Relevant bibliographies by topics / Golf coaches

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  1. Journal articles

Academic literature on the topic 'Golf coaches'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Golf coaches"

1

Kramers, Sara, Martin Camiré, and Corliss Bean. "Examining Program Quality in a National Junior Golf Development Program." International Sport Coaching Journal 7, no. 2 (2020): 139–50. http://dx.doi.org/10.1123/iscj.2019-0025.

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Golf Canada recently restructured its national junior golf development program, Learn to Play, going from an original curriculum that focused on teaching golf skills to an updated curriculum that integrates the teaching of golf and life skills. The purpose of the study was to examine whether there were differences in program quality through implementation of the original program compared with the updated program. Five coaches using the original program and nine coaches using the updated program took part in the study over an entire summer golf season. The 14 coaches (Mage = 40 years) were each systematically observed on three occasions (i.e., total of 42 observations) and completed an end-of-season program quality questionnaire. The data were subjected to descriptive statistical analyses. Results demonstrated that (a) coaches who implemented the updated program were observed fostering higher levels of program quality than coaches who implemented the original program and (b) researcher observation scores were significantly lower than coach questionnaire scores of program quality. Results are discussed to situate the influence of the updated program on markers of quality. Practical implications for coach education and explicit life skills curricula are discussed.
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2

O’Flanagan, Eamonn, Gavin Breslin, and Lee-Ann Sharp. "Golf coaches’ receptivity to sport psychology." Sport & Exercise Psychology Review 13, no. 1 (2017): 20–38. http://dx.doi.org/10.53841/bpssepr.2017.13.1.20.

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Golf coaches play a vital role in preparing golfers for tournaments yet no academic peer reviewed research has been conducted on the receptivity to sport psychology support with this population. We investigated the receptivity of professional golf coaches towards sport psychology and sport psychology services. All 24 Provincial golf coaches from within the Golfing Union of Ireland (GUI) participated. Coaches completed an adapted Sport Psychology Services at National Collegiate Athletic Association (NCAA) Division I Institutions questionnaire, and a subsample (N=6) took part in an interview. Findings showed a high level of receptivity of provincial golf coaches towards sport psychology. The main type of support preferred was performance orientated, with higher ranked services of interest reported as improving focus (91.7 per cent) and managing emotions during competition (87.5 per cent). Coaches’ indicated specific requirements for education on sport psychology whilst also identifying the potential role of the sport psychologist. In addition, coaches’ responses outlined different circumstances which sport psychologists should expect to encounter and navigate through within the golf coaching population. Based on these findings we propose the first model providing guidance on potential barriers and opportunities for sport psychologists in advance of consulting with golf coaches.
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3

Bum, Chul-Ho, and Stephen H. Shin. "The Relationships between Coaches’ Leadership Styles, Competitive State Anxiety, and Golf Performance in Korean Junior Golfers." Sport Science Review 24, no. 5-6 (2015): 371–86. http://dx.doi.org/10.1515/ssr-2015-0024.

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Abstract The purpose of this study was to determine whether Korean junior golf coaches’ leadership styles affect athletes’ competitive state anxiety before a game as well as their performance. In the Multidimensional Model of Leadership (MML), Chelladurai and Saleh (1980) identified five aspects of leadership behavior in coaching: training/instruction, democratic behavior, autocratic behavior, social support, and positive feedback. A survey was conducted with junior golfers participating in the 23rd Korean National Middle and High School Championship. Data from 216 questionnaires were used in the analysis. Multiple regression analyses were run on the data, revealing the following results. First, training/instruction and social support of coaches decreased cognitive anxiety before the game, whereas autocratic behavior increased it. Second, training/instruction and positive feedback of coaches increased self-confidence before the game. Third, training/instruction of coaches increased golf performance, whereas autocratic behavior decreased it. Finally, cognitive anxiety of golf athletes was found to reduce golf performance, whereas self-confidence increased it. Consequently, this study may deliver sport administrators and parents with understanding of how coaches’ leadership styles could influence on junior golfers’ psychological state and golf performance.
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4

Finn, Jon. "Using Mental Skills to Improve Golfing Performance: A Theory-Based Case Study for Golf Coaches." International Journal of Sports Science & Coaching 4, no. 1_suppl (2009): 223–45. http://dx.doi.org/10.1260/174795409789577434.

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The manner in which golfers think on the golf course significantly influences their performance. In 2008, the author provided an overview of golf-specific mental skills with the intention of raising golf coaches' awareness of psychological techniques they could use to help their golfers think more effectively. The aim of this paper is to follow up the author's overview by providing an introduction to mental skills interventions, specifically focusing on how they can be tailored to individual golfer's needs, and how they can be applied, analysed, and evaluated to facilitate the performance of competitive golfers. This five-part paper will: 1) outline the current state of formal mental skills education among golf coaches; 2) introduce selected theories that underpin mental skills interventions; 3) address the role of golf coaches in delivering these interventions; 4) suggest some frameworks which might help to increase the effectiveness of these interventions; and 5) illustrate the practical application of these theories and frameworks by describing a mental skills intervention that was used with a tour-level golfer to improve playing performance.
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5

Hwang, Jae-Wook. "Development and Validation of a Scale for Interaction between Parents and Coaches of Middle and High School Golf Players." International Journal of Environmental Research and Public Health 18, no. 17 (2021): 9419. http://dx.doi.org/10.3390/ijerph18179419.

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The purpose of this study was to develop a measurement tool for the interaction between parents and coaches of middle and high school golfers, and to verify its validity. A total of 563 parents participated in the study. Based on the results of preliminary item production, item analysis, reliability analysis, exploratory factor analysis, identification factor analysis, job uniformity analysis, and potential mean comparison analysis, the initial 70 items were constructed according to the conceptualization of parent–coach interactions. The first and second item reduction processes and preliminary surveys were conducted through expert meetings to produce the final 40 items of parent–coach interactions. After eliminating 20 items through question analysis, reliability analysis, and exploratory factor analysis, the final three factors of parent–coach interaction were extracted, and the conformity index for the middle and high school golfers’ parent-to-coach interaction tool was checked. Then, to ensure the external validity of the developed parent–coach interaction measurement tool, a construct equivalence analysis was conducted to demonstrate that the tool can be applied equally to parents and coaches. In summary, the tools for measuring the interaction between the middle and high school golfers’ parents and coaches were developed in 20 questions, three factors for communication, qualification, and support, and it was confirmed that the developed measuring tools could all be applied equally through a latent mean analysis. Parents and coaches are key variables that can affect a player’s performance; thus parents and coaches’ interaction measuring tools can be provide positive information not only for golfers but also for players of various other sports.
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6

Evans, K., and P. Thomas. "Perceptions and practices of Australian golf coaches towards physical fitness for golf." Journal of Science and Medicine in Sport 15 (December 2012): S130. http://dx.doi.org/10.1016/j.jsams.2012.11.313.

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7

Shao, Xue Yun. "Training Mode of China Professional Golf Player." Advanced Materials Research 918 (April 2014): 115–20. http://dx.doi.org/10.4028/www.scientific.net/amr.918.115.

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In this paper, using the method of literature and expert interview, the cultivation mode of Chinese professional golfer were analyzed and the basic idea of perfecting the training mode of our country professional golfer were put forward to. We should adhere to the combination of scientific research and training together, and gradually form a full range of science content selection and training system, such as the physiological, psychological, covers the physical brain function, sports nutrition, sports rehabilitation, also we should strengthen and improve the level of coaches by introducing international authoritative coaches training system and the establishment of a more perfect examination system.
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8

Smith, Aimée, Jonathan Roberts, Eric Wallace, and Stephanie Forrester. "Professional golf coaches’ perceptions of the key technical parameters in the golf swing." Procedia Engineering 34 (2012): 224–29. http://dx.doi.org/10.1016/j.proeng.2012.04.039.

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9

Paquette, Kyle, Pierre Trudel, Tiago Duarte, and Glenn Cundari. "Participating in a Learner-Centered Coach Education Program: Composite Vignettes of Coaches’ and Coach Educators’ Experiences." International Sport Coaching Journal 6, no. 3 (2019): 274–84. http://dx.doi.org/10.1123/iscj.2018-0085.

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Given the inextricable roles of the coach learner and coach educator in learner-centered (LC) coach education, research into their perceptions and experiences in these programs appears to be a priority. As such, building on Paquette and Trudel’s examination of Canada’s golf coach education program relative to its alignment with learner-centered approaches, the present study examined coaches’ and coach educators’ perspectives of their experiences participating in the abovementioned program that was found to have a LC design. In-depth semi-structured interviews were conducted with 16 participants (6 coach educators and 10 coaches), and data were analyzed using a thematic analysis. The finalized themes were used as a narrative skeleton for the creation of the four composite vignettes. The vignettes represented the experiences of four composite characters relative to their learning orientations to learner-centered teaching (LCT) and instructor-centred teaching (ICT): LCT Coach Educator, LCT Coach, ICT Coach Educator, ICT Coach. As influenced by their cognitive structures, the vignettes depict the composite coaches’ varied engagement and perceptions of the program, as well as the coach educators’ varied delivery of the program and adherence to the program’s LC design. These diverse experiences are discussed in relation to the impact of LC coach education.
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10

Shapcott, Susan, and Sam Carr. "Golf coaches’ mindsets about recreational golfers: Gendered golf experiences start on the practice tee." Motivation Science 6, no. 3 (2020): 275–84. http://dx.doi.org/10.1037/mot0000154.

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