Investigating Possible Effects from a One-Year Coach-Education Program

Moen, Frode; Olsen, Maja; Bjørkøy, John Anders

doi:10.3390/sports9010003

Cited by 6 publications

(3 citation statements)

References 51 publications

(77 reference statements)

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“…Mentoring is a crucial piece of a coach's development; therefore, allowing time to practice skills together, receive critiques from peers rather than program implementors, and engage in critical thinking with like-minded colleagues to troubleshoot common barriers is essential. 48,[71][72][73] Packaging injury-prevention information appropriately may increase its appeal to coaches. Furthermore, providing accessible and applicable injury-prevention education to youth sport coaches takes the onus off coaches to find and determine what information can be trusted.…”

Section: Discussionmentioning

confidence: 99%

Understanding Youth Sport Coaches' Perceptions of Evidence-Based Injury-Prevention Training Programs: A Systematic Literature Review

Hawkinson

Yates

Minnig

et al. 2022

Journal of Athletic Training

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Objective To systematically review and summarize the knowledge, attitudes, beliefs, and contextual perceptions of youth sport coaches toward injury-prevention training programs by using the Theoretical Domains Framework to guide the organization of results. Data Sources Systematic searches of PubMed and Google Scholar were undertaken in November 2021. Study Selection The Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was followed. Results were limited to full-text articles that were published in peer-reviewed journals and printed in English. Additional studies were added after a citation search of included studies. Studies were eligible for inclusion if researchers evaluated youth sport coaches' knowledge, beliefs, contextual perceptions, or all 3 of anterior cruciate ligament injury-prevention training programs. Data Extraction Data charting was performed by 1 author and confirmed by a separate author. Data Synthesis Of the 1194 articles identified, 19 were included in the final sample. Among articles in which researchers assessed knowledge (n = 19), coaches' awareness of the existence and components of injury-prevention training programs was inconsistent. Among articles in which researchers assessed beliefs (n = 19), many coaches had positive attitudes toward injury-prevention training programs, but few believed youth athletes are at a high risk of injury. Among articles in which researchers assessed contextual perceptions (n = 13), many coaches did not feel they had access to information about injury-prevention training programs and cited a lack of time, space, support, and other resources as barriers to implementation. Conclusions Our findings support the need for programs, protocols, and policies to enhance knowledge of and support for youth sport coaches who wish to implement injury-prevention training programs. A gap exists in the research about addressing the needs of youth sport coaches in the United States high school sports setting. The use of multilevel implementation science frameworks (such as the Theoretical Domains Framework) will be beneficial for identifying constructs that affect implementation and developing train-the-trainer programming to meet the needs of individual youth sport coaches.

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Section: Discussionmentioning

confidence: 99%

Understanding Youth Sport Coaches' Perceptions of Evidence-Based Injury-Prevention Training Programs: A Systematic Literature Review

Hawkinson

Yates

Minnig

et al. 2022

Journal of Athletic Training

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“…As portrayed in the recent systematic review of Jones et al [15], the studies focusing on CDs have investigated who CDs are, what they do, and how they do it. However, such investigations have been conducted inside formal coach education programs designed to train novice coaches, such as those in [16][17][18]. Currently, a theoretical step forward should be taken through in-depth investigations on how the head coaches, within an authentic practical context, could work as CDs inside their staff and how such pedagogical intervention could impact the professional development of their peers.…”

Section: Introductionmentioning

confidence: 99%

The Head Coach as a Coach Developer: A Coach Education Case Study inside a World Champion Futsal Team

Ramos,

Valério,

Mesquita

2023

Education Sciences

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As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it enables an in-depth investigation of the complexity and uniqueness of this particular technical staff in educational context. Participants included four experienced coaches, one HC and three ACs. Data was gathered through semi-structured interview method and analyzed by thematic analysis. Findings highlighted an intentional structuration of sequence and timings of the pedagogical tasks and activities assigned by the HC to ACs. Evidence emphasized the (i) vision of mistakes as learning opportunities, (ii) fostering commitment of ACs to enhance team performance, and (iii) space to plan and lead in practical contexts as the main strategies adopted by the HC, who also considered reflective skills as a paramount competency and pedagogical strategy in coach education. From ACs’ perspective, these strategies largely impacted their personal and professional growth. Findings could guide the re-design of future coach education programs.

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“…Research on the coach-athlete relationship has traditionally focused solely on the athletes’ perceptions of relational qualities [ 23 , 24 ], or solely on the coaches’ perceptions [ 25 , 26 ]. However, recent relationship research has underlined the need for a dyadic, rather than individual, level of analysis.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Mentor Program for Coaches on the Coach-Athlete Relationship

Haugan

Moen

Østerås

et al. 2021

Sports

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The present study was designed to explore the effects of a one-year coach education program on coaches’ perceptions of their communication skills and co-orientation of their coach-athlete relationships. The study was designed with an experimental group and a control group. The experiment group consisted of 66 coaches (and 295 athletes) who received formal mentoring and the control group consisted of 41 coaches (and 148 athletes) who did not receive any mentoring. Data were analysed using structural equation modelling with autoregressive cross-lagged analysis. Results from the self-reported questionnaire at pre-test and post-test showed that the reciprocity of the coach-athlete relationships was not statistically significant. However, coaches’ experience of change in attention skills from the pre-test to the post-test positively predicted changes in their own perception of the coach-athlete relationship, whereas this association was not significant in the athletes’ perceptions. Moreover, the coach education programme increased coaches’ perception of their relational bonds with their athletes, but this increase did not correspond with an increase in athletes’ perception of the relational bonds with their coach. Practical implications and suggestions for further research are discussed in light of these findings.

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Investigating Possible Effects from a One-Year Coach-Education Program

Cited by 6 publications

References 51 publications

Understanding Youth Sport Coaches' Perceptions of Evidence-Based Injury-Prevention Training Programs: A Systematic Literature Review

Understanding Youth Sport Coaches' Perceptions of Evidence-Based Injury-Prevention Training Programs: A Systematic Literature Review

The Head Coach as a Coach Developer: A Coach Education Case Study inside a World Champion Futsal Team

Effects of a Mentor Program for Coaches on the Coach-Athlete Relationship

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