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1
Buning, Megan M. "The Relationship Between Coach Expectations and Female Softball Athletes’ Motivation and Perceptions of Coach Behavior." Women in Sport and Physical Activity Journal 24, no. 1 (April 2016): 43–53. http://dx.doi.org/10.1123/wspaj.2014-0056.
Повний текст джерелаАнотація:
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.
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Murphy, Alistair P., Rob Duffield, Aaron Kellett, and Machar Reid. "Comparison of Athlete–Coach Perceptions of Internal and External Load Markers for Elite Junior Tennis Training." International Journal of Sports Physiology and Performance 9, no. 5 (September 2014): 751–56. http://dx.doi.org/10.1123/ijspp.2013-0364.
Повний текст джерелаАнотація:
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.
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Müller, Alessa Antonia, and Heidi Möller. "Wer kann, der coacht: Ein Instrument zur Messung interpersoneller Coach-Fähigkeiten." Organisationsberatung, Supervision, Coaching 28, no. 3 (June 1, 2021): 389–404. http://dx.doi.org/10.1007/s11613-021-00712-9.
Повний текст джерелаАнотація:
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.
4
George, Paul, Shmuel Reis, Margaret Dobson, and Melissa Nothnagle. "Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills." Journal of Graduate Medical Education 5, no. 2 (June 1, 2013): 289–93. http://dx.doi.org/10.4300/jgme-d-12-00276.1.
Повний текст джерелаАнотація:
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 < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .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.
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Ryan, Samuel, Aaron J. Coutts, Joel Hocking, Patrick A. Dillon, Anthony Whitty, and Thomas Kempton. "Physical Preparation Factors That Influence Technical and Physical Match Performance in Professional Australian Football." International Journal of Sports Physiology and Performance 13, no. 8 (September 1, 2018): 1021–27. http://dx.doi.org/10.1123/ijspp.2017-0640.
Повний текст джерелаАнотація:
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.
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Van Raalte, Judy L., Britton W. Brewer, Darwyn E. Linder, and Nina DeLange. "Perceptions of Sport-Oriented Professionals: A Multidimensional Scaling Analysis." Sport Psychologist 4, no. 3 (September 1990): 228–34. http://dx.doi.org/10.1123/tsp.4.3.228.
Повний текст джерелаАнотація:
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.
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Horne, Tammy, and Albert V. Carron. "Compatibility in Coach-Athlete Relationships." Journal of Sport Psychology 7, no. 2 (June 1985): 137–49. http://dx.doi.org/10.1123/jsp.7.2.137.
Повний текст джерелаАнотація:
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.
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Wilson, Barrett, Sandra E. Short, and Martin W. Short. "Athletes’ Perceptions of a Coach Who Faked Confidence." Journal of Coaching Education 4, no. 1 (April 2011): 83–98. http://dx.doi.org/10.1123/jce.4.1.83.
Повний текст джерелаАнотація:
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.
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Allen, Justine B., and Bruce L. Howe. "Player Ability, Coach Feedback, and Female Adolescent Athletes' Perceived Competence and Satisfaction." Journal of Sport and Exercise Psychology 20, no. 3 (September 1998): 280–99. http://dx.doi.org/10.1123/jsep.20.3.280.
Повний текст джерелаАнотація:
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).
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Webb, Anita R., Richard A. Young, and Joane G. Baumer. "Emotional Intelligence and the ACGME Competencies." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 508–12. http://dx.doi.org/10.4300/jgme-d-10-00080.1.
Повний текст джерелаАнотація:
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 < .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 < .001). The teamwork rating decreased significantly on both self and other ratings (P < .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.
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Coates, Chrystal, C. Meghan McMurtry, Patricia Lingley-Pottie, and Patrick J. McGrath. "The Prevalence of Painful Incidents among Young Recreational Gymnasts." Pain Research and Management 15, no. 3 (2010): 179–84. http://dx.doi.org/10.1155/2010/617587.
Повний текст джерелаАнотація:
BACKGROUND: Although children experience pain during their daily life, research has generally focused on medical pain. Sport-related pain has not been widely studied in children and research has not examined the occurrence of painful incidents in gymnastics. The prevalence of painful incidents among children in recreational gymnastics classes and accompanying coach responses were recorded.METHODS: Sixty-one children between five and 10 years of age were observed at a gymnastics club. A checklist was used to record painful incidents as well as coach and child responses.RESULTS: The rate of painful incidents was 0.17 per child per hour observed. The floor apparatus was the most common site of incidents, while bumping into equipment was the most common incident. Based on observer ratings, most incidents were mild to moderate in severity and, on average, the child’s reaction to these mild to moderate incidents lasted for 8.5 s. Forty per cent of the children had a mild to moderate painful experience. Coaches reacted to more than 60% of the painful incidents, usually asking how the child was and what had happened. A significant difference was found between the mean severity ratings of painful incidents that were followed by coach response and incidents followed by no response.CONCLUSION: Most children who attend recreational gymnastics classes will likely experience at least one mild to moderate painful experience for every 6 h of class. Coaches are more inclined to react to a painful incident than not. Moreover, a difference was found that suggests coaches responded to more painful incidents.
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Foster, Carl, Lisa Wedekind, Rebecca A. Battista, Richard Pein, Carrie Needham, and John P. Porcari. "Comparison Of Coach Vs Athlete Ratings Of Training: Effect Of Sex And Performance Ability." Medicine & Science in Sports & Exercise 41 (May 2009): 144. http://dx.doi.org/10.1249/01.mss.0000354996.91132.86.
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Kavussanu, Maria, Ian D. Boardley, Natalia Jutkiewicz, Samantha Vincent, and Christopher Ring. "Coaching Efficacy and Coaching Effectiveness: Examining Their Predictors and Comparing Coaches’ and Athletes’ Reports." Sport Psychologist 22, no. 4 (December 2008): 383–404. http://dx.doi.org/10.1123/tsp.22.4.383.
Повний текст джерелаАнотація:
Research on the conceptual model of coaching efficacy (Feltz, Chase, Moritz, & Sullivan, 1999) has increased dramatically over the past few years. Utilizing this model as the guiding framework, the current study examined: (a) coaching experience and sex as predictors of coaches’ coaching efficacy; (b) sport experience, sex, and the match/mismatch in sex between coach and athlete as predictors of athletes’ perceptions of their coach’s effectiveness on the four coaching efficacy domains; and (c) whether coaches’ reports of coaching efficacy and athletes’ perceptions of coaching effectiveness differed. Coaches (N = 26) and their athletes (N = 291) from 8 individual and 7 team sports drawn from British university teams (N = 26) participated in the study. Coaches completed the Coaching Efficacy Scale (CES), while athletes evaluated their coach’s effectiveness using an adapted version of the CES; coaches and athletes also responded to demographic questions. Results indicated that, in coaches, years of coaching experience positively predicted technique coaching efficacy, and males reported higher game strategy efficacy than females. In athletes, sport experience negatively predicted all perceived coaching effectiveness dimensions, and the mismatch in sex between athletes and their coach negatively predicted perceived motivation and character building coaching effectiveness. Finally, on average, coaches’ ratings of coaching efficacy were significantly higher than their athletes’ ratings of coaching effectiveness on all dimensions. The findings are discussed in terms of their implications for coaching effectiveness.
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Teatro, Courtney, Melissa Thompson, Pam H. Kulinna, Hans van der Mars, and JaYoun Kwan. "Coaching behaviors and stakeholders’ views of coaches’ efficacy." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 452–60. http://dx.doi.org/10.1177/1747954117718094.
Повний текст джерелаАнотація:
There appears to be a relationship between coaching efficacy and athlete satisfaction, confidence, and performance, as well as coach behavior. However, little research exists, specifically within a high school setting, examining the relationship between coaches’ perceptions of efficacy and those of stakeholders (parents and athletes). The purpose of this research was to examine the relationship between coaches’ efficacy and stakeholders’ views of coach efficacy. A sample of 516 coaches, 115 athletes, and 103 parents were recruited. Coaches have significantly higher levels of coaching efficacy on all four efficacy domains than the ratings from athletes and parents, while no differences between athlete and parent scores exist. Although coaches reported relatively high levels of coaching efficacy, they reported the lowest efficacy for motivation. Athletes concurred, providing the lowest scores for coaches in motivation. Implications for coaching education are discussed, including a greater need for training on implementing athlete motivation techniques.
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Fetterman, David. "Empowerment evaluation at the Stanford University School of Medicine: using a critical friend to improve the clerkship experience." Ensaio: Avaliação e Políticas Públicas em Educação 17, no. 63 (June 2009): 197–204. http://dx.doi.org/10.1590/s0104-40362009000200002.
Повний текст джерелаАнотація:
Empowerment evaluation was adopted by Stanford University's School of Medicine to engage in curricular reform. It was also used to prepare for an accreditation site visit. Empowerment evaluation is a guided form of self-evaluation. It was selected because the principles and practices of empowerment evaluation resonated with the collaborative and participatory nature of the curricular reform in the School. This article highlights one of the most important features of an empowerment evaluation: a critical friend. This individual has evaluation expertise but serves as a coach, advisor, or guide, rather than "the expert". The evaluation is in the hands of the people in the program, but a critical friend helps to keep it on track and rigorous. As one indication of the importance of this role, student ratings on selected clerkship rotations, where a critical friend was requested to respond to student concerns, resulted in significant increases in student ratings.
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Lisinskiene, Ausra, and Marc Lochbaum. "The Coach–Athlete–Parent Relationship: The Importance of the Sex, Sport Type, and Family Composition." International Journal of Environmental Research and Public Health 19, no. 8 (April 15, 2022): 4821. http://dx.doi.org/10.3390/ijerph19084821.
Повний текст джерелаАнотація:
Interpersonal relationships exist in many forms within the sport environment. Athlete performance and career direction, at times, depend on their formed sport relationships. Positive and negative interpersonal relationships among the coach, the athlete, and the parent affects many athletes’ behavioral outcomes, such as continued participation. Our research aimed to understand whether the positive and negative processes in the coach, athlete, and parent interpersonal relationships depend on athletes’ sex, age, family composition, sport experience, and the type of sport. To achieve our research purpose, 632 volunteer student-athletes (aged 11–19) completed our survey. Our survey included the Positive and Negative Processes in the Coach–Athlete–Parent (PNPCAP) relationship scale and demographics (i.e., sex, age, family composition, years in competitive sport, and sport type). The study results revealed that positive processes, as measured by the positive PNPCAP subscale, were invariant to our categorical variables. However, participants’ self-ratings of negative PNPCAP-measured processes depended upon sex, sport type, and family makeup. Significant (p < 0.05) two-way interactions revealed boys involved in individual sports and residing without their parents or with one self-reported a higher level of the negative processes. The calculated effect size values with the other groupings were mostly medium in magnitude. The third significant two-way interaction resulted for sport type by family makeup. This two-way interaction revealed individual sport participants without or residing with one parent reported higher levels of negative processes. The effect size values were a mix of small and medium in meaningfulness. In conclusion, while positive Coach–Athlete–Parent processes appear invariant to our measured categorical variables, sex, sport type, and family makeup moderated the negative processes. Further research, such as mixed methods, is required to best understand and provide direction for intervention research to reduce negative processes in youth sport.
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SMITHER, JAMES W., MANUEL LONDON, RAYMOND FLAUTT, YVETTE VARGAS, and IVY KUCINE. "CAN WORKING WITH AN EXECUTIVE COACH IMPROVE MULTISOURCE FEEDBACK RATINGS OVER TIME? A QUASI-EXPERIMENTAL FIELD STUDY." Personnel Psychology 56, no. 1 (March 2003): 23–44. http://dx.doi.org/10.1111/j.1744-6570.2003.tb00142.x.
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Nabiullin, R. A. "The work of a coach to improve the psychological and pedagogical competence of parents in the aspect of psychological training of young football players." Current Issues of Sports Psychology and Pedagogy 2, no. 2 (2022): 36–45. http://dx.doi.org/10.15826/spp.2022.2.29.
Повний текст джерелаАнотація:
The contradictory influence of parents on the motivation and athletic achievements of young athletes requires the justification of new approaches in working with them. The purpose of the work was to develop and test a program to improve the psychological and pedagogical competence of young football players’ parents and evaluate its effectiveness in terms of psychological training of young football players. The experiment involved young football players at the age of 10 to 11 years, and 34 parents of young athletes. All participants were divided into a control and an experimental group. The study revealed that the work carried out by the coach to educate parents contributes to improving the psychological and pedagogical competence of parents, which was reflected in higher results in assessing their knowledge. It was revealed that in the experimental group, young football players have higher confidence indicators regarding their readiness for competitive activity, they also have higher ratings regarding the positive perception of their capabilities by the coach and parents, that is consistent with lower indicators of personal and competitive anxiety. The data obtained indicates the possibility of improving the psychological training of young football players through improving the competence of their parents.
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Gould, Daniel, Ken Hedge, Kirsten Peterson, and John Giannini. "An Exploratory Examination of Strategies Used by Elite Coaches to Enhance Self-Efficacy in Athletes." Journal of Sport and Exercise Psychology 11, no. 2 (June 1989): 128–40. http://dx.doi.org/10.1123/jsep.11.2.128.
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Two studies were conducted to assess strategies elite coaches use to enhance self-efficacy in athletes, in particular the degree to which coaches use 13 strategies to influence self-efficacy and their evaluation of the effectiveness of those strategies. Self-efficacy rating differences between categories of coaches were also examined. Intercollegiate wrestling coaches (iV=101) surveyed in Study 1 indicated they most often used instruction-drilling, modeling confidence oneself, encouraging positive talk, and employing hard physical conditioning drills. Techniques or strategies judged most effective by these coaches included instraction-drilling, modeling confidence oneself, liberal use of reward statements, and positive talk. In Study 2, 124 national team coaches representing 30 Olympic-family sports served as subjects. The strategies they most often used were instruction-drilling, modeling confidence oneself, encouraging positive talk, and emphasizing technique improvements while downplaying outcome. The techniques judged most effective were instruction-drilling, encouraging positive talk, modeling confidence onself, and liberal use of reward statements. Few between-coach differences were found in efficacy use and effectiveness ratings. Findings are discussed in light of Bandura's (1977) theory of self-efficacy.
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Balaguer, I., J. L. Duda, and M. Crespo. "Motivational climate and goal orientations as predictors of perceptions of improvement, satisfaction and coach ratings among tennis players." Scandinavian Journal of Medicine & Science in Sports 9, no. 6 (January 30, 2007): 381–88. http://dx.doi.org/10.1111/j.1600-0838.1999.tb00260.x.
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Hallenbeck, Haijing Wu, Beth K. Jaworski, Joseph Wielgosz, Eric Kuhn, Kelly M. Ramsey, Katherine Taylor, Katherine Juhasz, Pearl McGee-Vincent, Margaret-Anne Mackintosh, and Jason E. Owen. "PTSD Coach Version 3.1: A Closer Look at the Reach, Use, and Potential Impact of This Updated Mobile Health App in the General Public." JMIR Mental Health 9, no. 3 (March 29, 2022): e34744. http://dx.doi.org/10.2196/34744.
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Background With widespread smartphone ownership, mobile health apps (mHealth) can expand access to evidence-based interventions for mental health conditions, including posttraumatic stress disorder (PTSD). Research to evaluate new features and capabilities in these apps is critical but lags behind app development. The initial release of PTSD Coach, a free self-management app developed by the US Departments of Veterans Affairs and Defense, was found to have a positive public health impact. However, major stakeholder-driven updates to the app have yet to be evaluated. Objective We aimed to characterize the reach, use, and potential impact of PTSD Coach Version 3.1 in the general public. As part of characterizing use, we investigated the use of specific app features, which extended previous work on PTSD Coach. Methods We examined the naturalistic use of PTSD Coach during a 1-year observation period between April 20, 2020, and April 19, 2021, using anonymous in-app event data to generate summary metrics for users. Results During the observation period, PTSD Coach was broadly disseminated to the public, reaching approximately 150,000 total users and 20,000 users per month. On average, users used the app 3 times across 3 separate days for 18 minutes in total, with steep drop-offs in use over time; a subset of users, however, demonstrated high or sustained engagement. More than half of users (79,099/128,691, 61.46%) accessed one or more main content areas of the app (ie, Manage Symptoms, Track Progress, Learn, or Get Support). Among content areas, features under Manage Symptoms (including coping tools) were accessed most frequently, by over 40% of users (53,314/128,691, 41.43% to 56,971/128,691, 44.27%, depending on the feature). Users who provided initial distress ratings (56,971/128,691, 44.27%) reported relatively high momentary distress (mean 6.03, SD 2.52, on a scale of 0-10), and the use of a coping tool modestly improved momentary distress (mean −1.38, SD 1.70). Among users who completed at least one PTSD Checklist for DSM-5 (PCL-5) assessment (17,589/128,691, 13.67%), PTSD symptoms were largely above the clinical threshold (mean 49.80, SD 16.36). Among users who completed at least two PCL-5 assessments (4989/128,691, 3.88%), PTSD symptoms decreased from the first to last assessment (mean −4.35, SD 15.29), with approximately one-third (1585/4989, 31.77%) of these users experiencing clinically significant improvements. Conclusions PTSD Coach continues to fulfill its mission as a public health resource. Version 3.1 compares favorably with version 1 on most metrics related to reach, use, and potential impact. Although benefits appear modest on an individual basis, the app provides these benefits to a large population. For mHealth apps to reach their full potential in supporting trauma recovery, future research should aim to understand the utility of individual app features and identify strategies to maximize overall effectiveness and engagement.
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Slack, Liam A., Ian W. Maynard, Joanne Butt, and Peter Olusoga. "An Evaluation of a Mental Toughness Education and Training Program for Early-Career English Football League Referees." Sport Psychologist 29, no. 3 (September 2015): 237–57. http://dx.doi.org/10.1123/tsp.2014-0015.
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The present study evaluated the effectiveness of a Mental Toughness Education and Training Program (MTETP) in elite football officiating. The MTETP consisted of four individual and two group-based workshops designed to develop mental toughness (MT) and enhance performance in three English Football League (EFL) referees. Adopting a single-subject, multiple-baseline-across-participants design, MT and referee-assessor reports were evaluated. Self and coach-ratings of MT highlighted an instant and continued improvement in all three referees during the intervention phases. Performance reports of all referees improved throughout the intervention phases compared with the baseline phase. Social validation data indicated that an array of strategies within the MTETP facilitated MT development. Discussions acknowledge theoretical and practical implications relating to the continued progression of MT interventions in elite sport.
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Belski, Regina, Alex Donaldson, Kiera Staley, Anne Skiadopoulos, Erica Randle, Paul O’Halloran, Pam Kappelides, Steve Teakel, Sonya Stanley, and Matthew Nicholson. "Brief Education Intervention Increases Nutrition Knowledge and Confidence of Coaches of Junior Australian Football Teams." International Journal of Sport Nutrition and Exercise Metabolism 28, no. 3 (May 1, 2018): 259–65. http://dx.doi.org/10.1123/ijsnem.2017-0170.
Повний текст джерелаАнотація:
This study evaluated the impact of a brief (20-min) nutrition education intervention embedded in an existing mandatory coach education course for coaches of junior (8–12 years old) Australian football teams. A total of 284 coaches (68% of 415 coaching course participants) completed a presession questionnaire, and 110 coaches (27% of coaching course participants) completed an identical postsession questionnaire. The responses to the pre- and postsession surveys were matched for 78 coaches. Coaches’ ratings of their own understanding of the nutritional needs of young athletes (6.81, 8.95; p < .001), the importance of young athletes adhering to a healthy diet (9.09, 9.67; p = .001), their confidence in their own nutrition knowledge (7.24, 8.64; p < .001), and their confidence in advising young athletes on nutrition and hydration practices (6.85, 8.62; p < .001), all significantly improved following the education session. Nearly all coaches (>95%) provided a correct response to six of the 15 nutrition and hydration knowledge questions included in the presession questionnaire. Even with this high level of presession knowledge, there was a significant improvement in the coaches’ nutrition and hydration knowledge after the education session across five of the 15 items, compared with before the education session. The results of this study suggest that a simple, short nutrition education intervention, embedded in an existing coach education course, can positively influence the nutrition knowledge and self-efficacy of community-level, volunteer coaches of junior sports participants.
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Berrios-Thomas, Saskia, Rafael Engel, Janice McCall, and Daniel Rosen. "Assessing Knowledge Regarding Managing Congestive Health Failure Symptoms: Differences in Patient and Professional Scores." Journal of Patient Experience 5, no. 4 (April 4, 2018): 289–95. http://dx.doi.org/10.1177/2374373518765793.
Повний текст джерелаАнотація:
Objective: To assess whether patients with congestive heart failure (CHF) and health coaches agree about patient knowledge of health-enhancing practices related to CHF after ongoing telehealth coaching. Methods: Forty patients with CHF and eligible for both Medicare and Medicaid were recruited from a regional managed care organization for this pilot study. Telecoaching sessions via a health insurance portability and accountability act(HIPAA)-compliant tablet-based platform focused on educational information designed to improve patient self-care. Social workers administered the 13-item Member Confidence Measure at baseline and at 30 and 180 days into the intervention. Patients and social workers provided separate ratings. Results: As expected at baseline, patient and coach scores differed, with patients reporting higher perceived knowledge scores ( P < .01). Contrary to expectation, patient and coach scores did not converge at 30 and 180 days. Patient scores continued to increase at 30 and 180 days, while coaches’ scores increased at 30 days, but not at 180 days. Conclusion: Overall, patients continued to overrate their understanding about CHF. A telecoaching platform provides an opportunity to enhance patient’s knowledge of their chronic disease and for patients to sustain that knowledge over time. Practice Implications: Addressing a patient’s misperception of their knowledge to manage a chronic disease is critical for enhancing well-being. Coaches’ scores did increase at 30 days suggesting that telecoaching is effective, but more monitoring may be required to ensure that these gains persist over time.
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McGuigan, Hannah, Peter Hassmén, Nedeljka Rosic, and Christopher J. Stevens. "Training monitoring methods used in the field by coaches and practitioners: A systematic review." International Journal of Sports Science & Coaching 15, no. 3 (March 24, 2020): 439–51. http://dx.doi.org/10.1177/1747954120913172.
Повний текст джерелаАнотація:
Athletes’ optimal training progression can be supported by reliable and valid monitoring tools. This systematic review aims to investigate tools that have been most frequently in the field used by coaches and practitioners of sports of any level. PyscINFO, Scopus, MEDLINE and SPORTDiscus databases were searched. Search terms used include: overreaching, overtraining, recover, fatigue, overload, train; monitor, athlete monitor, train monitor and coach, sport scientist, or performance coach. From the 1982 search results retrieved, seven articles met the inclusion criteria. The inclusion criteria required articles to be descriptive or observational studies on the training monitoring of athletes, be peer-reviewed, and in English. Physiological measures (e.g. heart rate) and measures of performance and workload (e.g. tests including sprints; global positioning system variables) were most frequently used. Psychological self-reported questionnaires, such as ratings of perceived exertion and mood inventories, were also frequently used in the field. The results indicated that only a few biochemical measures (blood and urine analysis) were regularly used outside of a laboratory. Easily implemented measurements were more commonly used than more advanced ones, indicating that the tools valued by practitioners are those that are time efficient, easy to administer and are non-fatiguing and non-invasive. Knowing what tools are currently used in the field is the first step in knowing what is practical and usable for coaches in the field, where after coaches and practitioners collaborating with sport scientists can develop and implement tools that are both useable and easily administered.
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Wolfe, Pamela S. "Judgment of the Social Validity of Instructional Strategies Used in Community-Based Instructional Sites." Journal of the Association for Persons with Severe Handicaps 19, no. 1 (March 1994): 43–51. http://dx.doi.org/10.1177/154079699401900105.
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This study examined differences in attitude toward the social acceptability of training techniques commonly used in community-based sites (skill acquisition, reduction of inappropriate behaviors, and data collection techniques). The subjects (N = 178) in this investigation were volunteers and members of one of the following four groups: sheltered workshop staff, job coach staff, fast food restaurant staff, and business students. These groups of respondents represented individuals with a current or future involvement with persons having severe disabilities in community sites. Respondents were asked to complete the Survey of Community-based Training Procedures (SCTP) scale, which measured attitudes toward the social acceptability of antecedent, consequence, and data collection techniques. Results of the study indicated that groups of respondents differentially rated the social acceptability of training techniques. Factors affecting ratings of social acceptability are discussed and implications for future research delineated.
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Heyman, Steven R. "Research and Interventions in Sport Psychology: Issues Encountered in Working with an Amateur Boxer." Sport Psychologist 1, no. 3 (September 1987): 208–23. http://dx.doi.org/10.1123/tsp.1.3.208.
Повний текст джерелаАнотація:
Sport psychology has had an internal debate about whether to conduct research in the field or in the laboratory. At the same time, concerns have been raised about interventions (particularly for performance enhancement) being performed without any reasonable evaluation of their outcome. This paper reviews the issues in consultation with an athlete and a coach, the development and modification of interventions, and the attempt to develop a single-case experimental design to assess the utility of the intervention. Although some situations caused the design to be less complete than would be desirable, the data obtained from behavioral observations and subjective ratings showed good reliability and validity and provided useful information. It is suggested that better designs can be developed but that events in the actual sport situation may require adjustments in the intervention and evaluation processes.
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Macpherson, Tom W., Shaun J. McLaren, Warren Gregson, Lorenzo Lolli, Barry Drust, and Matthew Weston. "Using differential ratings of perceived exertion to assess agreement between coach and player perceptions of soccer training intensity: An exploratory investigation." Journal of Sports Sciences 37, no. 24 (August 19, 2019): 2783–88. http://dx.doi.org/10.1080/02640414.2019.1653423.
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Aleksic Veljkovic, Aleksandra, Dusanka Djurovic, Ivana Dimic, Rifat Mujanovic, and Kamenka Zivcic Markovic. "COLLEGE ATHLETES’ PERCEPTIONS OF COACHING BEHAVIOURS: DIFFERENCES BETWEEN INDIVIDUAL AND TEAM SPORTS." Baltic Journal of Sport and Health Sciences 2, no. 101 (2016): 61–65. http://dx.doi.org/10.33607/bjshs.v2i101.57.
Повний текст джерелаАнотація:
Background. The aim of this research was to examine differences between athletes’ perception of coaching behaviors in individual and team sports. Methods. College athletes (N = 100) participated in the study. Three questionnaires were administered to the athletes: Demographic questionnaire, Leadership Scale for Sports and Negative Coaching Behavior Questionnaire. Results. The results of this study revealed the significant differences among athletes’ perception of coaching behaviors in individual and team sports. Individual athletes in this study gave higher ratings to training and instruction, social support and positive feedback leader behavior from their coaches. Also, athletes from individual sports had smaller scores on two dimensions and total score of negative coaching behavior questionnaire. Conclusion. Those findings suggest that the behavior of the coach directed towards improving the performance of athletes` was higher evaluated from athletes in individual sports. Further studies should provide more information about coaches’ behavior during the competitive.
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Carleton, Erica L., Julian Barling, Amy M. Christie, Melissa Trivisonno, Kelsey Tulloch, and Mark R. Beauchamp. "Scarred for the Rest of My Career? Career-Long Effects of Abusive Leadership on Professional Athlete Aggression and Task Performance." Journal of Sport and Exercise Psychology 38, no. 4 (August 2016): 409–22. http://dx.doi.org/10.1123/jsep.2015-0333.
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Based on the contention that leadership has sustained effects on followers even after the leader–follower relationship has ended, we investigated the career-long effects of abusive coach leadership on athlete aggression and task performance. Abusive leadership scores were derived from ratings by two independent raters’ evaluations of coaches’ biographies, and athlete aggression and task performance data were derived from objective sources. Data were obtained from players (N = 693) and coaches (N = 57) involved in the National Basketball Association (NBA) between the 2000–2001 and 2005–2006 seasons. Controlling for tenure, salary, team winning percentage, and absence due to injuries, multilevel modeling showed that exposure to abusive leadership influenced both the trajectory of psychological aggression and task performance over players’ careers. These findings suggest that the effects of abusive leadership extend far longer than currently acknowledged, thus furthering our understanding of the nature and effects of abusive leadership.
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Judge, Katherine, Amelia Thomley, Lauren Stratton, Emily Silver, Kerry Finegan, Monica Moreno, Sam Fazio, and Joe Chung. "ACCEPTABILITY DATA OF A TECHNOLOGY-ENABLED CARE COACHING SERVICE FOR CAREGIVERS OF INDIVIDUALS WITH DEMENTIA." Innovation in Aging 6, Supplement_1 (November 1, 2022): 869. http://dx.doi.org/10.1093/geroni/igac059.3105.
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Abstract This poster presents acceptability data from the Kinto Care Coaching Intervention, an innovative technology-enabled care coaching service for caregivers of individuals with dementia. The 30-day program provides caregiver support and financial information through: 1) an initial one-on-one care coaching meeting; 2) interactive and on-going support and educational resources through an app; 3) access to support groups; and 4) if needed, additional meetings with their care coach. The solution is funded through the NIH’s Small Business Innovation and Research (SBIR) program, with the specific goals of developing mobile technology that is: 1) acceptable and usable for caregivers of all ages and 2) supports cost-effective deployment of the coaching intervention at scale. To assess program acceptability, participants completed a survey after their one-on-one care coaching meeting and after the 30-day program. On average, participants (n=32) were M=51.94 (SD=12.07) years old; 68.8% female; 71.9% White; 75% married; and 56.3% worked full-time. Using a 5-point Likert scale, nearly all participants (96.6%) indicated they ‘agreed’ or ‘strongly agreed’ that their care coach was: helpful in explaining the program; provided useful information; assisted with developing goals; and were supportive. Participants rated the program resources and technology as very helpful with mean ratings ranging from 4.41 to 4.69. When asked about the overall program acceptability, participants indicated they were extremely satisfied with the program (M=4.81; SD=.40), with 100% of participants ‘agreed’ or ‘strongly agreed’ that they were satisfied. Discussion will highlight key program components along with next steps in testing program efficacy.
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Smyth, Erin, Renee Appaneal, Michael Drew, Alanna Antcliff, Gordon Waddington, Phil Newman, Juanita Weissensteiner, and Alex Donaldson. "Identifying the challenges to implementing a neuromuscular warm-up in pre-elite netball." International Journal of Sports Science & Coaching 16, no. 4 (February 25, 2021): 913–24. http://dx.doi.org/10.1177/1747954121998462.
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Objective To identify challenges for implementing Netball Australia’s ‘Knee injury prevention for Netballers and Enhance performance and Extend play’ (KNEE) program for 17/U & 19/U State (i.e. regional/provincial representative) teams. Design Concept mapping, a mixed-methods approach incorporating qualitative and quantitative data collection and analyses. Setting Pre-elite netball. Participants Thirty-nine netball coaches, strength & conditioning coaches and physiotherapists working with State 17/U & 19/U teams. Methods Participants brainstormed challenges to implementing the KNEE program, sorted the challenges into groups based on similar meaning and rated the importance and difficulty of overcoming each challenge on a scale from 0 (least important/easiest to overcome) to 5 (most important/hardest to overcome). Results Forty-six statements (i.e. challenges) were identified and organised into the following eight clusters (mean importance rating out of 5, mean difficulty rating out of 5): ‘athlete engagement’ (3.31, 2.48); ‘supervision and correction of technique’ (3.03, 2.67); ‘time constraints’ (2.79, 2.59); ‘athlete technique’ (2.70, 2.64); ‘education’ (2.56, 2.16); ‘support staff resourcing’ (2.51, 2.67); ‘program flexibility and adaptability’ (2.02, 1.85); and ‘coach and support staff prioritisation’ (1.95, 1.81). Nineteen statements/challenges had above average ratings for importance (2.63) and difficulty (2.41). Conclusions This study identified ‘athlete engagement’, ‘supervision and correction of technique’, ‘time constraints’, ‘athlete technique’, ‘education’ and ‘support staff resourcing’ as the most important and difficult challenges to implementing the KNEE program in pre-elite netball. These multi-factorial challenges are the main barriers to implementing the KNEE program. They can be addressed using the implementation driver’s framework.
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Burgess, Darren J., and Geraldine A. Naughton. "Talent Development in Adolescent Team Sports: A Review." International Journal of Sports Physiology and Performance 5, no. 1 (March 2010): 103–16. http://dx.doi.org/10.1123/ijspp.5.1.103.
Повний текст джерелаАнотація:
Traditional talent development pathways for adolescents in team sports follow talent identification procedures based on subjective games ratings and isolated athletic assessment. Most talent development models are exclusive rather than inclusive in nature. Subsequently, talent identification may result in discontentment, premature stratification, or dropout from team sports. Understanding the multidimensional differences among the requirements of adolescent and elite adult athletes could provide more realistic goals for potential talented players. Coach education should include adolescent development, and rewards for team success at the adolescent level should reflect the needs of long-term player development. Effective talent development needs to incorporate physical and psychological maturity, the relative age effect, objective measures of game sense, and athletic prowess. The influences of media and culture on the individual, and the competing time demands between various competitions for player training time should be monitored and mediated where appropriate. Despite the complexity, talent development is a worthy investment in professional team sport.
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Linder, Darwyn E., Britton W. Brewer, Judy L. Van Raalte, and Nina De Lange. "A Negative Halo for Athletes Who Consult Sport Psychologists: Replication and Extension." Journal of Sport and Exercise Psychology 13, no. 2 (June 1991): 133–48. http://dx.doi.org/10.1123/jsep.13.2.133.
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Three studies are reported that replicate and extend previous work showing that athletes who consult a sport psychologist are derogated relative to athletes who work with their coaches on the same problem. In the first study, a multidimensional-scaling analysis was conducted to explore the psychological structure underlying perceptions of 12 sport practitioner professionals. Two dimensions, mental/physical and sport/nonsport, provided the best fit for both male and female subjects. The second and third studies, using different subject populations, were conducted to replicate previous findings and to explore the mediating processess involved. In both experiments, subjects were asked to indicate how strongly they would recommend drafting a college baseball, basketball, or football player who had worked with a coach, a sport psychologist, or a psychotherapist to improve performance. Male undergraduates and Lions Club members gave athletes who consulted sport psychologists or psychotherapists significantly lower draft ratings than athletes who consulted their coaches.
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Hendry, David T., A. Mark Williams, and Nicola J. Hodges. "Coach ratings of skills and their relations to practice, play and successful transitions from youth-elite to adult-professional status in soccer." Journal of Sports Sciences 36, no. 17 (February 5, 2018): 2009–17. http://dx.doi.org/10.1080/02640414.2018.1432236.
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Balaguer, Isabel, Joan L. Duda, Francisco L. Atienza, and Cristina Mayo. "Situational and dispositional goals as predictors of perceptions of individual and team improvement, satisfaction and coach ratings among elite female handball teams." Psychology of Sport and Exercise 3, no. 4 (October 2002): 293–308. http://dx.doi.org/10.1016/s1469-0292(01)00025-5.
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Rhoden, Clare Louise, Julia West, Andrew Renfree, Mark Corbett, and Alan St Clair Gibson. "Micro-oscillations in positive and negative affect during competitive laboratory cycle time trials – a preliminary study." South African Journal of Sports Medicine 26, no. 1 (March 20, 2014): 20. http://dx.doi.org/10.17159/2413-3108/2014/v26i1a406.
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Background. By incorporating pre-performance or retrospective recall measurement methods, research has shown positive (PA) and negative affect (NA) to operate as both a precursor to, and as a consequence of performance in line with goal achievement. The extent of this affective change within sport is unclear, as measurement of affect within acute settings has yet to be adopted fully.Objective. To conduct exploratory research examining affect and goal achievement during self-paced cycling to understand further their role during performance.Methods. The positive and negative affect schedule (PANAS), Worcester affect scale (WAS) and ratings of goal achievement were completed by seven trained cyclists prior to two separate 20 km laboratory time trials. The WAS and ratings of goal achievement were also rated during each trial.Results. Micro-oscillations in affect occurred throughout time trials and to a greater degree where participants were unsuccessful in reaching their goals. Successful trials were characterised by higher PA (p=0.000) and lower NA (p=0.000), with higher goal expectations from the start (p=0.008).Conclusion. In unsuccessful trials, an overly aggressive start, perhaps due to inaccurate goal setting, led to an inability to maintain performance, with reductions in power output. Further clarification of the catalyst to the performance demise requires a parallel analysis of psychological and physiological parameters. In so doing, a greater understanding of the combined role of affect and goal expectation in pacing and performance will ensue; a benefit to both cyclist and coach alike.
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O’Donnell, Shannon, Christopher M. Beaven, and Matthew Driller. "The Influence of Match-Day Napping in Elite Female Netball Athletes." International Journal of Sports Physiology and Performance 13, no. 9 (October 1, 2018): 1143–48. http://dx.doi.org/10.1123/ijspp.2017-0793.
Повний текст джерелаАнотація:
Purpose: To assess the effect of match-day napping and duration of naps on perceptual and performance indices in elite female netball players over 2 consecutive netball seasons. Methods: A total of 14 elite female netball athletes (mean [SD]; age = 23 [6] y) participated in an observational study over 26 competition matches. On each match day, athletes provided information on their napping habits and perceived energy levels, then performed 3 countermovement jumps 3 h:30 min prior to the start of the match. One hour after the match, subjective player performance ratings from the players and 2 members of the coaching staff were obtained. Naps were characterized into 3 conditions for analysis: no nap (NN), <20-min nap (SHORT), and ≥20-min nap (LONG). Results: A significant difference in peak jump velocity was observed between the SHORT and the NN condition in favor of the shorter nap (3.23 [0.26] and 3.07 [0.36] m·s−1, respectively, d = 0.34, P < .05). A moderate, significant difference (d = 0.85; P < .05) was observed for the coach rating of performance (out of 10) between the SHORT and the NN condition (7.2 [0.8] and 6.4 [0.9], respectively) in favor of SHORT. Conclusions: The findings from the study would suggest that a short nap (<20 min) on the day of competition can enhance jump velocity and improve subjective performance in elite netball players, as assessed by coaching staff.
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Coyne, Joseph O. C., Aaron J. Coutts, Robert U. Newton, and G. Gregory Haff. "Relationships Between Different Internal and External Training Load Variables and Elite International Women’s Basketball Performance." International Journal of Sports Physiology and Performance 16, no. 6 (June 1, 2021): 871–80. http://dx.doi.org/10.1123/ijspp.2020-0495.
Повний текст джерелаАнотація:
Purpose: To investigate the relationships between internal and external training load (TL) metrics with elite international women’s basketball performance. Methods: Sessional ratings of perceived exertion, PlayerLoad™/minute, and training duration were collected from 13 elite international-level female basketball athletes (age 29.0 [3.7] y, stature 186.0 [9.8] cm, body mass 77.9 [11.6] kg) during the 18 weeks prior to the International Basketball Federation Olympic qualifying event for the 2016 Rio Olympic Games. Training stress balance, differential load, and the training efficiency index were calculated with 3 different smoothing methods. These TL metrics and their change in the last 21 days prior to competition were examined for their relationship to competition performance as coach ratings of performance. Results: For a number of TL variables, there were consistent significant small to moderate correlations with performance and significant small to large differences between successful and unsuccessful performances. However, these differences were only evident for external TL when using exponentially weighted moving averages to calculate TL. The variable that seemed most sensitive to performance was the change in training efficiency index in the last 21 days prior to competition (performance r = .47–.56, P < .001 and difference between successful and unsuccessful performance P < .001, f2 = 0.305–0.431). Conclusions: Internal and external TL variables were correlated with performance and distinguished between successful and unsuccessful performances among the same players during international women’s basketball games. Manipulating TL in the last 3 weeks prior to competition may be worthwhile for basketball players’ performance, especially in internal TL.
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Grinčikaitė Samuolė, Lina. "ATTITUDES OF HIGH-LEVEL FEMALE SPRINTERS TOWARDS FACTORS INFLUENCING THE TRAINING SYSTEM." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 10–16. http://dx.doi.org/10.33607/bjshs.v1i100.41.
Повний текст джерелаАнотація:
Background. Research conducted in the field of sports science has supported the idea that training high-level sprinters is a consistent process, covering development of not only physical abilities (Bompa & Haff, 2009), but also a consistent personal development through the means of sports-related activity. For many years the prevalent opinion has claimed that success most often depends on the level of athletes’ physical and tactical training; however, growing competition among the athletes calls for a deeper analysis and empirical substantiation in relation to factors influencing athlete training. Qualitative research results have demonstrated that high-level female sprinters prioritize athletic and technical training; however, there is a lack of attention to psychological, tactical and theory- based preparation. Obtained results have revealed that female runners are best motivated to excel, improve their performance by the external (cash prizes) rather than internal factors, the coach’s authority also plays a significantly high role. The aim of research was to discuss factors, influencing the training system of high-level female sprinters. Methods. Conducted qualitative research employed the semi-structured interview method. During the period from January to June of 2015, a total number of 20 best Lithuanian high-performance female sprinters of all time, dominating at the top of the World’s and Europe’s ratings, were interviewed. Results. The obtained research results have demonstrated that in the course of their training process runners fail to concentrate on a significant component of their training – mental training, whereas athletic and technical training, according to the respondents, is integral, thus is a priority element of the sports-related training process. It was also revealed that high-performance female sprinters were far more motivated to excel and improve their results by the external rather than the internal factors. During the interview, the respondents mostly specified being satisfied with a reward, i.e. prizes, but not honour to represent the country, or despite the reward, willingness to improve their results. Personality of the coach is also a key component in the sports-related training among high-performance female sprinters. Data obtained during the interview showed that the coach was considered not only as a specialist, but also an integral part of the training process valued for the personal qualities, such as sincerity, friendliness, ability to motivate and encourage. Conclusions. High-performance female sprinters fail to focus on a significant component of sports-related training process – psychological training. The results have demonstrated that the external factors rather than the internal ones influence their sports-related training and improvement of results. The coach is considered to be an integral part of the sports-related training process.
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Yu, Xiaoqun, and Shuping Xiong. "A Dynamic Time Warping Based Algorithm to Evaluate Kinect-Enabled Home-Based Physical Rehabilitation Exercises for Older People." Sensors 19, no. 13 (June 28, 2019): 2882. http://dx.doi.org/10.3390/s19132882.
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Older people face difficulty engaging in conventional rehabilitation exercises for improving physical functions over a long time period due to the passive nature of the conventional exercise, inconvenience, and cost. This study aims to develop and validate a dynamic time warping (DTW) based algorithm for assessing Kinect-enabled home-based physical rehabilitation exercises, in order to support auto-coaching in a virtual gaming environment. A DTW-based algorithm was first applied to compute motion similarity between two time series from an individual user and a virtual coach. We chose eight bone vectors of the human skeleton and body orientation as the input features and proposed a simple but innovative method to further convert the DTW distance to a meaningful performance score in terms of the percentage (0–100%), without training data and experience of experts. The effectiveness of the proposed algorithm was validated through a follow-up experiment with 21 subjects when playing a Tai Chi exergame. Results showed that the algorithm scores had a strong positive linear relationship (r = 0.86) with experts’ ratings and the calibrated algorithm scores were comparable to the gold standard. These findings suggested that the DTW-based algorithm could be effectively used for automatic performance evaluation of an individual when performing home-based rehabilitation exercises.
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Cossin, Marion, Annie Ross, and Frédérick P. Gosselin. "Repeatability of force signals in aerial circus straps." Proceedings of the Institution of Mechanical Engineers, Part P: Journal of Sports Engineering and Technology 232, no. 3 (October 3, 2017): 225–35. http://dx.doi.org/10.1177/1754337117732901.
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The aim of this study is to develop a method for assessing movement variability of circus acrobats. An analysis of the repeatability of force signals is used to quantify variability. Six students from the National Circus School of Montréal performed 5–10 trials of an acrobatic movement called dislock in aerial circus straps while tension force was measured at the hanging point of the aerial apparatus. The repeatability of force signals was calculated with three statistical methods: time-averaged standard deviation, intraclass correlation and root mean square error. These methods were compared with the ratings of a circus coach who ranked each acrobat’s trial with regard to the movement variability. The standard deviation and the intraclass correlation methods are commonly used to quantify the agreement between measurements in biomechanics, while the root mean square error method is regularly employed to quantify the agreement between measurements and a model. All participants performed the movement with little variability (intraclass correlation ⩾ 0.8). The results of the three methods were in good agreement with the coach’s assessment. The root mean square error method, in particular, showed perfect agreement and is therefore considered the best measure of repeatability. In the future, the proposed method could be used by coaches or artists training alone, allowing a new form of feedback.
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Gabbett, Tim J., and Boris Georgieff. "The Development of a Standardized Skill Assessment for Junior Volleyball Players." International Journal of Sports Physiology and Performance 1, no. 2 (June 2006): 95–107. http://dx.doi.org/10.1123/ijspp.1.2.95.
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Purpose:To develop a skill assessment for junior volleyball players and to evaluate the reliability, validity, and sensitivity of the test for detecting training-induced improvements in skill.Methods:Thirty junior volleyball players (mean ± SD age, 15.5 ± 1.0 years) participated in this study. Subjects performed tests of spiking, setting, serving, and passing skills on 2 separate occasions to determine test–retest reliability of accuracy. Two expert coaches evaluated the players’ technique and reevaluated it 1 month after the initial evaluation to determine the intratester reliability for technique measurements. A third expert coach determined the intertester reliability for technique measurements. The validity of the test to discriminate players of different playing abilities was evaluated by testing junior national, state, and novice volleyball players. Finally, each player participated in an 8-week skill-based training program.Results:Accuracy measurements and intratester and intertester ratings of players’ technique proved to be highly reproducible (intraclass correlation coefficient, r, .85 to .98, range of typical error of measurement 0.2% to 10.0%). A progressive improvement in skill was observed with increases in playing level, while training-induced improvements were present in all skill tasks.Conclusions:These results demonstrate that skill-based testing offers a reliable method of quantifying development and progress in junior volleyball players. In addition, the skill-testing battery was useful in successfully discriminating playing ability among junior volleyball players of varying levels, and it was sensitive to changes in skill with training. These fi ndings demonstrate that skill-based testing is useful for monitoring the development of junior volleyball players.
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Novak, Andrew R., Kyle JM Bennett, Matthew A. Pluss, and Job Fransen. "Performance analysis in esports: modelling performance at the 2018 League of Legends World Championship." International Journal of Sports Science & Coaching 15, no. 5-6 (June 19, 2020): 809–17. http://dx.doi.org/10.1177/1747954120932853.
Повний текст джерелаАнотація:
Performance analysis is a well-established discipline in sports science, supported by decades of research. Comparatively, performance analysis in electronic sports (esports) is limited. Therefore, there is an opportunity to accelerate performance outcomes in esports by applying methods grounded in sports science. This study adopted a coach-centred approach to model performance at the 2018 League of Legends World Championship. Three expert coaches rated the proposed relationship between 43 variables and match outcomes in professional League of Legends competition using a Likert scale (1–10). The Likert scale was anchored with ‘no relationship’ at 1 and ‘very strong relationship’ at 10. The coaches’ median ratings were calculated for each variable. Variables with a median score ≥6 were retained for analyses. A total of 14 variables were collected from the 2018 League of Legends World Championship (n = 119) matches via video annotations and match histories. Generalized Linear Mixed Effects Models with binomial logit link function were implemented with respect to the Blue Side winning or losing the match, and individual teams were specified as random effects. Variables were screened for multicollinearity before using a step-up approach. The best model of performance included Tower Percentage (p = 0.006) and Number of Inhibitors (p = 0.029). This model achieved classification accuracy of 95.8%. While Tower Percentage and Number of Inhibitors contributed to winning or losing, further research is required to determine effective strategies to improve these variables, to understand the relevance of these variables across the complete time-series of the match, and to determine whether performance indicators remain stable across game updates.
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Gale, Tim M., Jan Woodward, Glynis Meredith-Windle, Thanusha Balakumar, Brian Littlechild, and Chris J. Hawley. "Whole Life: a feasibility study of a recovery-focussed intervention in patients with stabilised schizophrenia." NIHR Open Research 1 (June 29, 2021): 9. http://dx.doi.org/10.3310/nihropenres.13220.1.
Повний текст джерелаАнотація:
Background: The Recovery Approach is about supporting people to live the best life they possibly can. This paper reports on a 2008-11 study of a recovery-focussed, one-to-one coaching programme called Whole Life (WL) in a group of people with stabilised schizophrenia. WL comprises 15 modules, each addressing an aspect of life that may pose challenges for someone with mental illness. It involves regular meetings with a coach, additional homework activities and lasts approximately one-year. This level of commitment requires participants to be motivated and enthusiastic. Methods: This was a non-randomised feasibility study, designed to assess acceptability and potential benefits of WL. The WL group was compared to another group of people with the same diagnosis, who received their usual treatment. This was not a strict control group. The primary outcome measure was the Social Adaptation Self-Assessment Scale. Results: Of those recruited to the WL group, 33/44 (75%) completed the full programme. WL participants showed an 11-point increase in mean SASS between baseline and Week 60. Subjective ratings showed benefits of WL at 3 and 6 months after the intervention had ceased, with most saying they felt better and none saying that they felt worse. The comparison group was more ill than the WL group at baseline and showed some improvement over the course of the study, albeit at a lower level than the WL group. However, controlling for baseline group differences meant that none of the outcome measures could reliably distinguish between WL and comparison groups. Conclusions: The study showed that WL is an acceptable and helpful intervention for motivated and enthusiastic individuals. It may have wider applicability for people with a less serious and chronic mental illness, although we do not know how it compares to other interventions. We discuss some methodological limitations of the study.
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Gale, Tim M., Jan Woodward, Glynis Meredith-Windle, Thanusha Balakumar, Brian Littlechild, and Chris J. Hawley. "Whole Life: a feasibility study of a recovery-focussed intervention in patients with stabilised schizophrenia." NIHR Open Research 1 (February 14, 2022): 9. http://dx.doi.org/10.3310/nihropenres.13220.2.
Повний текст джерелаАнотація:
Background: The Recovery Approach is about supporting people to live the best life they possibly can. This paper reports on a 2008-11 study of a recovery-focussed, one-to-one coaching programme called Whole Life (WL) in a group of people with stabilised schizophrenia. WL comprises 15 modules, each addressing an aspect of life that may pose challenges for someone with mental illness. It involves regular meetings with a coach, additional homework activities and lasts approximately one-year. This level of commitment requires participants to be motivated and enthusiastic. Methods: This was a non-randomised feasibility study, designed to assess acceptability and potential benefits of WL. The WL group was compared to another group of people with the same diagnosis, who received their usual treatment. This was not a strict control group. The primary outcome measure was the Social Adaptation Self-Assessment Scale. Results: Of those recruited to the WL group, 33/44 (75%) completed the full programme. WL participants showed an 11-point increase in mean SASS between baseline and Week 60. Subjective ratings showed benefits of WL at 3 and 6 months after the intervention had ceased, with most saying they felt better and none saying that they felt worse. The comparison group was more ill than the WL group at baseline and showed some improvement over the course of the study, albeit at a lower level than the WL group. However, controlling for baseline group differences meant that none of the outcome measures could reliably distinguish between WL and comparison groups. Conclusions: The study showed that WL is an acceptable and helpful intervention for motivated and enthusiastic individuals. It may have wider applicability for people with a less serious and chronic mental illness, although we do not know how it compares to other interventions. We discuss some methodological limitations of the study.
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Kania, Michelle L., Barbara B. Meyer, and Kyle T. Ebersole. "Personal and Environmental Characteristics Predicting Burnout Among Certified Athletic Trainers at National Collegiate Athletic Association Institutions." Journal of Athletic Training 44, no. 1 (January 1, 2009): 58–66. http://dx.doi.org/10.4085/1062-6050-44.1.58.
Повний текст джерелаАнотація:
Abstract Context: Recent research in the health care professions has shown that specific personal and environmental characteristics can predict burnout, which is a negative coping strategy related to stressful situations. Burnout has been shown to result in physiologic (eg, headaches, difficulty sleeping, poor appetite), psychological (eg, increased negative self-talk, depression, difficulty in interpersonal relationships), and behavioral (eg, diminished care, increased absenteeism, attrition) symptoms. Objective: To examine the relationship between selected personal and environmental characteristics and burnout among certified athletic trainers (ATs). Design: Cross-sectional survey. Setting: A demographic survey that was designed for this study and the Maslach Burnout Inventory–Human Services Survey. Patients or Other Participants: A total of 206 ATs employed at National Collegiate Athletic Association (NCAA) institutions as clinical ATs volunteered. Main Outcome Measure(s): We assessed personal and environmental characteristics of ATs with the demographic survey and measured burnout using the Maslach Burnout Inventory–Human Services Survey. Multiple regression analyses were performed to examine relationships between specific personal and environmental characteristics and each of the 3 subscales of burnout (emotional exhaustion, depersonalization, personal accomplishment). Results: Most ATs we surveyed experienced low to average levels of burnout. Personal characteristics predicted 45.5% of the variance in emotional exhaustion (P < .001), 21.5% of the variance in depersonalization (P < .001), and 24.8% of the variance in personal accomplishment (P < .001). Environmental characteristics predicted 16.7% of the variance in emotional exhaustion (P = .005), 14.4% of the variance in depersonalization (P = .024), and 10.4% of the variance in personal accomplishment (P = .209). Stress level and coaches' pressure to medically clear athletes predicted ratings on all 3 subscales of burnout. Conclusions: Our findings were similar to those of other studies of burnout among NCAA Division I ATs, coaches, and coach-teachers. The results also support the Cognitive-Affective Model of Athletic Burnout proposed by Smith. Finally, these results indicate new areas of concentration for burnout research and professional practice.
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Hensler, Ida, Josefin Sveen, Martin Cernvall, and Filip K. Arnberg. "Efficacy, Benefits, and Harms of a Self-management App in a Swedish Trauma-Exposed Community Sample (PTSD Coach): Randomized Controlled Trial." Journal of Medical Internet Research 24, no. 3 (March 30, 2022): e31419. http://dx.doi.org/10.2196/31419.
Повний текст джерелаАнотація:
Background Self-guided interventions may complement and overcome obstacles to in-person treatment options. The efficacy of app interventions targeting posttraumatic stress disorder (PTSD) is unclear, and results from previous studies on PTSD Coach—an app for managing trauma-related distress—are inconsistent. Objective This study investigates whether access to the Swedish version of the PTSD Coach affects posttraumatic stress, depressive, and somatic symptoms. In addition, we aim to assess the perceived helpfulness, satisfaction, negative effects, response, and remission related to PTSD Coach. Methods Adults who had experienced potentially traumatic events in the past 2 years were randomized (1:1) to have access to PTSD Coach (n=89) or be on the waitlist (n=90). We assessed clinical characteristics at baseline (semistructured interviews and self-rating scales) and after 3 months (self-rating scales). We analyzed the data in R software using linear mixed effects models, chi-square tests, and Fisher exact test. Results Intention-to-treat analyses indicated that access to PTSD Coach decreased posttraumatic stress and depressive symptoms but not somatic symptoms. More participants who had access to PTSD Coach responded with clinically significant improvement and fewer instances of probable PTSD after 3 months compared with waitlist controls. Overall, participants found that PTSD Coach was slightly to moderately helpful and moderately satisfactory. Half of the intervention group (36/71, 51%) reported at least one negative reaction related to using PTSD Coach (eg, disappointment with the app or its results, arousal of stress, or distressing memories). Conclusions Using PTSD Coach may trigger symptoms among a few users; however, most of them perceived PTSD Coach as helpful and satisfactory. This study showed that having access to PTSD Coach helped improve psychological trauma-related symptoms. In addition, we have discussed implications for future research and clinical practice. Trial Registration ClinicalTrials.gov NCT04094922; https://clinicaltrials.gov/ct2/show/NCT04094922
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Thorpe, Joanne, and Pamela Medford. "An Inventory for Measuring Player-Coach Interaction." Perceptual and Motor Skills 63, no. 1 (August 1986): 267–70. http://dx.doi.org/10.2466/pms.1986.63.1.267.
Повний текст джерелаАнотація:
To develop the Medford Player-Coach Interaction Inventory for assessing positive interaction between players and coaches 23 adjectives of 81 were selected. Subjects were members of 9 women's teams and their coaches. To assess reliability subjects were 5 women's teams and their coaches. Data were collected through 3 forms of the inventory—player's form, coach's form, and validity form. Significant correlations were obtained among the adjectives, with few exceptions. Coefficients for the total score between Day 1 and Day 2 indicated stable scores ( r = .87). Validity was studied by subjects rating each adjective on a 5-point scale as to its predictive value; each adjective received a rating above the mean of 3.0 on a 5-point scale.
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Zuber, Claudia, and Achim Conzelmann. "Achievement-Motivated Behavior in Individual Sports (AMBIS-I)—Coach Rating Scale." German Journal of Exercise and Sport Research 49, no. 4 (June 27, 2019): 410–23. http://dx.doi.org/10.1007/s12662-019-00600-6.
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