Добірка наукової літератури з теми "Coach ratings"

The purpose of this study was to examine the relationship between coach expectations, female athletes’ perceptions of coach behavior, and motivation to play softball, and to observe changes in perceptions of behavior and motivation by expectancy group. Self-determination theory (SDT; Ryan & Deci, 2000) was used as a guide. Participants were randomly selected from Division I softball teams competing in the United States (n = 20). Head coaches (n = 20) completed evaluations rating expectations of athletes’ performance ability, and athletes (n = 148) self-reported motivation and perceived coaching behaviors pre- and post-study. Cluster analysis distinguished between three expectancy groups based from coach expectation ratings: High, low, and average. Pearson’s r revealed weak relationships between coach expectancy ratings, perceived coaching behaviors, and motivation. Split-plot analysis of variance tests revealed expectancy groups perceived behaviors differently and were motivated differently. Low expectancy athletes perceived more non-rewarding behaviors, less positive behaviors, and were more non-self-determined to play softball. Overall, coaches were perceived as mostly positive.

Purpose:To investigate the discrepancy between coach and athlete perceptions of internal load and notational analysis of external load in elite junior tennis.Methods:Fourteen elite junior tennis players and 6 international coaches were recruited. Ratings of perceived exertion (RPEs) were recorded for individual drills and whole sessions, along with a rating of mental exertion, coach rating of intended session exertion, and athlete heart rate (HR). Furthermore, total stroke count and unforced-error count were notated using video coding after each session, alongside coach and athlete estimations of shots and errors made. Finally, regression analyses explained the variance in the criterion variables of athlete and coach RPE.Results:Repeated-measures analyses of variance and interclass correlation coefficients revealed that coaches significantly (P < .01) underestimated athlete session RPE, with only moderate correlation (r = .59) demonstrated between coach and athlete. However, athlete drill RPE (P = .14; r = .71) and mental exertion (P = .44; r = .68) were comparable and substantially correlated. No significant differences in estimated stroke count were evident between athlete and coach (P = .21), athlete notational analysis (P = .06), or coach notational analysis (P = .49). Coaches estimated significantly greater unforced errors than either athletes or notational analysis (P < .01). Regression analyses found that 54.5% of variance in coach RPE was explained by intended session exertion and coach drill RPE, while drill RPE and peak HR explained 45.3% of the variance in athlete session RPE.Conclusion:Coaches misinterpreted session RPE but not drill RPE, while inaccurately monitoring error counts. Improved understanding of external- and internal-load monitoring may help coach–athlete relationships in individual sports like tennis avoid maladaptive training.

ZusammenfassungEs wird ein aus der Psychotherapieforschung stammendes, an Coaching adaptiertes Ratingmanual zur Messung interpersoneller Fähigkeiten vorgestellt. Es wurden Ratings für 18 Audioaufnahmen von dyadischen Coachingsitzungen von neun Coaches-in-Weiterbildung erstellt, die zu Beginn der Weiterbildung und ein Jahr später durchgeführt wurden. Das interpersonelle Verhalten und die Entwicklung der Kompetenzen von zwei Coaches-in-Weiterbildung werden exemplarisch dargestellt. Die Autorinnen ziehen das Fazit, dass sich das Instrument dazu eignet, objektive, valide und reliable Bewertungen der interpersonellen Kompetenzen von Coaches zu erstellen. Es wird ein Ausblick auf die praktische Relevanz in Weiterbildung und Coachingpraxis und zukünftige Forschung gegeben.

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P &lt; .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P &lt; .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

Objectives: To examine the collective influence of a range of physical preparation elements on selected performance measures during Australian football match play. Design: Prospective and longitudinal. Methods: Data were collected from 34 professional Australian football players from the same club during the 2016 Australian Football League competition season. Match activity profiles and acute (7-d) and chronic (3-wk) training loads were collected using global positioning system devices. Training response was measured by well-being questionnaires completed prior to the main training session each week. Maximal aerobic running speed (MAS) was estimated by a 2-km time trial conducted during preseason. Coach ratings were collected from the senior coach and 4 assistants after each match on a 5-point Likert scale. Player ratings were obtained from a commercial statistics provider. Fifteen matches were analyzed. Linear mixed models were constructed to examine the collective influence of training-related factors on 4 performance measures. Results: Muscle soreness had a small positive effect (ES: 0.12) on Champion Data rating points. Three-week average high-speed running distance had a small negative effect (ES: 0.14) on coach ratings. MAS had large to moderate positive effects (ES: 0.55 to 0.47) on relative total and high-speed running distances. Acute total and chronic average total running distance had small positive (ES: 0.13) and negative (ES: 0.14) effects on relative total and high-speed running distance performed during matches, respectively. Conclusions: MAS should be developed to enhance players’ running performance during competition. Monitoring of physical preparation data may assist in reducing injury and illness and increasing player availability but not enhance football performance.

A multidimensional scaling analysis was used to investigate the psychological structure underlying college students’ perceptions of 12 practitioners: sport psychologist, clinical psychologist, psychotherapist, coach, psychiatrist, counselor, performance consultant, nutritionist, sports medicine specialist, strength coach, hypnotist, and technical equipment advisor. For this analysis, 200 male and female undergraduates completed 66 scales rating the psychological similarity between all possible pairs of the 12 practitioners. The R2 of .84 and stress value of .17 indicated that a two-dimensional solution was the best fit for the similarity ratings. The first dimension was identified as separating practitioners specializing in the mental aspects of performance from those specializing in the physical aspects of performance. The second dimension separated sport practitioners from nonsport practitioners. Interestingly, subjects perceived sport psychologists as being concerned with mental, nonsport issues. The results are discussed in terms of the relationships among the various practitioners.

Three major issues were examined in the present study: (a) the variables discriminating between compatible and incompatible coach-athlete dyads; (b) the relationship between coach-athlete compatibility and athlete performance; and (c) the relationship between compatibility and athlete satisfaction. Subjects were 77 coach-athlete dyads from female intercollegiate teams. Compatibility was assessed using a sport-adapted version of Schutz's (1966) Fundamental Interpersonal Relations Orientation (FIRO-B) scale and Chelladurai and Saleh's (1980) Leadership Scale for Sports (LSS). Self-ratings of the quality of the coach-athlete relationship, athlete performance, and satisfaction with the coach's leadership were obtained. There were two variables that significantly discriminated between compatible and incompatible dyads. The sole variable predicting athletes' performance perceptions was the score reflecting discrepancy between athlete perceptions and preferences on the LSS reward dimension. Variables predicting athlete satisfaction were discrepancy between athlete perceptions and preferences on the LSS dimensions of training, reward, and social support. Recommendations for future research in this area are discussed.

This experimental study examined differences in athletes’ perceptions of a coach who faked confidence. The participants (n = 29) were elite hockey players from the Dallas Stars organization and North Dakota men’s hockey program. They completed a questionnaire after watching a video of a coach draw up a neutral zone forecheck. Participants then read a short scenario that explained that the coach was faking his confidence regarding his knowledge about the strategy he presented. The athletes then completed the same set of questions again. Paired-sample t-tests compared the athletes’ ratings before and after they were told that the coach was faking his confidence. The questions were about coach’s confidence (in general), the coach’s confidence in the strategy he presented, and the athlete’s perception that the coach would be confident in his ability to explain a different strategy. All values significantly decreased (p = .00) after the participants were told that the coach was faking confidence. From the qualitative data, three dimensions (i.e., confidence, knowledge, and presentation style) were prominent. These qualitative results provide insight as to why the athletes’ perceptions of the coach changed from positive (e.g., athletes’ perceived the coach was confident) to negative (e.g., athletes’ perceived that the coach was not confident) after finding out the coach was faking his confidence. Coaches should be aware that they can effectively fake confidence. However, if a coach were to fake it and “get caught,” then they should know that the athletes’ perceptions of them may become negative quickly.

The purpose of this study was to examine the relationship between athlete ability and coach feedback with perceived competence and satisfaction among female adolescent athletes. Athletes (N = 123) reported their perceptions of coaches' use of feedback, their own field hockey competence, and satisfaction with the coach and team involvement. In addition, coaches' ratings of athletes' ability were obtained. Analyses revealed that both ability and coach feedback were significantly related to perceived competence and satisfaction. Specifically, a hierarchical regression analysis revealed that higher ability, more frequent praise and information, and less frequent encouragement and corrective information were related to higher perceived competence. Further, a canonical correlation analysis revealed that higher ability, frequent praise and information after a good performance, and frequent encouragement and corrective information after an error were associated with greater satisfaction with the coach and team involvement. The results are discussed in relation to Harter's (1978) competence motivation theory).

Abstract Background Residency programs desire assessment tools for teaching and measuring resident attainment of the Accreditation Council for Graduate Medical Education competencies, including interpersonal and communication skills. Objective We sought to evaluate the use of emotional intelligence (EI) assessment and training tools in assessing and enhancing interpersonal and communication skills. Methods We used a quasi-experimental design, with an intervention and control group composed of 1 class each of family medicine residents. The intervention was EI coaching. The assessment used the Emotional and Social Competence Inventory, a 360-degree EI survey consisting of self and other (colleague) ratings for 12 EI competencies. Results There were 21 participants in each of the 3 assessments (test, posttest, and control). Our EI coaching intervention had very limited participation due to a lack of protected time for EI coaching and residents' competing obligations. Return rates for self surveys were 86% to 91% and 66% to 68% for others. On all 3 trials, ratings by others were significantly higher than self ratings for every competence (range, P &lt; .001–.045). None of the self ratings by the intervention group increased significantly for any of the competencies. None of the intervention group self ratings increased significantly on posttesting, whereas ratings by others increased significantly for coach/mentor (P &lt; .001). The teamwork rating decreased significantly on both self and other ratings (P &lt; .001). Achievement orientation was the highest intervention group posttest rating, and teamwork was the lowest. Conclusions EI is a necessary skill in today's health care environment, and our study found that a tool from another sector was useful in assessing resident EI skills. Because our EI coaching intervention was unsuccessful, the effects of coaching on interpersonal and communication skills could not be assessed.

Introduction: Monitoring athlete performance in training and competition can assist conditioning professionals and sport scientists to enhance performance outcomes whilst also minimising the risk of injury, illness and non-functional overreaching. Yet the monitoring of athletes to improve position-specific match performance has never been investigated in the team-sport of netball. Aims: This thesis aims to examine the extent to which three common forms of athlete monitoring relate to match performance in state-level netball athletes, providing practitioners with guidelines for maximising performance outcomes. Study 1 - Purpose: To determine any substantial differences in physical capacities between positional groups within the state-level netball cohort of this thesis, to justify an investigation into position-specific monitoring strategies for enhancing match performance. Methods: Forty-six state-level netball athletes completed physical capacity assessments in the second week of their preseason, over two-seasons. Tests included stature, 20 m sprint (with 5 m and 10 m splits), 505-change-of-direction, countermovement jump, single-leg bounding and the Yo-Yo Intermittent Recovery Test Level One. Results: There were numerous substantial differences between positions with mid-court athletes typically displaying the greatest overall physical capacity followed by defenders then shooters. Study 2 - Purpose: To investigate the reliability of a tracking metric (Player LoadTM) within a court-based sport environment, to determine its efficacy for objectively investigating activity profiles within state-level netball matches by position. Methods: Eighteen state-level netball athletes’ accelerations were tracked with two accelerometers, each housed within an athlete tracking unit (OptimEye S5, Catapult Sports, Australia), taped together with axes aligned during netball match-play. Results: The inter-device Player LoadTM was reliable with the typical error was 5.9 (90% compatibility limits (CL) 5.2 to 6.7), with the CV 4.8% being well below the SWD of 8.2%. Study 3 - Purpose: To utilise the Player LoadTM metric to determine substantial differences between positions by analysing the peak intensities during state-level netball matches, to further justify an investigation into position-specific monitoring strategies for enhancing match performance. Methods: Twenty-eight netball athletes wore an accelerometer (S5 Optimeye, Catapult sports) for all matches, in one season. Peak Player LoadTM was quantified over 30-seconds and one to ten-minute time periods. Results: Across all time periods post 30-seconds, only one comparison was not meaningfully different i.e., three-thirds v two-thirds at the one-minute timepoint (effect size: 0.27, CL -0.05 to 0.60). Study 4 - Purpose: Following a strong justification for investigating position-specific monitoring strategies to enhance match performance, this study aimed to determine the extent to which performance indicators, coach ratings and their combination predict match outcome in netball. Methods: Two seasons worth (39-40 matches) of performance indicators and coach ratings were collected for players of a state-level netball club with one team in each of three divisions (27 championship, 23 division-one, and 19 19-&-under females). There were five performance measures being coach weighted performance indicators (CWPI) and a novel equal weighting (EWPI); coach ratings of overall performance; multiple linear regression was also used to derive correlations for combinations of coach rating with the CWPI and with the EWPI. Results: For team performance the combination of EWPI and coach rating was the strongest predictor of points differential. No measure of position-specific match performance was consistently related to points differential across all three teams. Study 5 Purpose: The aim of this study was to examine the extent to which three monitoring strategies predict five measures of position-specific match performance. Methods: State-level netball athletes (n = 46, age = 20.29 ± 4.15 years) were monitored over a two-year period and were split into three position groups (defenders, mid-courts and shooters). Training load (sessional rate-of-perceived exertion), wellness questionnaires and CMJ were collected. All five predictor measures from Study 4 were the criterion for position-specific match performance. Results: Training load dose was the only monitoring tool related to match performance for all three position groups. There were no substantial relationships between wellness questionnaires and match performance for any group. Only shooters were found to have substantial relationships between CMJ and match performance. Thesis conclusions: Netball athletes have substantial differences in physical capacities dependent on positions played. The peak intensities reached during match-play is also substantially different for positions. There is no superior approach for match performance assessment in netball for predicting points differential. The monitoring of training load doses provides important information for coaching and conditioning staff to predict future match performance for all position groups. The use of wellness questionnaire data does not provide useful information for predicting an athlete’s match performance. Finally, only shooters demonstrated a relationship between CMJ and match performance. The findings of this thesis indicate that to enhance match performance in netball, a position-specific monitoring approach is required.

This paper presents a theoretical and experimental study done on an electro-diesel locomotive in order to evaluate the dynamic behavior of the vehicle in terms of safety, running performance and wheel-track interaction. The vibration analysis has been made by means of different experimental methodologies. The first one consists on the acquisition of accelerations at points located at the wheelset, the truck frame and the coach, using piezorresistive accelerometers. The registered signals allow to validate the locomotive in terms of safety against derailment and running behavior, according the UIC 518 leaflet. The second method is based on the modal analysis theory and includes the dynamic properties estimation under vibrational excitation. This procedure takes into account the determination of modal parameters such as natural frequencies, modal damping ratios and mode shapes, by means of a control hydraulic actuator. The third methodology consists on the operational modal analysis done with the experimental measurements acquired on track tests, in order to validate the results obtained by modal analysis and evaluate the dynamic behavior under different speed ranges and cant deficiencies. Several tests have been done by means of the described methods in an electro-diesel locomotive composed by a primary suspension with dampers and a secondary suspension with rigid stiffness. In addition, two types of dampers have been evaluated with the purpose of optimizing the damping properties of the vehicle’s primary suspension. Through these experimental methods, a useful tool for the prediction and analysis of the dynamic behavior is provided. Additionally, the results obtained by means of these methodologies permit examining the influence of different running conditions and vehicle properties on the modal parameters.