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Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
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Ian Sherwin Mark J. Campbell Tadhg Eoghan Macintyre 《European Journal of Sport Science》2017,17(3):271-278
Background: Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches’ educational backgrounds in team sports in Ireland. Methods: Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n?=?19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years’ experience coaching their sport and were coaching more than 4 hours per week. Results/Discussion: Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Conclusions: Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process. 相似文献
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Background: Within the field of coach development, previous research has ascertained that elite coaches learn through a variety of formal, non-formal, and informal sources. Little is known, however, about how coaches from different coaching contexts such as recreational and developmental learn to coach.Purpose: The purpose of this study was to investigate how coaches from youth recreational and developmental coach contexts access and appreciate various coach learning sources, and whether there were any differences between these two contexts.Data collection and analysis: Basketball and soccer coaches (N?=?758) from the two different contexts (recreational and developmental) were recruited through their respective sport organizations to participate in an online questionnaire about their coach learning. Specifically, they were asked about which learning sources they consulted and how helpful they found each source to be. The two groups were compared using chi-square and odd ratios, independent t-tests, and factorial ANOVA analyses.Findings: Findings suggest that developmental coaches access a greater number of learning sources than do recreational coaches; however, for most sources both groups of coaches report the same level of helpfulness. Together, these findings suggest that the specific coaching context (recreational versus developmental) is an important consideration when examining coach learning. 相似文献
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Robert L. Armstrong 《Research quarterly for exercise and sport》2013,84(1):81-82
Abstract This paper focuses on the processes by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data drawn from naturally occurring observations of coaches and informal discussions and in-depth interviews with them. Over 50% of the coaches had decided that they wanted to become a coach before entrance into college. The decision to become a coach was subjectively warranted by personal characteristics and experiences in sports, a devotion to sport, and a desire to work with young people. Youth sport coaching and student teaching which involved coaching constituted the only formal professional socialization that most of the coaches received. However, because almost all of the coaches participated in organized youth and/or high school athletics, they had a first-hand opportunity to observe their own coaches and acquire some informal images and impressions about the coaching occupation from them. Regardless of whether a neophyte began as an assistant or a head coach, technical aspects of the job and the occupation's culture were acquired by observing and listening to more experienced coaches. Through these experiences, collective understandings began to form, and the shared meanings about the occupational culture took shape. Reality shock for most novice coaches came in the form of understanding the importance the coaching culture assigns to long hours and hard work and to the realization that coaching does take an enormous amount of time. By the end of the first season, a symbolic transformation takes place and internalization of institutional expectations occurs as the neophyte begins to understand what coaching is all about. 相似文献
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《European Journal of Sport Science》2013,13(2):168-178
Abstract The aim of this study was to analyse handball coaches’ perceptions of self-efficacy and recognition of training needs related to coaching competences according to their coaching experience, coach certification level and academic education. Two hundred and seven Portuguese handball coaches answered questionnaires that included a scale of self-efficacy and another of recognition of training needs. Data analysis started with an exploratory factorial analysis with Maximum Likelihood Factoring and Oblimin rotation. From the factors obtained, a One-way ANOVA and Tukey's post hoc multiple comparisons were applied. Coaches’ self-efficacy revealed coaching competences related to: annual and multi-annual planning; planning and guiding training and competition; coaching methodology; implementation of sport development projects and coach education and meta-cognitive competences. Coaches’ recognition of training needs revealed four main areas: planning and guiding training and competition; multi-annual planning; management of sports careers and coaching education and leadership. Although an independent relationship between coaches’ perceptions of self-efficacy and training needs was confirmed, they perceived themselves as having competences and highlighted training needs in all areas. Coaches’ perceptions of self-efficacy were influenced by their coach certification level, academic education and coaching experience. The study suggests that sport specificity within the social culture in addition to the precise sporting domain of action influence the perceptions of coaches about their self-efficacy and training needs as related to coaching competences and, therefore, should be considered in the coach education curriculum. 相似文献
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Narelle Eather Brad Jones Andrew Miller Philip J. Morgan 《Journal of sports sciences》2020,38(11-12):1441-1453
ABSTRACT The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10–12 year old) from one representative football club (Australia February–July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01–24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes. 相似文献
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ABSTRACTBackground: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it. 相似文献
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ABSTRACTIt is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches’ knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches’ participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap. 相似文献
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Christine S. Nash John Sproule Peter Horton 《Research quarterly for exercise and sport》2013,84(2):229-238
Abstract During this study, 10 expert coaches were interviewed to examine their views on aspects of their individual coaching practice. Four themes emerged from the interviews: (a) the long-term approach, (b) the authentic coaching environment, (c) creating a learning environment, and (d) the quality and quantity of training sessions. These coaches were consistent in their attempts to facilitate learning experiences for the athletes, while setting high standards in both training and competition. The study's findings show that expert coaches have to orchestrate a large number of variables when planning and executing a training session, and their success depends on their coaching knowledge and their skill at contextualizing the necessary components for specific situations. 相似文献
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Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the ‘coaching habitus’ of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual ‘coaching habitus’ by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. 相似文献
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教练员领导行为研究进展述评 总被引：9，自引：0，他引：9
通过对有关教练员领导行为研究文献的回顾,介绍了迄今国外教练员领导行为5个方面的研究成果,即多维度体育运动领导模式、领导者行为模式、教练员领导方式和决策方式,教练员与运动员的共容,教练员行为的评估与培训;同时介绍了国内有关教练员领导行为的研究,包括教练员的领导功能与作用、教练员的领导职责与素质、教练员的影响力与权威体系、教练员的领导方式与效果;提出了国内外研究存在的不足及改进建议。 相似文献
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Coaching in the participation domain is the act of coaching participants that are less intensely engaged in sport than performance orientated athletes. This form of coaching is a popular activity occurring in community settings such as schools or sport clubs, and it is often undertaken with a broad range of social and health outcomes in mind. The experiences and practices of the large army of ‘community coaches’1 have been under-explored in comparison to those of elite performance coaches who focus on competitive success and dominate much academic research. This study focuses on the little known world of the community coach. Drawing on the philosophy of phenomenologists such as Husserl, and in particular the methodology of Van Manen, the study explored the lived experiences of a single case study community coach. Derived from semi-structured interviews and in keeping with Van Manen's methodology, findings are presented in a narrative format. The narrative describes the ‘lifeworld’ of the coach and seeks to identify the ‘essential features’ of community coaching in this case. Specifically, the narrative illustrates a dichotomy in the lifeworld of the coach; between a frenetic practical delivery mode visible in the public arena and a ‘hidden’ largely unknown, private world used predominantly for planning and organising. For this case study coach, the essence of community coaching lay in two complementary activities; planning and then delivering fun based activities that achieved social, health and sporting outcomes. Additionally, interacting with others, such as parents, carers and teachers was identified as an essential feature of this coach's experience. 相似文献
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Lesika Keatlholetswe 《Research quarterly for exercise and sport》2019,90(1):71-79
The coaching competency research has demonstrated the role of coaching efficacy and coaching behaviors on various athlete outcomes. However, athlete perceptions of these relationships and how they affect performance are less understood. Purpose: This study examined if coaching efficacy is predictive of player perceptions of coaches’ leadership styles, team atmosphere, and team performance in a soccer season. Method: Fifteen male premier league soccer coaches (Mage = 45.27, SD = 6.07) and 226 players (Mage = 25.66, SD = 3.96) from Botswana participated in the study. All participants completed a background information questionnaire. Coaches completed the Coaching Efficacy Scale. Players rated their coaches’ leadership styles using the Revised Leadership Scale for Sports as well as team atmosphere. Team performance was based on position in the league log and player ratings of the teams’ performance. Results: Findings showed that coaches’ self-ratings on technique efficacy predicted player perceptions of the coaches’ use of all six leadership styles. Game strategy efficacy predicted higher team atmosphere and team performance. Motivation efficacy was not significantly associated with player perceptions of the coaches’ use of any of the leadership styles, while character building efficacy was negatively associated with the various leadership styles. Conclusion: Findings provide support to previous research evidence linking higher coaching efficacy, leadership styles, and team outcomes. The study expands the emergent research within the coaching competency literature that examines player perceptions of coaches’ behaviors and leadership styles. 相似文献
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Although coaching continuity is thought to be important in developing and sustaining quality sport programs, coach turnover is not well understood. Consequently, we used a commitment model to address why some coaches maintain their involvement while others discontinue coaching. For this study, 469 USA Swimming age-group coaches completed a mail survey designed to assess commitment model constructs, including coaching satisfaction, benefits, costs, investments, alternative options, social constraints, and commitment. To test the commitment model, we first used structural equation modeling to assess whether the model provided an adequate fit to the data for current and former coaches. Overall, satisfaction and investments were significantly related to commitment. Moreover, the standardized path coefficients between benefits and costs and satisfaction were also significant. Multivariate analysis of variance andfollow-up analyses revealed that current coaches reported higher commitment as well as less attractive alternative options, higher investments, and higher social constraints compared to former coaches. In replication of past research, we compared current andformer coaches on the benefits and costs associated with coaching. 相似文献
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Perceptions of elite coaches and sports scientists of the research needs for elite coaching practice
Abstract A major objective of sports scientists and elite coaches is the enhancement of athletic performance. Despite this common goal, there is a general perception that research in sports science does not meet the needs of coaches. A study using survey and interview examined the perceptions of elite coaches and sports science researchers in Australia regarding the research needs of elite coaching. Congruence was found between coaches and researchers regarding research practice at the elite level. Both groups held common perceptions on the importance and application of research, the methods by which research questions are determined, and the qualities valued in elite coaches and sports science researchers. However, elite coaches perceived a need for more research in the area of sports psychology, dissemination of research findings via coaching clinics and sports-specific magazines, and the use of more appropriate “lay” language in information dissemination. 相似文献