Considerations for Effective Coaching in Strength and Conditioning

Collins, Dave; Moody, Jeremy; Downes, Paul

doi:10.4324/9780429330988-2

Cited by 3 publications

(3 citation statements)

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“…6 A key aspect of coaching that is often overlooked is the coaches' ability to develop and maintain functional relationships with athletes' and fellow coaches, and how these skills can be incorporated into the coaching process. 7,8 It has been suggested that a primary contributing factor to this lack of development is the conventional approach of coach education, which usually focuses on the content of What to coach without necessarily providing the practitioner with appropriate tools regarding How to coach. 9,10 A comprehensive meta-analysis of 285 different coach development frameworks and programmes revealed the majority (>200) focused their primary content on upskilling the participants sports-specific knowledge, as opposed to providing them with the interpersonal/intrapersonal tools (<25) needed to deliver said content in their nuanced coaching environments.…”

Section: Introductionmentioning

confidence: 99%

“…6 A key aspect of coaching that is often overlooked is the coaches’ ability to develop and maintain functional relationships with athletes’ and fellow coaches, and how these skills can be incorporated into the coaching process. 7,8 It has been suggested that a primary contributing factor to this lack of development is the conventional approach of coach education, which usually focuses on the content of What to coach without necessarily providing the practitioner with appropriate tools regarding How to coach. 9,10…”

Section: Introductionmentioning

confidence: 99%

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How to coach: A review of theoretical approaches for the development of a novel coach education framework

Smith

Burns

O’Neill

et al. 2022

International Journal of Sports Science & Coaching

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Coaching behaviours often derive from sporting traditions, instinct and previous experiences. Practitioners tend to follow traditional, inherited methods rather than adopt new evidence-based approaches associated with athlete development. This article reviews literature relating to theoretical constructs of a novel coach education framework (CEF) developed by the Irish Rugby Football Union. The three constructs included are: self-determination theory (SDT), explicit learning theories (ELT) and implicit learning theories (ILT). A total of 82 publications met the inclusion criteria (SDT: n = 18, ELT: n = 28, ILT: n = 36). This review supports the efficacy of these constructs in isolation for promoting effective coaching practices and provides a justification for future implementation of the framework and its evaluation. This framework may have the potential to address a shortfall in current coach education formats, which have traditionally focused on What content should be used for athlete development as opposed to How practitioners can coach more effectively.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to coach: A review of theoretical approaches for the development of a novel coach education framework

Smith

Burns

O’Neill

et al. 2022

International Journal of Sports Science & Coaching

View full text Add to dashboard Cite

show abstract

“…Without effective coaching even the most carefully planned strength and conditioning (S&C) intervention will be restricted in its effectiveness (Collins et al, 2021). This is notable, at least in part, because the impact of an intervention should extend beyond the changes achieved on the exercise program itself.…”

Section: Introductionmentioning

confidence: 99%

Developing strength and conditioning coaches: a case for cognitive apprenticeship

Downes

Collins

2022

Coaching: An International Journal of Theory, Research and Prac

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Traditionally Strength and Conditioning Coaches have been prepared for their roles through development of a strong theoretical knowledge base and demonstrating proficiency across a range of technical frameworks. Importantly, however, recent research within Strength and Conditioning (S & C) has argued for a focus on cognitive skills and processes to support the comprehensive and established bio-physical educational materials available to learners. Accordingly, an area of growing interest within S & C is how to most appropriately prepare coaches for the authentic demands of the workplace. In other professional domains, Cognitive Apprenticeship (CA) methods have been researched and adopted to enhance the effectiveness of workers.This article provides an overview of the characteristics of CA and how these pedagogical tools could be applied across different S & C learning environments. The approaches discussed, and conceptually modelled, offer a practical and feasible solution for future coach preparation methods. Such an approach would focus on developing more contextually aware and impactful coaches and improve the services provided to an organisation. Implications for Practitioners• This article highlights the principles of Cognitive Apprenticeship methods to support future design and delivery of situational learning experiences in the workplace.• Applications of Cognitive Apprenticeship methods in various learning environments are presented offering application in both face-to-face and simulated contexts.• The importance of teachers providing authentic, workplace situations to learners to develop their contextual decision making is emphasised.

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An Analysis of Desirable Attributes for Strength and Conditioning Coaches as Perceived by Male and Female Population of Collegiate Athletes

Tiberi

Moody

2020

Int. J. Phys. Educ. Fit. Sports

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The present study aimed to suggest desirable attributes and characteristics for strength and conditioning coaches as perceived by the male and female population of collegiate athletes and statistically evaluate differences of perception between genders. Participants were 99 NCAA division I student-athletes (Male=56, Female=43) aged between 18-22 years of age, with a mean of 2.98 S&C sessions per week. Participants completed an electronic questionnaire to rank the importance of 17 research-based attributes through a 5-point Likert-type-scale. Descriptive statistics revealed that overall, “knowledgeable” and “communicative” were considered the most important attributes, whereas “overall size/muscularity” and “male gender” were the least desirable. With regards to perceived importance, attributes were ranked in the following order: knowledgeable, communicative, motivator, trustworthy, give positive feedback, approachable, organised, supportive, positive, honest, confident, role model, intense, physical fitness, sense of humour, overall size/muscularity, male gender. “Male gender” as an attribute was identified as the only significant difference in perception between genders (p = .017). The observed results are consistent with previous research that highlighted how several attributes and characteristics are important for strength and conditioning coaches. Thus, these results might foster reflection and guide personal and professional development of strength and conditioning coaches.

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Considerations for Effective Coaching in Strength and Conditioning

Cited by 3 publications

References 1 publication

How to coach: A review of theoretical approaches for the development of a novel coach education framework

How to coach: A review of theoretical approaches for the development of a novel coach education framework

Developing strength and conditioning coaches: a case for cognitive apprenticeship

An Analysis of Desirable Attributes for Strength and Conditioning Coaches as Perceived by Male and Female Population of Collegiate Athletes

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