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OBJECTIVE-To determine the association between results of endoscopic evaluation of arytenoid function (AF) and epiglottic structure (ES) in Thoroughbred yearlings and racing performance at 2 to 4 years of age. DESIGN-Retrospective case series. ANIMALS-2,954 Thoroughbred yearlings. Procedures-Records of yearlings that had endoscopic evaluation of the larynx between 1998 and 2001 were obtained, and results were graded by use of standardized scales. A modified Havemeyer scale (grade I, II.1, II.2, III, or IV) was used to evaluate AF; ES was graded on a scale of 0 to IV. Records were annotated if the epiglottis was subjectively short or narrow. Racing performance data were obtained from an online database. RESULTS-Horses with grade II.2 AF had significantly less earnings at 4 years of age, compared with earnings of horses with AF grades < II.2. Grade III AF was associated with fewer starts and less earnings at 3 and 4 years of age. No horses met the criteria for grade IV AF. Horses with ES grades > II had less earnings at 2 and 4 years of age, compared with earnings of horses with ES grades < II. A short epiglottis was associated with less earnings at 2 and 3 years of age. CONCLUSIONS AND CLINICAL RELEVANCE-Analysis suggested that yearlings with grade III AF had a decrease in athletic potential. Yearlings with grade II.2 AF, an ES grade > II, or a short epiglottis typically had decreases in racing performance. These factors should be evaluated carefully when developing purchase recommendations.

The purpose of this article was to provide a substantive-methodological synergy of potential importance to future research in sport and exercise psychology. The substantive focus was to improve the measurement of coaching efficacy by developing a revised version of the coaching efficacy scale (CES) for head coaches (N = 557) of youth sport teams (CES II-YST). The methodological focus was exploratory structural equation modeling (ESEM), a methodology that integrates the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the general structural equation model (SEM). The synergy was a demonstration of how ESEM (as compared with CFA) may be used, guided by content knowledge, to develop (or confirm) a measurement model for the CES II-YST. A single-group ESEM provided evidence for close model-data fit, while a single-group CFA fit significantly worse than the single-group ESEM and provided evidence for only approximate model-data fit. A multiple-group ESEM provided evidence for partial factorial invariance by coach's gender.

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This case study was designed to examine the coaching philosophy of J Robinson, one of the most respected and successful NCAA wrestling coaches in the United States, and the founder of J Robison Intensive Wrestling Camps. Recent research has that shown that his camps foster short and long term psychological development in its youth participants (Authors, 2016). He has established a well-delineated system for developing psychological skills in young athletes. The researchers were therefore interested in understanding the link between his coaching philosophy and coaching behavior, and in identifying factors that have influenced the development of this coaching philosophy over his lifetime. Using a case study approach, in-depth interviews at several points in time with Robinson were conducted. These were supplemented with interviews with camp staff and observations of the camp and Robinson's coaching at the camp. Results revealed that Robinson had a clearly defined philosophy, is very intentional in terms of developing mental skills, and has clearly thought out rationales that guide his coaching actions.The coaching philosophy and approach to developing youth psychologically evolved over 35 years of implementing these camps and from Robinson's own life experiences. Implications for studying coach development and delivering coaching education are provided. Key Words: Coaching, Psychological Skills Training, Coaching PhilosophyRunning head: COACHING PHILOSOPHY COACHING PRACTICE LINK 3 How an Elite Coach's Philosophy Drives His Coaching to Facilitate Psychological Skills Development of Young Athletes: A Case Study of J RobinsonA coaching philosophy is defined as those beliefs, principles, and values that guide behavior and characterize one's coaching practice (Jenkins, 2010). Hardman and Jones (2013) also contend that any coaching philosophy should focus on four philosophical concepts: axiology (what a coach values), ethics (what a coach judges as moral or immoral), ontology (the meaning of coaching), and phenomenology (thoughts about the experience of being a coach). So in a practical sense, a coach's philosophy is his or her orientation or world view of coaching.The development of a sound coaching philosophy has been acknowledged as being critical to coaching success (Burton & Raedeke, 2008;Hardman & Jones, 2013; Martens, 1996) because values and beliefs help coaches set priorities and guide their coaching actions and behaviors. For example, Martens (1996) contends that the emphasis coaches place on winning, fun and development influences their coaching actions and interaction with their athletes.Furthermore, if a coach has well thought out values and beliefs he or she is going to be more consistent in his or her actions. Hardman and Jones (2013) also suggest that that taking the time to reflect and articulate ones coaching philosophy helps guide coaches ethical choices and the determination of what moral values to emphasize. For all these reasons, most coaching education programs use the development of a...

There is a paucity of sport parenting research that specifically examines the role parents play in the introductory stages of the youth sport experience, despite the fact that this is when youth involvement is at its highest. To fill this void in the literature, this study examined expert coaches' views of parent roles in 10-and-under (U10) tennis. Specifically, 14 of the most experienced and successful U10 coaches in the U.S. took part in a series of focus groups that discussed the biggest challenges facing coaches working with parents of players in this age group, effective strategies for working with parents, and best practice advice and recommendations for parents. Results revealed that coaches viewed parents as challenging when they did not understand or "buy into" the developmentally appropriate U10 tennis format, and when they were driven by the need for their child's immediate success. Coaches believed that parents should adopt a supporter/facilitator versus coaching parenting role, seek to understand child development, take a long-term perspective to tennis development, and work to enhance a positive parent-child relationship. Advice and recommendations for U10 parents included embracing the "journey" of long-term athlete development, planning tennis-related communication and feedback, and finding ways to connect with the culture of tennis. Results are discussed relative to current sport parenting research, with specific recommendations for practice provided.

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