and knowledge and confidence to provide help. In addition, coaches reported positive impressions of the workshop during the follow-up interviews and provided concrete examples of program content application. An important suggestion made by coaches was the need to align the workshop content to governing policy. Taken together, this pilot mental health literacy workshop for youth sport coaches shows strong promise and is ready for large-scale dissemination.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63853098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Lara-Bercial, John Wayland Bales, J. North, L. Petrovic, Guillermo Calvo
The contribution that sport coaches make to society has received growing recognition among policy-makers over the last decade. Sport coaching is no longer only associated with professional and Olympic sport, trophies, and medals, and it is regularly proposed as an activity that contributes to the development of individuals, communities, and societies. Unfortunately, sport coaching has also been associated with negative outcomes, such as institutionalized doping, abuse of athletes, and match fixing. The level of scrutiny and expectations on coaches are higher than ever, and, therefore, more and more countries and sport organizations are examining how coaches are currently recruited, educated, developed, supported, employed, represented, and recognized. In the current landscape, the need to review the existing International Council for Coaching Excellence position statement on “Sport Coaching as a Profession,” written in 2011, is paramount. The 2021 position statement takes into account policy, practice, and research developments over the last decade to propose a way forward for sport coaching over the next 10 years.
在过去的十年里，体育教练对社会的贡献越来越得到决策者的认可。体育教练不再仅仅与专业和奥林匹克运动、奖杯和奖牌联系在一起，它经常被认为是一项有助于个人、社区和社会发展的活动。不幸的是，体育教练也与负面结果联系在一起，比如制度化的兴奋剂、滥用运动员和操纵比赛。对教练的审查和期望比以往任何时候都要高，因此，越来越多的国家和体育组织正在研究教练目前是如何招聘、教育、发展、支持、雇用、代表和认可的。在目前的形势下，有必要重新审视现有的国际卓越教练理事会(International Council for Coaching Excellence)于2011年制定的关于“体育教练作为一种职业”的立场声明。2021年的立场声明考虑了过去十年的政策、实践和研究进展，提出了未来十年体育教练的前进方向。
{"title":"International Council for Coaching Excellence Position Statement “Professionalisation of Sport Coaching as a Global Process of Continuous Improvement”","authors":"S. Lara-Bercial, John Wayland Bales, J. North, L. Petrovic, Guillermo Calvo","doi":"10.1123/iscj.2021-0097","DOIUrl":"https://doi.org/10.1123/iscj.2021-0097","url":null,"abstract":"The contribution that sport coaches make to society has received growing recognition among policy-makers over the last decade. Sport coaching is no longer only associated with professional and Olympic sport, trophies, and medals, and it is regularly proposed as an activity that contributes to the development of individuals, communities, and societies. Unfortunately, sport coaching has also been associated with negative outcomes, such as institutionalized doping, abuse of athletes, and match fixing. The level of scrutiny and expectations on coaches are higher than ever, and, therefore, more and more countries and sport organizations are examining how coaches are currently recruited, educated, developed, supported, employed, represented, and recognized. In the current landscape, the need to review the existing International Council for Coaching Excellence position statement on “Sport Coaching as a Profession,” written in 2011, is paramount. The 2021 position statement takes into account policy, practice, and research developments over the last decade to propose a way forward for sport coaching over the next 10 years.","PeriodicalId":45934,"journal":{"name":"International Sport Coaching Journal","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63853112","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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