To see the other types of publications on this topic, follow the link: Head Coaches.
Journal articles on the topic 'Head Coaches'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Head Coaches.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Nutting, Andrew W. "Discrimination or Motivation? Black Coaches and College Basketball Polls." Review of Black Political Economy 45, no. 4 (December 2018): 275–98. http://dx.doi.org/10.1177/0034644619833651.
Full textAbstract:
From 2005 to 2015, when ranked teams in the college basketball Media and Coaches Polls played each other, the better-ranked team ceteris paribus won more often when its head coach was Black and the opposing coach was White. This suggests pollsters underrated—discriminated against—highly ranked Black coaches. Coach race did not affect game outcome in the computer-based Sagarin Poll. Black-coached teams lost more often to unranked opponents, though, which is inconsistent with discrimination against them. An alternative possibility is that Black coaches were particularly motivated to avoid upsets by White-coached Top 25 teams, especially in years after many prominent Black coaches had lost their jobs.
2
Stuntz, Cheryl P. "Cross-Domain Relationships with Assistant and Head Coaches: Comparing Levels and Correlates." International Sport Coaching Journal 3, no. 1 (January 2016): 17–30. http://dx.doi.org/10.1123/iscj.2015-0011.
Full textAbstract:
Cross-domain relationships (CDRs) involve coaches knowing and caring about aspects of athletes’ lives beyond the sport context (e.g., family, school, relationships). Purposes of the current study included (a) comparing athletes’ levels of cross-domain relationships with head and assistant coaches, (b) evaluating gender, roster size, and sport type as correlates of CDRs with head and assistant coaches, and (c) examining relationships between CDRs with head and assistant coaches and motivational variables. Collegiate athletes (N = 294, 139 male, 155 female) completed surveys assessing study constructs. Results indicated that levels of CDRs with head coaches and assistant coaches did not differ. Male athletes had stronger CDRs with head coaches than female athletes did. While female athletes with female head coaches had moderate levels of CDRs with head coaches regardless of assistant coach gender, female athletes with male head coaches had stronger CDRs with head coaches when the assistant coach was female than when the assistant coach was male. Stronger CDRs with head coaches were related to greater perceived competence, enjoyment, and sport commitment, while CDRs with assistant coaches were not related. Findings suggest that researchers should not assume that CDRs with assistant and head coaches are similarly related to athletes’ motivational outcomes.
3
Machida-Kosuga, Moe. "Gender (Dis)Similarity in Mentorship Among Intercollegiate Coaches: Implications for Leader Development." Sport Psychologist 35, no. 3 (September 1, 2021): 181–89. http://dx.doi.org/10.1123/tsp.2020-0071.
Full textAbstract:
Mentoring has been identified as an important antecedent for coaches’ professional and leadership development. I examined how the gender composition of head coach and assistant coach mentorship moderates the relationship between the quality of mentorship and assistant coaches’ leadership skills. The participants were 239 pairs of assistant and head coaches in U.S. college sports. The assistant coaches assessed the quality of mentorship with their head coaches, while the head coaches assessed their assistant coaches’ leadership skills. Mentorship quality was generally related to assistant coaches’ leadership skills, yet the relationships were positive and significant for dyads that involve female head coaches and not significant for dyads that involve male head coaches. The results indicate that gender composition may need to be considered in increasing the effectiveness of coaches’ mentorship. The findings inform the current practices in the implementation of mentoring for coaches’ leader development.
4
Wasend, Matea, and Nicole M. LaVoi. "Are Women Coached by Women More Likely to Become Sport Coaches? Head Coach Gender and Female Collegiate Athletes’ Entry into the Coaching Profession." Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 85–93. http://dx.doi.org/10.1123/wspaj.2018-0043.
Full textAbstract:
A plethora of research on barriers facing women in the coaching profession exists, but less attention has been devoted to female student-athletes’ transition into coaching. Some research suggests that female athletes who are coached by women are more likely to become coaches. In the present study, existing research is extended by examining the relationship between collegiate female basketball players’ post-playing career behavior and the gender of their collegiate head coach. Two research questions are addressed: (1) Are female collegiate Division-I basketball players who are coached by female head coaches more likely to enter the coaching profession than athletes who are coached by men? And; (2) If female basketball players do enter coaching, are those who were coached by women more likely to persist in coaching? Collegiate head coach gender did not emerge as a significant predictor of athletes’ likelihood to enter coaching, but logistic regression indicated that athletes who did enter coaching were 4.1-times more likely to stay in coaching if they had a female head coach. This study extends the scarce and outdated body of research on the potential salience of same-sex coaching role models for female athletes and provides baseline data on collegiate athletes’ entry rate into coaching, lending support to advocacy aimed at reversing the current stagnation of women in the sport coaching profession.
5
Becker, Andrea J., and Gloria B. Solomon. "Expectancy Information and Coach Effectiveness in Intercollegiate Basketball." Sport Psychologist 19, no. 3 (September 2005): 251–66. http://dx.doi.org/10.1123/tsp.19.3.251.
Full textAbstract:
The purpose of this study was to determine the sources of information coaches use to develop expectations for athlete ability. Results revealed that Division I head basketball coaches (n = 70) rely predominately on psychological factors when evaluating athletes (n = 186). There were no significant differences between the sources of information used by successful and less successful coaches. A significant degree of congruence was discovered between coach and athlete perceptions of the evaluation criteria used on successful teams, but not on less successful teams. Athletes’ perceptions of their coach’s evaluation criteria served to predict team success. It was determined that differences in team success are more dependent on the coach’s ability to communicate expectations than the actual criteria used to form expectations.
6
Rathwell, Scott, Gordon A. Bloom, and Todd M. Loughead. "Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach." International Sport Coaching Journal 1, no. 1 (January 2014): 5–16. http://dx.doi.org/10.1123/iscj.2013-0008.
Full textAbstract:
The purpose of the study was to gain an in-depth understanding of the characteristics head coaches looked for when hiring their head assistant coach, the main roles and responsibilities assigned to assistants, and the techniques and behaviors used to develop them. Data were obtained through interviews with six accomplished Canadian University head football coaches. Results indicated head coaches hired loyal assistants who possessed extensive football knowledge that complimented their own skill sets. Once hired, head coaches had their assistant coaches help them with recruiting, managing a major team unit, and developing athletes. They helped advance their assistants’ careers through personal mentorships which included exposure to external sources of knowledge such as football camps and coaching conferences. These results represent one of the first empirical accounts of head coaches’ perceptions on hiring and developing head assistant coaches.
7
Adams, William M., Stephanie M. Mazerolle, Douglas J. Casa, Robert A. Huggins, and Laura Burton. "The Secondary School Football Coach's Relationship With the Athletic Trainer and Perspectives on Exertional Heat Stroke." Journal of Athletic Training 49, no. 4 (August 1, 2014): 469–77. http://dx.doi.org/10.4085/1062-6050-49.3.01.
Full textAbstract:
Context: Prior researchers have examined the first-aid knowledge and decision making among high school coaches, but little is known about their perceived knowledge of exertional heat stroke (EHS) or their relationships with an athletic trainer (AT). Objective: To examine secondary school football coaches' perceived knowledge of EHS and their professional relationship with an AT. Design: Qualitative study. Setting: Web-based management system. Patients or Other Participants: Thirty-eight secondary school head football coaches (37 men, 1 woman) participated in this study. Their average age was 47 ± 10 years old, and they had 12 ± 9 years' experience as a head football coach. Data Collection and Analysis: Participants responded to a series of online questions that were focused on their perceived knowledge of EHS and professional relationships with ATs. Data credibility was established through multiple-analyst triangulation and peer review. We analyzed the data by borrowing from the principles of a general inductive approach. Results: Two dominant themes emerged from the data: perceived self-confidence of the secondary school coach and the influence of the AT. The first theme highlighted the perceived confidence, due to basic emergency care training, of the coach regarding management of an emergency situation, despite a lack of knowledge. The second theme illustrated the secondary school coach's positive professional relationships with ATs regarding patient care and emergency procedures. Of the coaches who participated, 89% (34 out of 38) indicated positive interactions with their ATs. Conclusions: These secondary school coaches were unaware of the potential causes of EHS or the symptoms associated with EHS, and they had higher perceived levels of self-confidence in management abilities than indicated by their perceived knowledge level. The secondary school football coaches valued and understood the role of the AT regarding patient and emergency care.
8
Roach, Michael. "Does Prior NFL Head Coaching Experience Improve Team Performance?" Journal of Sport Management 30, no. 3 (May 2016): 298–311. http://dx.doi.org/10.1123/jsm.2015-0008.
Full textAbstract:
Sports franchises often value prior head coaching experience as they evaluate head coaching candidates. This paper empirically tests whether prior head coaching experience affects team performance in the National Football League. Accounting for individual coach effects and other relevant factors, I find that team performance is significantly worse beyond a given coach’s initial head coaching spell. These results hold for a variety of outcome measures. While coaches with the lowest levels of success in their initial head coaching spell have the most pronounced negative experience effects, significant negative effects are estimated for coaches at all levels of initial success. One explanation for these results is that human capital acquired through head coaching experience is to a large extent firm specific, so while learning does occur within a given head coaching job, it does not carry over to future coaching spells. This can lead to an erosion of any relative human capital advantage.
9
Halbrook, Meghan, and Jack C. Watson. "High school coaches’ perceptions of their efficacy to work with lesbian, gay, and bisexual athletes." International Journal of Sports Science & Coaching 13, no. 6 (July 17, 2018): 841–48. http://dx.doi.org/10.1177/1747954118787494.
Full textAbstract:
Historically, sport, at all levels, has created an environment of silence, negativity, and even fear for lesbian, gay, and bisexual (LGB) athletes. The purpose of this study was to identify coach characteristics and perceptions of their efficacy related to working with LGB youth athletes in the USA. An online survey was completed by n = 631 male and female head and assistant coaches from 25 different sports. Respondents filled out coaching demographics, team demographics, and the Efficacy Scale to Coach Gay, Lesbian, and Bisexual Athletes.5 Results revealed statistically significant differences in perceptions of LGB athletes between younger and older coaches, coaches who had previously coached openly LGB athletes and those who have not, and coaches with no religious affiliation and those who are Baptist, Catholic, or Protestant Christian. Although there does not appear to be a clear cut demographic of coaches who perceive themselves to be more effective when coaching LGB athletes, experiences coaching LGB athletes seem to contribute to higher perceptions of coaching ability and comfort. Future studies could include interviews with coaches and athletes to more thoroughly assess the current sport team environment with regard to LGB athletes, as well as the creation of high school coach education training and resources.
10
Cunningham, George B., Jennifer E. Bruening, and Thomas Straub. "The Underrepresentation of African Americans in NCAA Division I-A Head Coaching Positions." Journal of Sport Management 20, no. 3 (July 2006): 387–413. http://dx.doi.org/10.1123/jsm.20.3.387.
Full textAbstract:
The purpose of this study was to examine factors that contribute to the under representation of African Americans in head coaching positions. In Study 1, qualitative data were collected from assistant football (n= 41) and men’s basketball (n= 16) coaches to examine why coaches sought head coaching positions, barriers to obtaining such positions, and reasons for leaving the coaching profession. In Study 2, assistant football (n= 259) and men’s basketball coaches (n= 114) completed a questionnaire developed from Study 1. Results indicate that although there were no differences in desire to become a head coach, African Americans, relative to Whites, perceived race and opportunity as limiting their ability to obtain a head coaching position and had greater occupational turnover intentions. Context moderated the latter results, as the effects were stronger for African American football coaches than they were for African American basketball coaches. Results have practical implications for the advancement of African American football coaches into head coaching roles.
11
Van Mullem, Pete, and Chris Croft. "Coach Development: Practical Recommendations for Collegiate Sport." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 370–79. http://dx.doi.org/10.1123/iscj.2020-0020.
Full textAbstract:
Coaching at the collegiate level requires a varied skill set in a competitive environment, where coaching positions have a high turnover rate. Preparing to work as a coach at the collegiate level is often self-driven and aligns with how coaches learn in other contexts. Research on the career progression of collegiate coaches is scant and tends to focus on gender differences or one’s desire to become a head coach. Recently, research has expanded to examine the preparation of coach developers and their role in guiding coach development activities in a variety of contexts. Therefore, guided by the literature on coach development, the role of the coach developer in collegiate sport, and insight gleaned from a descriptive study on the career path of collegiate head coaches, this best practices article offers practical recommendations for coach developers to best serve collegiate coaches along their coaching journey.
12
Browning, Blair W., and Jeffrey W. Kassing. "“We Aren’t Looking at This as an Audition”: Exploring Interim Leadership in College Athletics." International Journal of Sport Communication 4, no. 4 (December 2011): 514–28. http://dx.doi.org/10.1123/ijsc.4.4.514.
Full textAbstract:
Interim coaches have become commonplace in college athletics. With much at stake, they must act as leaders despite the constraints that accompany interim status. This case study provides an initial examination of interim leadership in the domain of college athletics by focusing on a specific high-profile interim coach’s initial press conference. The authors specifically consider the content of The Ohio State University football coach Luke Fickell’s first press conference after being named interim head coach. Their analysis reveals that Fickell strategically managed the interim label and the temporal nature of the interim role, balanced service goals and career-aspirant ones, and performed collective identity through a variety of means. The implications of these practices for interim coaches in college athletics are discussed.
13
Knust, Susannah K., and Leslee Anne Fisher. "NCAA Division I Female Head Coaches’ Experiences of Exemplary Care Within Coaching." International Sport Coaching Journal 2, no. 2 (May 2015): 94–107. http://dx.doi.org/10.1123/iscj.2013-0045.
Full textAbstract:
In this paper, the experiences of 12 NCAA Division I female head coaches exemplifying care in their coaching are described. After a brief review of literature and terms, coaches’ own words from interview transcripts are used to illustrate four major themes: (a) team as “family”; (b) holistic care of student-athletes; (c) development of the “self-as-coach”; and (d) institutional care. We conclude by addressing why we believe that care is a coach education issue and why coaches should engage with the ongoing development of exemplary care.
14
Branham, David. "Taking Advantage of an Untapped Pool: Assessing the Success of African American Head Coaches in the National Football League." Review of Black Political Economy 35, no. 4 (January 2008): 129–46. http://dx.doi.org/10.1007/s12114-008-9031-1.
Full textAbstract:
Noting that only five African American coaches had been hired to lead National Football League (NFL) teams from 1989–2002, Madden (J of Sports Econ, 5(1):6–19 2004) found that teams coached by African Americans in the NFL outperformed their counterparts in the regular season but were significantly below average in the playoffs. This analysis, with data that includes nine African American coaches and extends through 2007, reconfirms Madden's finding that African American head coaches outperform their rivals in the regular season, but also finds that African American coaches no longer suffer from poor playoff performance. Using fixed effects pooled cross section time series models, this analysis confirms that teams with African American head coaches can expect more wins in the regular season than their peers, other things equal. However, there is some evidence that as the pool of African American coaching talent diminishes from additional hires their extraordinary performance may be slightly regressing. The playoff analysis shows that that when controlling for seeding, organizational strength and regular season wins, African American coaches perform at the same level as their counterparts.
15
Lumpkin, Angela, Judy Favor, and Lacole McPherson. "Who Is Coaching High School Girls’ Sport Teams?" Journal of Coaching Education 6, no. 2 (August 2013): 27–64. http://dx.doi.org/10.1123/jce.6.2.27.
Full textAbstract:
While the number of high school girls’ teams has dramatically increased since Title IX, the number of female head coaches has not. In the 10 most popular high school sports in 2011-2012, only three (volleyball, swimming and diving, and competitive spirit squads) had more than 44% female head coaches. The purpose of this study was to investigate whether females or males are coaching high school girls’ sport teams and whether female coaches are attaining head coaching positions in the most popular high school girls’ sports. Additionally, the study sought to understand better why males and females choose to become head coaches of high school girls’ sport teams and what factors might cause head high school girls’ coaches to resign from coaching. In the 21–30 age group, there were more female than male head coaches of girls’ teams, but after age 40, male head coaches vastly outnumbered female head coaches. Of the coaches with 12 or more years of experience, only 33% were females. Time away from family, player issues, inadequate compensation, and time away from other activities were the top reasons high school coaches might resign.
16
Newman, Nathan D., and Windee M. Weiss. "Relationship between demographic variables and collegiate athletes’ perceptions of social support from head coaches." International Journal of Sports Science & Coaching 13, no. 3 (November 2, 2017): 343–48. http://dx.doi.org/10.1177/1747954117737985.
Full textAbstract:
Previous research has demonstrated the importance of social support during the rehabilitation of an injury. In particular, athletes view coaches as a primary source of social support. However, coaches have been an inconsistent or insufficient source of social support. Certain demographic variables may be related to differences in perceived social support from coaches. The purpose of this study was to describe injured collegiate athletes’ perceptions of social support and explore whether differences in perceived social support from coaches existed due to contextual or situational factors. A survey on perceived social support from coaches was completed by athletes ( n = 246) at five NCAA institutions. Results support previous findings that injured athletes perceive coaches as sources of moderate to high amounts of social support. Additionally, significant differences emerged in perceived social support based on the level of competition and type of sport. These results reaffirm the role head coaches play in the rehabilitation of injured athletes. Understanding variables that influence how an athlete perceives social support from a coach could improve rehabilitation outcomes.
17
Douglas, Scott, William R. Falcão, and Gordon A. Bloom. "Career Development and Learning Pathways of Paralympic Coaches With a Disability." Adapted Physical Activity Quarterly 35, no. 1 (January 1, 2018): 93–110. http://dx.doi.org/10.1123/apaq.2017-0010.
Full textAbstract:
The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.
18
Machida-Kosuga, Moe, John M. Schaubroeck, Daniel Gould, Martha Ewing, and Deborah L. Feltz. "What Influences Collegiate Coaches’ Intentions to Advance Their Leadership Careers? The Roles of Leader Self-Efficacy and Outcome Expectancies." International Sport Coaching Journal 4, no. 3 (September 2017): 265–78. http://dx.doi.org/10.1123/iscj.2016-0120.
Full textAbstract:
The purpose of the current study was to examine the influences of leader self-efficacy and coaching career outcome expectancies on intentions for advancement in leadership careers of collegiate assistant coaches in the United States. We also investigated psychosocial antecedents of these factors and explored gender differences. Female and male collegiate assistant coaches (N = 674) participated in an online survey consisting of measurements of leadership career advancement intentions, leader self-efficacy, and coaching career outcome expectancies, and their putative antecedents (i.e., developmental challenges, head coach professional support, family-work conflicts, and perceived gender discrimination). Results showed that leader self-efficacy and coaching career outcome expectancies were related to coaches’ leadership career advancement intentions. Developmental challenges and head coach professional support were positively related to leader self-efficacy, while family-work conflicts and perceived gender discrimination were negatively related to coaching career outcome expectancies. Findings also suggested that female assistant coaches may have higher coaching career outcome expectancies, but lower intentions toward leadership career advancement, leader self-efficacy, and developmental challenges than male assistant coaches. The study findings suggest ways to advance junior coaches’ leadership careers.
19
Rittenhouse-Wollmuth, Lori, Cindra S. Kamphoff, and Jon Lim. "Collegiate Athletes’ Gendered Perceptions of a Hypothetical Male and Female Coach." Journal of Coaching Education 3, no. 1 (April 2010): 42–55. http://dx.doi.org/10.1123/jce.3.1.42.
Full textAbstract:
Historically, the world of sport is considered a masculine domain characterized by power, aggression, and physical contact (Hall, 1996). The exclusionary elements of the male culture of sport have created gender inequities in participation (Birrell & Theberge, 1994), and a gendered perception of male and female coaches (Frankl & Babitt, 1998; Weinberg, Reveles, & Jackson, 1984). The purpose of this study was to examine the perceptions of male and female collegiate athletes of a hypothetical male and female coach, and to determine if female coaches are more accepted compared to Weinberg et al.’s study investigating male and female athletes’ perceptions of a hypothetical coach. The Attitudinal Questionnaire (Weinberg, Reveles, & Jackson, 1984) was utilized to determine athletes’ attitudes about a hypothetical coach. A 2 × 2 MANOVA indicated a significant interaction between the gender of a hypothetical head coach and the gender of an athlete, and a significant main effect for gender. Univariate ANOVA results indicate that males and females differed in their attitudes and perceptions of both a hypothetical male and female head coach. The female athletes, compared to male athletes, were more likely to be accepting of coaches regardless of the coaches’ gender. Furthermore, male athletes were less accepting of female coaches. In addition, when comparing the means of the current study to Weinberg et al.’s (1984) study, results indicate that female coaches were not more accepted than in 1984.
20
Brook, Stacey L. "A Comparison of NCAA FBS Head Coaches Salary Determination From New and Modified Contracts." Journal of Sports Economics 22, no. 5 (January 28, 2021): 491–513. http://dx.doi.org/10.1177/1527002520988336.
Full textAbstract:
Previous research examines head football coaches’ salary only using aggregate athletic department revenues. Using detailed football program fixed and variable revenues provided in the NCAA Membership Financial Reporting System data, head football coaches signing either new and modified contracts are able to capture both variable and fixed revenues when negotiating salaries. Additionally, for the two other labor groups (student athletes and assistant head coaches), assistant head coaches salary is positive and statistically significant with respect to head coaches’ salary, while student athletes aid is statistically insignificant, possibly due to the cap imposed on student athletic aid during this time period.
21
Larsen, Leslie K., and Christopher J. Clayton. "Career Pathways to NCAA Division I Women’s Basketball Head Coach Positions: Do Race and Gender Matter?" Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 94–100. http://dx.doi.org/10.1123/wspaj.2018-0068.
Full textAbstract:
In 2017–2018, more than 60% of NCAA Division I women’s basketball (DI WBB) players identified as women of color, while less than 17% of the head coaches of DI WBB teams identified as women of color. Larsen, Fisher, and Moret suggested differences in career pathways between black female head coaches and their white female and white and black male counterparts could be one explanation for the aforementioned discrepancy. However, there is currently limited research on the career pathways of DI WBB head coaches to support Larsen and colleagues’ hypothesis. Therefore, the purpose of this study was to analyze the career pathways of DI WBB head coaches to identify race and gender differences. To accomplish this, a content analysis was conducted on the online biographies of head coaches from all 351 DI WBB programs. Significant differences between groups were found in the number of years coaching in DI women’s basketball prior to receiving a first DI head coaching position; both white women (M = 6.97) and women of color (M = 7.94) had significantly more years in DI WBB coaching than white males (M = 4.95; F(3, 348) = 4.63, p = .003). Further, chi-square tests revealed a significant relationship between the race and gender of a coach and the highest level of playing experience and education. These results indicate that race and gender play a significant role in determining what pathway is required to obtain an DI WBB head coaching position. In addition to these research findings, practical implications are discussed.
22
Jensen, Jonathan A., Shaina M. Ervin, and Stephen W. Dittmore. "Exploring the Factors Affecting Popularity in Social Media: A Case Study of Football Bowl Subdivision Head Coaches." International Journal of Sport Communication 7, no. 2 (June 2014): 261–78. http://dx.doi.org/10.1123/ijsc.2014-0008.
Full textAbstract:
Social media have become an increasingly important tool for college coaches and administrators to connect with fans, alumni, and recruits. However, despite their increasing prevalence, it is not well understood which factors may contribute to the reach and popularity in social media of high-profile figures such as coaches and athletic directors. Using Football Bowl Subdivision head football coaches and the popular social-media platform Twitter, this case study sought to explore the potential influence of on-field performance on coaches’ popularity in social media. Among the results is the finding that the most influential factor is the football program’s prestige (long-term success), while the coach’s on-field success and the size of the school’s fan base are of lesser importance. Given the increasing influence of social media in intercollegiate athletics, the case study’s results feature several important considerations for administrators seeking to use social-media platforms to increase the reach of their athletic programs.
23
Cranmer, Gregory A., Ryan J. Gagnon, and Joseph P. Mazer. "Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach." Communication & Sport 8, no. 2 (January 22, 2019): 262–85. http://dx.doi.org/10.1177/2167479518824868.
Full textAbstract:
Coach confirmation—a behavior that encompasses coaches’ recognition, endorsement, and acknowledgment of athletes—has been forwarded as an effective coaching behavior that redresses ineffective and antisocial patterns of coaching. Empirical evidence of its effectiveness, however, has been limited to athlete affect and based on data from retrospective samples of former high school athletes. This study addresses these limitations by exploring the effectiveness of coaches’ use of confirmation with collegiate student-athletes and considers its influence on their satisfaction with coaches and sport, competitiveness, and cognitive learning. Data obtained from 177 Division-I student-athletes revealed that coaches’ use of challenge increases student-athletes’ satisfaction, motivation, competitiveness, and learning, whereas the use of acceptance only determines satisfaction. These findings demonstrate that confirmation is an effective coaching behavior, its dimensions function independently, and challenge best fulfills the multidimensional nature of coaching effectiveness. The implications of this data reveal that confirmation theory functions uniquely within the athletic context, and coach effectiveness is largely determined by the implementation of strategies and efforts to refine skill sets and assist in development.
24
Falcão, William R., Gordon A. Bloom, and Todd M. Loughead. "Coaches’ Perceptions of Team Cohesion in Paralympic Sports." Adapted Physical Activity Quarterly 32, no. 3 (July 2015): 206–22. http://dx.doi.org/10.1123/apaq.2014-0122.
Full textAbstract:
The purpose of this study was to investigate Paralympic coaches’ perceptions of team cohesion. Seven head coaches of summer and winter Canadian Paralympic sport teams participated in the study. Four participants coached individual sports and 3 coached team sports. Data were collected using semistructured interviews and analyzed using thematic analysis. The results addressed the coaches’ perceptions of cohesion in the Paralympic sport setting and strategies used to foster cohesion with their teams. Participants described using techniques and strategies for enhancing cohesion that were similar to those in nondisability sport, such as task-related activities, goal setting, and regularly communicating with their athletes. They also listed how cohesion was distinct to the Paralympic setting, such as the importance of interpersonal activities to build social cohesion. The implications of these results for coaching athletes with a disability are also presented.
25
Vickers, Brad, and Ben Wax. "Modes of Learning Utilized by Coaches to Increase Knowledge and Understanding." Sport Science Review 21, no. 5-6 (December 1, 2012): 97–111. http://dx.doi.org/10.2478/v10237-012-0020-8.
Full textAbstract:
Abstract Houle (1980) provided “three major and overlapping modes of learning” (p. 31) as the basis for individual enhancement of professional knowledge. These modes of learning include instruction (acquisition of fact-based knowledge), inquiry (discussion and synthesis of information into a usable form), and performance (implementation of ideas to determine effectiveness). The purpose of this study was to determine the utilization of different modes of learning by novice, intermediate and expert football coaches in their development. The novice and intermediate football coaches were high school level coaches while the expert coaches included Bobby Bowden formerly of Florida State University and Tommy Bowden formerly of Clemson University. The data were collected through interviews and observations of the coaches revealing that coaches’ progression of expertise (from novice to expert) lead to a lessened dependence on instruction as a mode of learning and more utilization of inquiry and performance. With little experience and high dependence on the head coach, novice coaches primarily relied on fact-based information (instruction) disseminated by head coaches to increase their knowledge and understanding of football and coaching. The intermediate and expert football coaches were similar in their dependence on inquiry and performance to increase knowledge and understanding, but differed slightly in their dependence on each mode of learning. The intermediate coaches placed more emphasis on discovering additional information about their ideas and strategies (inquiry), while the expert coaches emphasized the implementation of ideas into daily practices and games (performance) to discern what aspects were beneficial and what should be revised or discarded.
26
Jenkins, Simon PR. "Working with coaches and their teams in youth and collegiate sport in the USA: An interview with Dr Andy Gillham." International Journal of Sports Science & Coaching 13, no. 3 (June 2018): 305–14. http://dx.doi.org/10.1177/1747954118771132.
Full textAbstract:
Insights are provided from a coaching consultant’s work with sports teams, including helping coaches in figure skating cope with parents who were always in their way; being unable to help a women’s soccer coach eliminate toxic behaviour from senior players; devising a goal setting programme involving peer assessment in women’s soccer that was successful in motivating reserve players on the bench during matches; empowering a pitcher in women’s softball as a solution to a head coach’s poor relationship with his pitching coach; facilitating culture change in a figure skating club by rewriting the club coaching contracts; and improving team cohesion in women’s volleyball through role play in the locker room.
27
Tracy, Daniel R., James E. Johnson, Chrysostomos Giannoulakis, Lindsey Blom, and Lawrence W. Judge. "Examining prior experiences and career attainment of FBS football head coaches." International Journal of Sports Science & Coaching 13, no. 1 (December 7, 2017): 46–61. http://dx.doi.org/10.1177/1747954117746498.
Full textAbstract:
A Football Bowl Subdivision college head coach position is desired in the American football coaching profession due to associated financial benefits, social network improvements, and prestige. The rise of an individual from player, to assistant coach, and eventually head coach, is primarily understood anecdotally. This empirical evaluation of head coaching attainment provided insight into the career progression of these important sport leaders. The purpose of this study was to assess prior experiences (e.g., playing and assistant coaching) of first-time Division I Football Bowl Subdivision college football head coaches hired from 1998–1999 to 2013–2014 (n = 200). Data were collected to determine if the quantity of playing and coaching experiences indicated variance within or predictability for career attainment. The five experiential categories investigated were: Playing Experience, Coaching Experience, Affiliation, Coaching Success, and Descriptive Variables. Several significant predictors among the coaching variables emerged, including coaching experience, affiliation, and past coaching success. Playing experience variables were found to be largely non-significant, suggesting that career attainment of college football coaches does not hinge on playing experience.
28
Maher, Charles A. "Enhancing the Mental Performance of Head Coaches in Professional Sports: A Case Study of Collaboration With the Head Coach of a Professional Basketball Team." Case Studies in Sport and Exercise Psychology 5, no. 1 (January 1, 2021): 61–68. http://dx.doi.org/10.1123/cssep.2020-0031.
Full textAbstract:
This case reflects the approach used by a sport and performance psychologist with the head coach of a professional basketball team in the United States to enhance the mental performance of the coach. As part of his independent practice, the psychologist worked with the head coach in assisting that individual in developing and improving his mental performance. The approach was considered a collaboration between the head coach and the psychologist. Following an assessment of the coach’s mental and emotional needs, an individual mental performance development plan was formulated with the active involvement of the coach; the plan included several separate yet interrelated elements: (a) purpose and goals, (b) plan activities and their implementation, and (c) progress evaluation. In addition to a description of the collaborative approach, information is provided in this case about the implementation of the plan by the coach, as well as about the progress made toward his mental performance development goals. Furthermore, an evaluation of the approach is presented in terms of its practicality, utility, propriety, and technical relevance. Finally, practitioner reflections are offered along with suggestions for when such an approach may be useful for practitioners in working with coaches in professional sports and college settings.
29
Lawrason, Sarah, Jennifer Turnnidge, Luc J. Martin, and Jean Côté. "A Transformational Coaching Workshop for Changing Youth Sport Coaches’ Behaviors: A Pilot Intervention Study." Sport Psychologist 33, no. 4 (December 1, 2019): 304–12. http://dx.doi.org/10.1123/tsp.2018-0172.
Full textAbstract:
To maximize the effectiveness of coach development, educational programs should target coaches’ interpersonal behaviors, be informed by behavior-change techniques, and incorporate comprehensive evaluation procedures. Thus, informed by the full-range leadership model (see Bass and Riggio in 2006) and the Behaviour Change Wheel (see Michie et al. in 2011), Turnnidge and Côté in 2017 developed the Transformational Coaching Workshop (TCW). The purpose of this study was to evaluate the TCW’s effectiveness through observation before and after coaches’ workshop participation. Participants included 8 male head coaches of youth soccer teams. Systematic observation and coding using the Coach Leadership Assessment System were employed pre- and postworkshop to examine coaches’ leadership behaviors. Coaches made improvements in the types of leadership behaviors used and how they were conveyed. This study demonstrates that systematic observation can be implemented to explore real-world changes in behaviors. Future research should examine the impact of the TCW on athlete outcomes.
30
Vickers, Brad, and Brendon Hale. "Perceptions of Self-Development throughout the Spectrum of Football Coaching Expertise." Journal of Coaching Education 3, no. 3 (December 2010): 117–39. http://dx.doi.org/10.1123/jce.3.3.117.
Full textAbstract:
The knowledge and experience acquired in Continued Professional Development (CPD) is considered self-development and is dependent upon the individual’s perception of control over professional growth (Chalofsky, 1990). The purpose of this study was to analyze coaches’ self-development perceptions through Chalofsky’s (1990) eight constructs. An inductive analysis revealed that novice coaches lacked responsibility for self-development and believed the head coach to be responsible for athlete results. Intermediate coaches had increased perception of control that enabled them to use their own coaching styles as they relied on experiences and daily reflection to improve. Similarly, expert coaches perceived full responsibility for their self-development, and realized the dependence of their assistant coaches as well. The findings supported Chalofsky’s (1990) contention that self-development is dependent upon individual perception of control.
31
Hoffmann, Matt D., Ashley M. Duguay, Michelle D. Guerrero, Todd M. Loughead, and Krista J. Munroe-Chandler. "360-Degree Feedback for Sport Coaches: A Follow-Up to O’Boyle (2014)." International Sport Coaching Journal 4, no. 3 (September 2017): 335–44. http://dx.doi.org/10.1123/iscj.2017-0063.
Full textAbstract:
The sport literature yields little information concerning the available methods or processes coaches can use to obtain feedback about their coaching. This is unfortunate given that evaluative feedback about one’s coaching performance is useful in terms of providing direction for professional coach development (Mallett & Côté, 2006). As a follow-up to O’Boyle (2014), the purpose of this Best Practices paper is to offer a sample protocol for employing a 360-degree feedback system for coaches working in high performance settings. We draw on a review of the coach evaluation and 360-degree feedback literature, along with insights shared from Canadian intercollegiate head coaches to highlight some of the potential benefits and challenges of implementing a 360-degree feedback system in sport. We then suggest ‘best practices’ for effectively integrating this appraisal system and provide an example coach report to illustrate how feedback would be provided to a coach following a 360-degree feedback protocol. It is our hope that this sample protocol paper will encourage coaches, athletic directors, and other sport administrators to integrate comprehensive coach feedback practices in their sporting programs.
32
Falcão, William R., Gordon A. Bloom, and Catherine M. Sabiston. "The impact of humanistic coach training on youth athletes’ development through sport." International Journal of Sports Science & Coaching 15, no. 5-6 (June 19, 2020): 610–20. http://dx.doi.org/10.1177/1747954120933975.
Full textAbstract:
The purpose of this study was to evaluate the impact of humanistic coach training on athletes’ developmental outcomes. A sample of 148 high school student-athletes between 12 and 17 years old from low socio-economic communities completed questionnaires during their season. The student-athletes were divided into an experimental group composed of student-athletes of 11 head coaches who participated in a humanistic coach training session, and a comparison group composed of student-athletes of 8 untrained coaches. Four questionnaires were used to assess competence, confidence, connection to the coach, and character (prosocial and antisocial behaviours) of the participants. The effects of the humanistic coach training program were assessed using repeated measures analysis of variance models. Results showed that connection to the coach worsened for athletes of untrained coaches. Also, participants from both groups reported an increase in antisocial behaviours at the end of the season, but the athletes of trained coaches reported engaging less frequently in antisocial behaviours compared to athletes of untrained coaches. These findings suggest that teaching humanistic coaching may help practitioners foster positive developmental outcomes in youth sport participants and build positive coach-athlete relationships, while also raising awareness to the use of sport as a tool to promote personal growth and development.
33
Milius, Inge, Wade D. Gilbert, Danielle Alexander, and Gordon A. Bloom. "Coaches’ Use of Positive Tactile Communication in Collegiate Basketball." International Sport Coaching Journal 8, no. 1 (January 1, 2021): 91–100. http://dx.doi.org/10.1123/iscj.2020-0001.
Full textAbstract:
There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an effective coaching strategy for enhancing relationships and athlete performance. To our knowledge, this is the first study to include both quantitative and qualitative data from multiple coaches on the same team, as well as athlete perceptions of coaches’ strategic use of positive tactile communication.
34
Pitts, Joshua D., and Brent A. Evans. "Defensive Coordinator and Head Coach Effects on Team Defensive Performance in the National Football League." Journal of Sports Economics 21, no. 5 (April 7, 2020): 493–524. http://dx.doi.org/10.1177/1527002520916220.
Full textAbstract:
This research examines the impact of defensive coordinators and head coaches on team defensive performance in the National Football League (NFL). We find that elite and very poor defensive coordinators and head coaches can have meaningful impacts on their teams’ defensive performances. A team’s defensive performance is shown to improve with increased defensive coordinator tenure. Similarly, defensive coordinators and head coaches who were NFL players contribute to improved defensive performance compared to coaches without experience as NFL players. In addition, a 3-4 defensive alignment is found to be associated with improved defensive performance compared to a 4-3 defensive alignment.
35
Cox, Richard H., and Larry Noble. "Preparation and Attitudes of Kansas High School Head Coaches." Journal of Teaching in Physical Education 8, no. 4 (July 1989): 329–41. http://dx.doi.org/10.1123/jtpe.8.4.329.
Full textAbstract:
The purpose of this investigation was to determine the level of preparation of high school head coaches in the state of Kansas and to study the relationship between level of preparation and coaches’ strong beliefs regarding the importance of coaching competencies. Through random sampling procedures, a total of 1,178 high school coaches received a first time mailing of a questionnaire. The return rate after two mailings was 91%. Of the 1,070 head coaches who responded to the survey, 62.5% had either majored or minored in physical education. The correlation between the number of coaching courses taken and the sum of strong belief statement scores was a low but significant .35. ANOVA and MANOVA procedures revealed that coaches who were not formally trained in each competency area exhibited diminished appreciation for the importance of that respective competency.
36
Ekstrand, Jan, Daniel Lundqvist, Lars Lagerbäck, Marc Vouillamoz, Niki Papadimitiou, and Jon Karlsson. "Is there a correlation between coaches’ leadership styles and injuries in elite football teams? A study of 36 elite teams in 17 countries." British Journal of Sports Medicine 52, no. 8 (October 22, 2017): 527–31. http://dx.doi.org/10.1136/bjsports-2017-098001.
Full textAbstract:
BackgroundDo coaches’ leadership styles affect injury rates and the availability of players in professional football? Certain types of leadership behaviour may cause stress and have a negative impact on players’ health and well-being.AimTo investigate the transformational leadership styles of head coaches in elite men’s football and to evaluate the correlation between leadership styles, injury rates and players’ availability.MethodsMedical staff from 36 elite football clubs in 17 European countries produced 77 reports at four postseason meetings with a view to assessing their perception of the type of leadership exhibited by the head coaches of their respective teams using the Global Transformational Leadership scale. At the same time, they also recorded details of individual players’ exposure to football and time-loss injuries.ResultsThere was a negative correlation between the overall level of transformational leadership and the incidence of severe injuries (rho=−0.248; n=77; p=0.030); high levels of transformational leadership were associated with smaller numbers of severe injuries. Global Transformational Leadership only explained 6% of variation in the incidence of severe injuries (r2=0.062). The incidence of severe injuries was lower at clubs where coaches communicated a clear and positive vision, supported staff members and gave players encouragement and recognition. Players’ attendance rates at training were higher in teams where coaches gave encouragement and recognition to staff members, encouraged innovative thinking, fostered trust and cooperation and acted as role models.ConclusionsThere is an association between injury rates and players’ availability and the leadership style of the head coach.
37
Sacha, Jeffrey O. "Fighting Feelings." Sociological Perspectives 60, no. 1 (August 3, 2016): 77–94. http://dx.doi.org/10.1177/0731121415596083.
Full textAbstract:
This article explores the mentorship of low-income young men of color by examining amateur boxing coaches and the training techniques that they use. Studying both the actions and the intentions of boxing coaches offers insights into the increasingly rare experience of adult male mentorship for low-income young men of color. Data for this article come from a 13-month ethnographic study of a South Los Angeles boxing gym and in-depth interviews with the gym’s boxing coaches. This article explores two aspects of the training process from the coach’s point of view: the creation and enforcement of rules to differentiate the boxing gym from “the street” and the use of “emotional regimens” in training. The coaches in this study acted as “old head” mentors for their fighters and used emotional regimens to encourage a particular form of masculinity with their amateur boxers that simultaneously embraced and forbade certain expressions of “street” masculinity.
38
Myers, Nicholas D., Deborah L. Feltz, Melissa A. Chase, Mark D. Reckase, and Gregory R. Hancock. "The Coaching Efficacy Scale II—High School Teams." Educational and Psychological Measurement 68, no. 6 (May 23, 2008): 1059–76. http://dx.doi.org/10.1177/0013164408318773.
Full textAbstract:
The purpose of this validity study was to improve measurement of coaching efficacy, an important variable in models of coaching effectiveness. A revised version of the coaching efficacy scale (CES) was developed for head coaches of high school teams (CES II-HST). Data were collected from head coaches of 14 relevant high school sports (N = 799). Exploratory factor analysis (n = 250) and a conceptual understanding of the construct of interest led to the selection of 18 items. A single-group confirmatory factor analysis (CFA; n = 549) provided evidence for close model-data fit. A multigroup CFA provided evidence for factorial invariance by gender of the coach (n = 588).
39
Goosby Smith, J. "NFL head coaches as sensegiving change agents." Team Performance Management: An International Journal 15, no. 3/4 (June 12, 2009): 202–14. http://dx.doi.org/10.1108/13527590910964964.
Full text
40
Siegele, Jessica L., Robin Hardin, Elizabeth A. Taylor, and Allison B. Smith. "“She is the Best Female Coach”: Female Swimming Coaches’ Experiences of Sexism." Journal of Intercollegiate Sport 13, no. 1 (September 8, 2020): 93–118. http://dx.doi.org/10.17161/jis.v13i1.11676.
Full textAbstract:
Sport participation for women and girls is at an all-time high in the United States, but women are still widely underrepresented in leadership positions and coaching (Acosta & Carpenter, 2014). Women hold approximately 50% of head coaching positions of women’s teams in the National Collegiate Athletic Association, and only 18% of the head coaching positions of women’s swimming and diving teams (LaVoi & Silva-Breen, 2018). Numerous barriers have been identified through previous research on the factors that inhibit upward career mobility for female coaches. Semi-structured interviews were used to examine the career experiences of 21 current or former female swimming coaches at the NCAA Division I level. The theme of sexism in coaching was pervasive and identified in five different categories: (a) misidentification, (b) differential treatment, (c) isolation, (d) tokenism, and (e) motherhood. The sexism that female coaches experience hinders upward career mobility which can lead to career dissatisfaction and early exits from the field, contributing to the underrepresentation of women in the profession.
41
Urquhart, David A., Gordon A. Bloom, and Todd M. Loughead. "The Development, Articulation, and Implementation of a Coaching Vision of Multiple Championship–Winning University Ice Hockey Coaches." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 335–46. http://dx.doi.org/10.1123/iscj.2019-0096.
Full textAbstract:
The purpose of this study was to explore the development, articulation, and implementation of a coaching vision and how this created and sustained a culture of excellence. Six multiple championship–winning men’s university ice hockey head coaches were interviewed. Their combined experience consisted of 20 national titles and over 4,100 wins at the university level. Data were analyzed using thematic analysis. The results indicated that these coaches established a vision that could be separated into three phases: development, articulation, and implementation. Notably, development included the life experiences, personal characteristics, and habits that assisted the development of the coaches’ vision, including apprenticing as an assistant coach. Articulation and implementation involved clearly communicating their vision to athletes, coaches, and personnel who then enacted the vision. Overall, these findings contribute to a better understanding of how championship-winning coaches organize, teach, and articulate their goals through their coaching vision.
42
Pearson, Robert T., Timothy Baghurst, and Mwarumba Mwavita. "Stress and Burnout Experienced by Intercollegiate Swimming Head Coaches." International Sport Coaching Journal 8, no. 1 (January 1, 2021): 72–78. http://dx.doi.org/10.1123/iscj.2019-0030.
Full textAbstract:
The purpose of the present study was to investigate stress and burnout among intercollegiate head swimming coaches in the National Collegiate Athletic Association (NCAA). Participants were 223 coaches working at NCAA institutions who completed the Coaching Issues Survey, which measures potential stressors experienced by coaches using four subscales of Win-Loss, Time-Role, Program-Success, and Athlete-Concerns. Time-Role was the most significant stressor and Win-Loss the lowest. Females reported significantly higher stress levels than their male counterparts, t(197) = −2.87, p = .01, on all subscales. Overall, levels of stress were not significant by NCAA divisions I, II, and III F(2,201) = 1.25, p = .29, suggesting that coaches across all levels experience stress. Findings highlight the importance of monitoring work–life balance across all collegiate athletic divisions and the need to understand why females report higher levels of stress and how this can be improved. Future research should consider how burnout can be avoided through coaching education and training interventions that might aid coaches who perceive their work environment as stressful.
43
Stangl, Jane Marie, and Mary Jo Kane. "Structural Variables That Offer Explanatory Power for the Underrepresentation of Women Coaches Since Title IX: The Case of Homologous Reproduction." Sociology of Sport Journal 8, no. 1 (March 1991): 47–60. http://dx.doi.org/10.1123/ssj.8.1.47.
Full textAbstract:
The dramatic decline of women coaches since Title IX has been well documented. This investigation examined how homologous reproduction has influenced the proportion of female to male head coaches within the historical context of Title IX. Homologous reproduction is a process whereby dominants reproduce themselves based on social and/or physical characteristics. Therefore the employment relationship between sex of athletic director and sex of head coach was considered. The sample included 937 public high schools for three Title IX time periods. Analysis of variance procedures indicated significant main effects for sex of athletic director and Title IX timeframe: Significantly more women were hired under female versus male athletic directors. However, there was also a significantly smaller proportion of female coaches in 1981-82 and 1988-89 compared to 1974-75. This latter pattern occurred under both female and male athletic directors. Findings are discussed in terms of analyzing employment practices toward females as manifestations of hegemony.
44
Lacy, Alan C., and Paul W. Darst. "Systematic Observation of Behaviors of Winning High School Head Football Coaches." Journal of Teaching in Physical Education 4, no. 4 (July 1985): 256–70. http://dx.doi.org/10.1123/jtpe.4.4.256.
Full textAbstract:
The purpose of the study was to analyze the teaching/coaching behaviors of winning high school head football coaches during practice sessions. A systematic observation instrument with 11 specifically defined behavior categories was utilized to collect data on behaviors of 10 experienced winning coaches in the Phoenix, Arizona, metropolitan area during the 1982 season. Each coach was observed in three phases of the season: preseason, early season, and late season. Segments of the observed practices were classified as warm-up, group, team, or conditioning. Analysis of the data showed that the total rate per minute (RPM) for behaviors was higher in preseason than in either of the other two phases. Four of the 11 defined behavior categories (praise, scold, instruction, positive modeling) had significant differences (.05 level) in RPM between the preseason and the other two phases of the season. No significant differences were found between the early season and the late season phases. The group segment was used most in the preseason, while the team segment was used more of the time in the early season and late season. A lower RPM during the warm-up and conditioning segments indicated less involvement by the head coaches than in the group and team segments of practice.
45
Clarkson, Beth G., Elwyn Cox, and Richard C. Thelwell. "Negotiating Gender in the English Football Workplace: Composite Vignettes of Women Head Coaches’ Experiences." Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 73–84. http://dx.doi.org/10.1123/wspaj.2018-0052.
Full textAbstract:
Historically, men have dominated the English football workplace; as a result, the number of women in coaching positions has been limited. The aim of the present study was to explore the lived experiences of women head coaches to identify the extent that gender influences the English football workplace. Semi-structured interviews (N = 12) were conducted with women head coaches operating at the (a) youth recreational, (b) talent development, and (c) elite levels of the English football pyramid. An inductive thematic analysis was performed which informed the development of composite vignettes, a form of creative nonfiction. Three vignettes were developed comprising women head coaches’ stories at each pyramid level. Findings from the thematic analysis identified themes of gender stereotyping, proving yourself, and confidence at the youth recreational level; work-life conflicts, limited career mobility, and marginalization at the talent development level; and tokenism, undercurrents of sexism, and apprehensions of future directives at the elite level. The vignette stories demonstrate that gender negatively influences coaches’ interactions and confidence early in their career in youth recreational football; gender bias is embedded within discriminatory organizational practices which limit career mobility for coaches working in talent development; and gender is used to hold elite level women coaches to higher scrutiny levels than male colleagues. Recommendations (e.g., [in]formal mentoring, male advocacy, recruitment transparency) are made to practitioners for a targeted occupational-focused approach regarding support, retention, and career progression of women head coaches in football.
46
Pastore, Donna L. "STRATEGIES FOR RETAINING FEMALE HIGH SCHOOL HEAD COACHES: A SURVEY OF ADMINISTRATORS AND COACHES." Journal of Sport and Social Issues 18, no. 2 (May 1994): 169–82. http://dx.doi.org/10.1177/019372394018002006.
Full text
47
Cranmer, Gregory A., Maria Brann, and Keith D. Weber. "“Challenge Me!”." Communication & Sport 6, no. 2 (December 21, 2016): 239–59. http://dx.doi.org/10.1177/2167479516684755.
Full textAbstract:
Confirmation theory is a theoretical framework that forwards that the communication of acceptance and challenge to recipients promotes prosocial environments that foster positive affect, attitudes, and behaviors. This study utilized confirmation theory to better understand the influence of coaches’ use of confirmation on athletes’ satisfaction and motivation to play their sport. Data collected from 132 former high school athletes indicated that the challenge dimension of coach confirmation uniquely and strongly predicts athletes’ satisfaction with their sport experiences, satisfaction with their communication with head coaches, and their motivation to play. These findings emphasize sport as a unique context of confirmation in which athletes prioritize their development and constructive criticism and demonstrate that confirmation is an effective coaching behavior that should be integrated into coaches’ everyday practices.
48
Schempp, Paul G., Bryan A. McCullick, Matthew A. Grant, Cornell Foo, and Kelly Wieser. "Professional Playing Experience Does Not Lead to Professional Coaching Success." Journal of Coaching Education 3, no. 3 (December 2010): 72–82. http://dx.doi.org/10.1123/jce.3.3.72.
Full textAbstract:
The purpose of this study was to analyze the relationship between coaches’ professional playing experience and their professional coaching success. The sample (n = 134) included coaches who had the equivalent of three full seasons of head coaching experience in either Major League Baseball (MLB) (n = 46), the National Basketball Association (NBA) (n = 38) or the National Football League (NFL) (n = 50) as determined by the total number of games coached between the years 1997-2007. ANOVAs revealed no significant differences between coaches with more or less professional playing experience and professional coaching success as determined by professional winning percentage. Further, no significant relationship was found between professional playing experience and professional coaching success in MLB (r = -0.16), NBA (r = -0.05) or NFL (r = 0.00). It was concluded that professional playing experience was not a predictor of professional level coaching success. These findings support the notion that sources of knowledge other than playing experience may be necessary and useful in developing coaching expertise.
49
Walsh, Julia, and Fraser Carson. "Searching for a Signature Pedagogy in Novice Coach Education." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 349–53. http://dx.doi.org/10.1123/iscj.2018-0049.
Full textAbstract:
Despite the increased research interest in coach education there has been little consensus on how novice sports coaches should best be educated. For the coach developer this becomes problematic when trying to design quality-learning activities for novice coaches that provide a foundation for current and future learning. While the research available has focused on specific areas of best practice curriculum for coaches (e.g., planning; communication; coach-athlete relationships; leadership), there has been less interest in pedagogical practice of novice coach education. Signature pedagogies have been recognised as characteristic methods of teaching used by disciplines to organize the learning process into common elements to prepare future practitioners for their professional roles. For Shulman signature pedagogies scaffold the discipline’s habits of ‘head’ (content); habits of the ‘hand’ (skills); and habits of ‘heart’ (values). This suggests that deep understanding of the disciplines’ habits is necessary for the development of appropriate signature pedagogies that support novice learning. The purpose of this Insight paper is to explore the current literature for potential signature pedagogies that support novice coach learning and the coach developer in teaching. A reflective conclusion summarises the main points and considers the direction for future research.
50
Khoiri, Ahmad, Mulyadi Mulyadi, and Triyo Supriyatno. "STRATEGI KEPALA MADRASAH DALAM MENGIMPLEMENTASIKAN PROGRAM TAHFIDZUL QUR’AN DI MADRASAH ALIYAH NEGERI 1 SAMPANG DAN MADRASAH ALIYAH AL-ITTIHAD AL-ISLAMI CAMPLONG SAMPANG." re-JIEM (Research Journal of Islamic Education Management) 3, no. 2 (December 13, 2020): 163–75. http://dx.doi.org/10.19105/re-jiem.v3i2.4190.
Full textAbstract:
This study aims to describe the strategy of the madrasa head in implementing the memorizing (tahfidz) al-Qur'an program in MAN 1 Sampang and MA Al-Ittihad Al-Islami Camplong, with sub foci including (1) madrasa head planning, (2) madrasa head program implementation, and (3) the implications of the madrasa head strategy, which was carried out by MAN 1 Sampang and MA Al-Ittihad Al-Islami Camplong Sampang Madura. The results of this study indicate that: 1) planning the tahfidzul Qur'an program namely; cooperating with various parties both inside and outside the school, determining the coach of tahfidz who already memorized 30 juices. 2) The process of implementing the Tahfidz program is carried out every week at 06: 50-07: 30 WIB in each class using the Muroja'ah and Tikrar methods, the depositing process can be carried out on male or female coaches or assistant coaches. 3) Implications of the program of tahfidz al-Qur'an namely; improve the quality of madrasas, the number of student memorization that exceeds the target, and student achievement in non-academic fields. Keyword: Strategy, Remembering, Memorizing, Tikrar