Pub Date : 2024-09-17DOI: 10.1177/17479541241283442
Longxi Li, Hannah O. Olson, Irina Tereschenko, Anni Wang, Julie McCleery
Sport plays a crucial role in the health and wellbeing of young people. While positive outcomes from sports participation are often assumed, studies show that these depend significantly on coaches’ attitudes and behaviors, which shape the sporting environment and influence participants’ experiences and outcomes. This study provides a systematic review with meta-analysis of various coach education program interventions (CEPIs), aiming to answer the question: How do CEPIs impact coaching effectiveness compared to standard coaching practices without such programs? Analyzing a total of 45 studies ( N = 180,658), this systematic review is divided into a narrative section followed by a meta-analysis. Positive effects of CEPIs were observed in 78% of the studies, seen in coaches’ knowledge gain, attitude shifts, and behavioral changes, as well as in athletes’ physical and psychological outcomes, both within and outside of sport. Overall, a significant moderate to large effect of CEPIs on coaching effectiveness ( g = 0.47, k = 264, 95% CI [0.36, 0.59]) was noted. Specifically, a large overall effect on coach outcomes ( g = 0.73, k = 71, 95% CI [0.47, 1.00]) and a moderate to large overall effect on athlete outcomes ( g = 0.38, k = 193, 95% CI [0.28, 0.47]) were observed. These findings generally support the positive impact of CEPIs on coaching effectiveness across the reviewed studies. However, the effects varied in magnitude, scalability, and sustainability for coaches and athletes. The discussion focuses on insights derived from CEPIs and future improvement strategies.
{"title":"Impact of coach education on coaching effectiveness in youth sport: A systematic review and meta-analysis","authors":"Longxi Li, Hannah O. Olson, Irina Tereschenko, Anni Wang, Julie McCleery","doi":"10.1177/17479541241283442","DOIUrl":"https://doi.org/10.1177/17479541241283442","url":null,"abstract":"Sport plays a crucial role in the health and wellbeing of young people. While positive outcomes from sports participation are often assumed, studies show that these depend significantly on coaches’ attitudes and behaviors, which shape the sporting environment and influence participants’ experiences and outcomes. This study provides a systematic review with meta-analysis of various coach education program interventions (CEPIs), aiming to answer the question: How do CEPIs impact coaching effectiveness compared to standard coaching practices without such programs? Analyzing a total of 45 studies ( N = 180,658), this systematic review is divided into a narrative section followed by a meta-analysis. Positive effects of CEPIs were observed in 78% of the studies, seen in coaches’ knowledge gain, attitude shifts, and behavioral changes, as well as in athletes’ physical and psychological outcomes, both within and outside of sport. Overall, a significant moderate to large effect of CEPIs on coaching effectiveness ( g = 0.47, k = 264, 95% CI [0.36, 0.59]) was noted. Specifically, a large overall effect on coach outcomes ( g = 0.73, k = 71, 95% CI [0.47, 1.00]) and a moderate to large overall effect on athlete outcomes ( g = 0.38, k = 193, 95% CI [0.28, 0.47]) were observed. These findings generally support the positive impact of CEPIs on coaching effectiveness across the reviewed studies. However, the effects varied in magnitude, scalability, and sustainability for coaches and athletes. The discussion focuses on insights derived from CEPIs and future improvement strategies.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"54 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142262664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/17479541241279044
Rick Dann, Steven Duhig, Llion Roberts, Vincent Kelly, Ian Renshaw, Jonathon Headrick
The recent rise in professionalisation and institutionalisation of competitive surfing has resulted in a dramatic increase in the use of alternative training modalities. These are often employed in an attempt to increase exposure to surf-like activities when appropriate ocean conditions are not available. It is commonly accepted that practice sessions should be grounded in theory, with training content informed by a clear scientific rationale. Despite this, research is yet to offer surfing coaches and surfers effective strategies to assist in implementing appropriate ‘off water’ training modalities. It is widely accepted that integrating a representative learning design is crucial towards the transfer of performance to competition environments. Therefore, the aim of this paper is to promote representative learning design (RLD) as a contemporary, principled framework that can underpin the creation of surfing training design and performance. Examples of constraints relevant to surfing are considered, and the efficacy and rationale of popular training methods are challenged. Finally, practical implications and coaching tools to underpin the implementation of representative learning design in surf training are provided.
{"title":"A principled approach to skill acquisition in competitive surfing: Embracing representative learning design","authors":"Rick Dann, Steven Duhig, Llion Roberts, Vincent Kelly, Ian Renshaw, Jonathon Headrick","doi":"10.1177/17479541241279044","DOIUrl":"https://doi.org/10.1177/17479541241279044","url":null,"abstract":"The recent rise in professionalisation and institutionalisation of competitive surfing has resulted in a dramatic increase in the use of alternative training modalities. These are often employed in an attempt to increase exposure to surf-like activities when appropriate ocean conditions are not available. It is commonly accepted that practice sessions should be grounded in theory, with training content informed by a clear scientific rationale. Despite this, research is yet to offer surfing coaches and surfers effective strategies to assist in implementing appropriate ‘off water’ training modalities. It is widely accepted that integrating a representative learning design is crucial towards the transfer of performance to competition environments. Therefore, the aim of this paper is to promote representative learning design (RLD) as a contemporary, principled framework that can underpin the creation of surfing training design and performance. Examples of constraints relevant to surfing are considered, and the efficacy and rationale of popular training methods are challenged. Finally, practical implications and coaching tools to underpin the implementation of representative learning design in surf training are provided.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"6 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142262666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/17479541241283625
Jocelyn Solomons, Sheree Bekker, Ryan Groom, Wilbur Kraak
Sports coaching involves navigating ambiguity and uncertainty in stakeholders’ perspectives and managing a dynamic micro-political environment. This study explores the relationship between coaching efficacy and effectiveness in South African Women's Rugby. It examines how a coach's belief in their ability to influence athlete learning and performance (coaching efficacy) correlates with the actual impact on athletes (coaching effectiveness). By aligning coaches’ perceived competence with tangible athlete outcomes, the study provides insights into factors influencing coaching practices and athlete development. The study involved 28 women players (mean age: 24.8 ± 4.0 years) and 8 coaches (mean age: 41 ± 3.8 years) who participated in semi-structured online interviews. The interview script, derived from the Coaching Effectiveness Survey (CES) tool, was analysed using Braun and Clarke's 6-step process of thematic content analysis. Under the four efficacy dimensions, sub-themes emerged as follow: 1) motivation (climate created by the coach and a motivational climate experienced by the players), 2) technique (coaching physical, technical, and tactical aspects of rugby), 3) game strategy (guiding players to successful outcomes), and 4) character-building efficacy (cultivating a positive environment for sportswomanship and holistic development). The findings incorporate feedback from players and coaches, highlighting firsthand experiences of coaching effectiveness. This approach enables experts to identify effective coaching strategies and those needing refinement within Women's Rugby. The study's findings promise to inform future coach development frameworks and foster a comprehensive understanding of coaching effectiveness in the dynamic landscape of Women's Rugby worldwide.
{"title":"Insights into coaching effectiveness: Perspectives from coaches and players in South African Women's Rugby","authors":"Jocelyn Solomons, Sheree Bekker, Ryan Groom, Wilbur Kraak","doi":"10.1177/17479541241283625","DOIUrl":"https://doi.org/10.1177/17479541241283625","url":null,"abstract":"Sports coaching involves navigating ambiguity and uncertainty in stakeholders’ perspectives and managing a dynamic micro-political environment. This study explores the relationship between coaching efficacy and effectiveness in South African Women's Rugby. It examines how a coach's belief in their ability to influence athlete learning and performance (coaching efficacy) correlates with the actual impact on athletes (coaching effectiveness). By aligning coaches’ perceived competence with tangible athlete outcomes, the study provides insights into factors influencing coaching practices and athlete development. The study involved 28 women players (mean age: 24.8 ± 4.0 years) and 8 coaches (mean age: 41 ± 3.8 years) who participated in semi-structured online interviews. The interview script, derived from the Coaching Effectiveness Survey (CES) tool, was analysed using Braun and Clarke's 6-step process of thematic content analysis. Under the four efficacy dimensions, sub-themes emerged as follow: 1) motivation (climate created by the coach and a motivational climate experienced by the players), 2) technique (coaching physical, technical, and tactical aspects of rugby), 3) game strategy (guiding players to successful outcomes), and 4) character-building efficacy (cultivating a positive environment for sportswomanship and holistic development). The findings incorporate feedback from players and coaches, highlighting firsthand experiences of coaching effectiveness. This approach enables experts to identify effective coaching strategies and those needing refinement within Women's Rugby. The study's findings promise to inform future coach development frameworks and foster a comprehensive understanding of coaching effectiveness in the dynamic landscape of Women's Rugby worldwide.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142262665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/17479541241267853
Yingjie Zhang, Rong Fan
Coaching leadership greatly impacts athletes’ mental health and wellbeing. Although research shows a positive link between authentic leadership and athlete satisfaction, studies on specific subdimensions are limited. This study examines the influence of authentic leadership on athlete engagement and performance, utilizing a conditional process model to explore the mediating effects of psychological ownership and athlete engagement. A survey of 381 athletes (274 male, 107 female; Mage = 19.98; SD = 2.48) from team and individual sports found that perceived authentic leadership positively correlates with training competition satisfaction, psychological ownership, and athlete engagement. Structural equation modeling revealed that psychological ownership and athlete engagement significantly mediate this relationship. Thus, authentic leadership directly and indirectly enhances athletes’ satisfaction.
{"title":"Effects of coaches' authentic leadership on athletes' training competition satisfaction: The mediating roles of psychological ownership and athlete engagement","authors":"Yingjie Zhang, Rong Fan","doi":"10.1177/17479541241267853","DOIUrl":"https://doi.org/10.1177/17479541241267853","url":null,"abstract":"Coaching leadership greatly impacts athletes’ mental health and wellbeing. Although research shows a positive link between authentic leadership and athlete satisfaction, studies on specific subdimensions are limited. This study examines the influence of authentic leadership on athlete engagement and performance, utilizing a conditional process model to explore the mediating effects of psychological ownership and athlete engagement. A survey of 381 athletes (274 male, 107 female; M<jats:sub>age</jats:sub> = 19.98; SD = 2.48) from team and individual sports found that perceived authentic leadership positively correlates with training competition satisfaction, psychological ownership, and athlete engagement. Structural equation modeling revealed that psychological ownership and athlete engagement significantly mediate this relationship. Thus, authentic leadership directly and indirectly enhances athletes’ satisfaction.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"19 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-07DOI: 10.1177/17479541241279559
Yuming Zhong, Hang Zheng, Anthony Weldon, Frank Nugent, Thomas I. Gee, Billy Sperlich, Dan Moore, Wei Zi, Yongming Li
Six world-class Chinese male rowers (age: 28.2 ± 3.2 years; height: 1.93 ± 0.02 m; body mass: 94.7 ± 3.9 kg) participated in the study. The training volume in different modalities and intensities were recorded over 44 weeks. To evaluate rowing performance, rowers completed four 2000 m and 5000 m maximum effort time trials and two incremental step tests. Total training time for the season was 907 h, which consisted of 67.5% of rowing training, 16.9% of strength training, 15.2% of warm-up and flexibility, and 0.4% of non-specific endurance training. The rowing training intensity distribution (TID) was 87.0% performed at low intensity (LIT), 8.4% at moderate intensity (MIT), and 4.6% at high intensity (HIT). There was no significant difference in average weekly rowing training volume (distance) at LIT across four phases (p = 0.12), as well as rowing training at MIT (p = 0.07) and HIT (p = 0.97). The fourth 2000 m time trials performance significantly improved from the first trial (−6.4 s, p = 0.02). The fourth 5000 m time trial performance was significantly improved from the first (−13.4 s, p = 0.02) and second trial (−14.1 s, p = 0.01). The final-step mean power output (W) in the second incremental step test improved significantly (p = 0.04). In the 2018–19 season, China's world-class rowers conducted considerable LIT rowing. The training volume distribution and rowing TID were similar in all phases.
{"title":"Training volume, intensity, and performance of world-class Chinese rowers prior to the 2019 world championships: A case study","authors":"Yuming Zhong, Hang Zheng, Anthony Weldon, Frank Nugent, Thomas I. Gee, Billy Sperlich, Dan Moore, Wei Zi, Yongming Li","doi":"10.1177/17479541241279559","DOIUrl":"https://doi.org/10.1177/17479541241279559","url":null,"abstract":"Six world-class Chinese male rowers (age: 28.2 ± 3.2 years; height: 1.93 ± 0.02 m; body mass: 94.7 ± 3.9 kg) participated in the study. The training volume in different modalities and intensities were recorded over 44 weeks. To evaluate rowing performance, rowers completed four 2000 m and 5000 m maximum effort time trials and two incremental step tests. Total training time for the season was 907 h, which consisted of 67.5% of rowing training, 16.9% of strength training, 15.2% of warm-up and flexibility, and 0.4% of non-specific endurance training. The rowing training intensity distribution (TID) was 87.0% performed at low intensity (LIT), 8.4% at moderate intensity (MIT), and 4.6% at high intensity (HIT). There was no significant difference in average weekly rowing training volume (distance) at LIT across four phases (p = 0.12), as well as rowing training at MIT (p = 0.07) and HIT (p = 0.97). The fourth 2000 m time trials performance significantly improved from the first trial (−6.4 s, p = 0.02). The fourth 5000 m time trial performance was significantly improved from the first (−13.4 s, p = 0.02) and second trial (−14.1 s, p = 0.01). The final-step mean power output (W) in the second incremental step test improved significantly (p = 0.04). In the 2018–19 season, China's world-class rowers conducted considerable LIT rowing. The training volume distribution and rowing TID were similar in all phases.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"3 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-05DOI: 10.1177/17479541241278603
Philip Furley, Saumya Mehta, Dominik Raabe, Daniel Memmert
Using video data is a widespread procedure in the preparation for an upcoming opponent across all levels of football, but the way coaches interpret this data and use it for player feedback is still not fully understood. Three studies were conducted to investigate the level of agreement between football coaches on tactical questions regarding the opponent when interpreting the same video data. In Study 1 (scouting feed; N = 15) and 2 (tactic view feed; N = 24), different video viewing angles of the same match were provided to coaches, followed by simple questions regarding the viewed team (e.g., team formation, most striking player in the opening play of the attacking team). Response analyses using descriptive statistics and Fleiss-Kappa statistics showed great diversity regardless of the angle of the feed. Study 3 was a replication study (scouting feed; N = 16) using the identical approach as before but used a different match to introduce greater variety of video stimuli. Across all studies there was a high degree of diversity in coach responses and little consensus on basic questions like the adopted formation or the most striking player in the opening play (Fleiss-Kappa coefficients between -.036 [poor agreement] and .236 [fair agreement]). The present research shows that it is problematic to treat information from video feeds as being objective when preparing for the next opponent, as different coaches derive different interpretations from the same data source. Implications for use of video data, and related contributions to coaching research are discussed.
{"title":"Objectivity of match analysis in football: Testing the level of agreement between coaches’ interpretations of video data","authors":"Philip Furley, Saumya Mehta, Dominik Raabe, Daniel Memmert","doi":"10.1177/17479541241278603","DOIUrl":"https://doi.org/10.1177/17479541241278603","url":null,"abstract":"Using video data is a widespread procedure in the preparation for an upcoming opponent across all levels of football, but the way coaches interpret this data and use it for player feedback is still not fully understood. Three studies were conducted to investigate the level of agreement between football coaches on tactical questions regarding the opponent when interpreting the same video data. In Study 1 (scouting feed; N = 15) and 2 (tactic view feed; N = 24), different video viewing angles of the same match were provided to coaches, followed by simple questions regarding the viewed team (e.g., team formation, most striking player in the opening play of the attacking team). Response analyses using descriptive statistics and Fleiss-Kappa statistics showed great diversity regardless of the angle of the feed. Study 3 was a replication study (scouting feed; N = 16) using the identical approach as before but used a different match to introduce greater variety of video stimuli. Across all studies there was a high degree of diversity in coach responses and little consensus on basic questions like the adopted formation or the most striking player in the opening play (Fleiss-Kappa coefficients between -.036 [poor agreement] and .236 [fair agreement]). The present research shows that it is problematic to treat information from video feeds as being objective when preparing for the next opponent, as different coaches derive different interpretations from the same data source. Implications for use of video data, and related contributions to coaching research are discussed.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"417 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/17479541241281017
Liz Tang, Carly J. Brade, Daniel J. Hiscock, Jacob A. Shaw, Sarah R. Henley-Martin, Angela Jacques, Kagan J. Ducker
This study compared traditional rugby union (RU) games to a modified small-sided game (SSG) aimed at improving opportunity for physical activity and enjoyment in children. Twenty-six school rugby players (aged 10 y) played 10 RU matches. Five traditional games on a full-sized field with 10–12 players per team and five SSG on a modified field with seven players per team. Movement patterns, enjoyment, involvements (e.g., possessions, passes, tackles, rucks and tries), and heart rate (HR) were recorded. Session rating of perceived exertion (sRPE) was measured at the end of each game and used to calculate game load (sRPE x duration). Significance was set at p ≤ 0.05. Individuals covered greater distances (total, low and high speed) overall and relatively (per min) and had higher HR whilst playing traditional format RU. Despite covering greater distances, perceived exertion and game load were similar and importantly, enjoyment was high for both game formats. Individual player match involvements (overall and relative possessions and passes, and relative tackles) were higher in SSG. Given that players enjoyed both game formats, movement pattern and physiological data suggest traditional games may be more suitable for improving physical activity and fitness, while individual involvement data suggest SSG may be more suitable for improving opportunities for participation and skill development.
{"title":"A comparison between traditional children's rugby union games and modified small-sided games aimed at enhancing opportunity for physical activity and enjoyment","authors":"Liz Tang, Carly J. Brade, Daniel J. Hiscock, Jacob A. Shaw, Sarah R. Henley-Martin, Angela Jacques, Kagan J. Ducker","doi":"10.1177/17479541241281017","DOIUrl":"https://doi.org/10.1177/17479541241281017","url":null,"abstract":"This study compared traditional rugby union (RU) games to a modified small-sided game (SSG) aimed at improving opportunity for physical activity and enjoyment in children. Twenty-six school rugby players (aged 10 y) played 10 RU matches. Five traditional games on a full-sized field with 10–12 players per team and five SSG on a modified field with seven players per team. Movement patterns, enjoyment, involvements (e.g., possessions, passes, tackles, rucks and tries), and heart rate (HR) were recorded. Session rating of perceived exertion (sRPE) was measured at the end of each game and used to calculate game load (sRPE x duration). Significance was set at p ≤ 0.05. Individuals covered greater distances (total, low and high speed) overall and relatively (per min) and had higher HR whilst playing traditional format RU. Despite covering greater distances, perceived exertion and game load were similar and importantly, enjoyment was high for both game formats. Individual player match involvements (overall and relative possessions and passes, and relative tackles) were higher in SSG. Given that players enjoyed both game formats, movement pattern and physiological data suggest traditional games may be more suitable for improving physical activity and fitness, while individual involvement data suggest SSG may be more suitable for improving opportunities for participation and skill development.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"23 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1177/17479541241278602
Achuthan Shanmugaratnam, Colin D McLaren, Meredith Schertzinger, Mark W Bruner
The purpose of this study was to investigate coach-initiated motivational climate and its relationship with athlete well-being, resilience, and psychological safety in competitive sport. In addition to independent relationships between task- and ego-related climates and the study outcomes, this research also explored the potential additive effects of task and ego climate together to understand if a task climate can buffer against the negative impacts of an ego climate. Self-report survey data were collected from competitive soccer players across Ontario, Canada ( N = 298; Mage = 20.38; 58.72% male). Using multiple linear regression, a perceived task-related climate was a significant positive predictor of well-being ( ß = .33), resilience ( ß = .31), and psychological safety ( ß = .54, all ps < .001). A higher perceived ego-related climate was a significant negative predictor of psychological safety ( ß = −.23, p < .001), and not significantly related to well-being and resilience. Partial support for the additive effect of task- and ego-related climate together was found for psychological safety, but not well-being or resilience. Specifically, athletes in the latent profile characterized by average task and higher ego scored higher on psychological safety compared with lower task and higher ego climate perceptions. The increase in psychological safety between these two profiles was observed despite both having higher ego-related climates. Although future research is required, the findings offer meaningful contributions to theory and practice in the context of competitive soccer teams.
{"title":"Exploring the relationship between coach-initiated motivational climate and athlete well-being, resilience, and psychological safety in competitive sport teams","authors":"Achuthan Shanmugaratnam, Colin D McLaren, Meredith Schertzinger, Mark W Bruner","doi":"10.1177/17479541241278602","DOIUrl":"https://doi.org/10.1177/17479541241278602","url":null,"abstract":"The purpose of this study was to investigate coach-initiated motivational climate and its relationship with athlete well-being, resilience, and psychological safety in competitive sport. In addition to independent relationships between task- and ego-related climates and the study outcomes, this research also explored the potential additive effects of task and ego climate together to understand if a task climate can buffer against the negative impacts of an ego climate. Self-report survey data were collected from competitive soccer players across Ontario, Canada ( N = 298; M<jats:sub>age </jats:sub>= 20.38; 58.72% male). Using multiple linear regression, a perceived task-related climate was a significant positive predictor of well-being ( ß = .33), resilience ( ß = .31), and psychological safety ( ß = .54, all ps < .001). A higher perceived ego-related climate was a significant negative predictor of psychological safety ( ß = −.23, p < .001), and not significantly related to well-being and resilience. Partial support for the additive effect of task- and ego-related climate together was found for psychological safety, but not well-being or resilience. Specifically, athletes in the latent profile characterized by average task and higher ego scored higher on psychological safety compared with lower task and higher ego climate perceptions. The increase in psychological safety between these two profiles was observed despite both having higher ego-related climates. Although future research is required, the findings offer meaningful contributions to theory and practice in the context of competitive soccer teams.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"8 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/17479541241268674
Luke A MacDonald, Daniel Chalkley, Joanna Parsonage, Sienna Gosney, Hannah Webster, Clare L Minahan
Although paddling has been widely studied, there remains a limited understanding of how a surfer's paddling ability directly influences their wave-riding performance. Using an ecological approach, this study examined the importance of paddling to surfing performance from the perspective of elite Australian athletes, coaches, and performance support practitioners. Ten elite Australian surfing coaches, ten elite Australian surfing athletes, and eight performance support practitioners completed semi-structured interviews. This approach underscores the significance of incorporating experiential knowledge from coaches, athletes, and performance support practitioners, particularly in surfing where the nature of high-performance sport requires a multi-disciplinary approach and highlights the potential value of qualitatively exploring expert perspectives. Findings showed that all participants agree that paddling is an integral aspect of surfing performance despite not being directly scored in competition. The ecological dynamics approach provided a framework for understanding the function of paddling as a tool that enables surfers to exploit the affordances of the environment and support positive performance outcomes under highly variable conditions. The findings highlight the complexities of the performer-environment relationship in surfing and draw attention to the potential for improvements in surfing performance that may be elicited by enhancing a surfer's paddling ability. This study contributes to a growing body of sports science literature investigating paddling performance in surfers and underscores the importance of paddling to surfing performance.
{"title":"The importance of paddling to surfing performance: Insights from elite athletes, coaches, and performance support practitioners","authors":"Luke A MacDonald, Daniel Chalkley, Joanna Parsonage, Sienna Gosney, Hannah Webster, Clare L Minahan","doi":"10.1177/17479541241268674","DOIUrl":"https://doi.org/10.1177/17479541241268674","url":null,"abstract":"Although paddling has been widely studied, there remains a limited understanding of how a surfer's paddling ability directly influences their wave-riding performance. Using an ecological approach, this study examined the importance of paddling to surfing performance from the perspective of elite Australian athletes, coaches, and performance support practitioners. Ten elite Australian surfing coaches, ten elite Australian surfing athletes, and eight performance support practitioners completed semi-structured interviews. This approach underscores the significance of incorporating experiential knowledge from coaches, athletes, and performance support practitioners, particularly in surfing where the nature of high-performance sport requires a multi-disciplinary approach and highlights the potential value of qualitatively exploring expert perspectives. Findings showed that all participants agree that paddling is an integral aspect of surfing performance despite not being directly scored in competition. The ecological dynamics approach provided a framework for understanding the function of paddling as a tool that enables surfers to exploit the affordances of the environment and support positive performance outcomes under highly variable conditions. The findings highlight the complexities of the performer-environment relationship in surfing and draw attention to the potential for improvements in surfing performance that may be elicited by enhancing a surfer's paddling ability. This study contributes to a growing body of sports science literature investigating paddling performance in surfers and underscores the importance of paddling to surfing performance.","PeriodicalId":47767,"journal":{"name":"International Journal of Sports Science & Coaching","volume":"144 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/17479541241275914
Felix Kielkopf, Michael Keiner
The aim of the study was to evaluate the technical-tactical requirements profile of goalkeepers and to assess the influence of age and performance level. Therefore, 213 league matches involving elite youth soccer players (under 17 years old [U17], U19), semi-professional (U23, Germany's 4th league), and professional teams (Germany's 1st and 2nd league) were analyzed. Goalkeeper actions related to distribution, space defense, and goal defense were qualitatively recorded using a predefined categorization system by two independent raters, ensuring rigorous examination. The distribution of actions across offensive play, space defense, and goal defense was consistent, indicating robust patterns regardless of age or competitive level. Specifically, offensive play actions constituted about 73–77% of all actions, space defense accounted for 13–15%, and goal defense comprised 10–12%. This uniformity suggests that despite variations in age and competitive levels, the technical requirements profiles of U17, U19, U23, and professional goalkeepers largely coincide. Consequently, goalkeepers should be introduced to building play under pressure as early as possible. Training focused on playing with the feet under pressure should hold a high priority in goalkeeper training.
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