It's Not What They Do, It's How They Do It: Athlete Experiences of Great Coaching

Becker, A.

doi:10.1260/1747-9541.4.1.93

Cited by 190 publications

(192 citation statements)

References 32 publications

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“…Because it is reported that elite-level athletes perceive coaching behaviors and preparation as a primary source of confidence (Hays, Maynard, Thomas, & Bawden, 2007), the coach-athlete-psychologist relationship is clearly a vital component to succeeding during times of development that require a significant mental component. Responsibility and trust transferred to athletes can be empowering when they know that there is a high level of support (Becker, 2009). In short, the athlete-coach-psychologist relationship is transformative and not entirely top-down.…”

Section: Aim 2: Ensure Athlete Intention To Changementioning

confidence: 99%

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

Carson¹,

Collins²

2016

Journal of Applied Sport Psychology

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There is increasing evidence for the significant contribution provided by sport psychologists within applied coaching environments. However, this rarely considers their skills/knowledge being applied when refining athletes' already learned and well-established motor skills. Therefore, this article focuses on how a sport psychologist might assist a coach and athlete to implement long-term permanent and pressure proof refinements. It highlights key contributions at each stage of the Five-A model-designed to deliver these important outcomes-providing both psychomotor and psychosocial input to the support delivery. By employing these recommendations, sport psychologists can make multiple positive contributions to completion of this challenging task.

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Section: Aim 2: Ensure Athlete Intention To Changementioning

confidence: 99%

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

Carson¹,

Collins²

2016

Journal of Applied Sport Psychology

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“…Within this, the coach holds significant accountability for athlete physical and cognitive participation and development, tactics, techniques and results (Becker, 2009). It is because of this that it has been claimed that coaching should be viewed as an educational endeavour, but this in turn dependent upon the relationship between a coach and their athlete(s) (Jones, 2006a).…”

Section: Introductionmentioning

confidence: 99%

“…For example, such findings have been utilised to define great coaching (e.g. Becker, 2009), coaching efficacy (e.g. Kavussanu, Boardley, Jutkiewicz, Vincent, & Ring, 2008;Myers, Feltz, Maier, Wolfe, & Reckase, 2006), coaching competency (e.g.…”

Section: Introductionmentioning

confidence: 99%

The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

Norman

2015

International Sport Coaching Journal

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Within the research literature there is little work that has examined how coaches (and coaching) can positively influence female athletes' continued participation and development in performance sport. With this in mind, utilising a grounded theory approach, this study focused on what are the coaching preferences of female athletes within the elite coachathlete dyad. Through interviews with 27 current high performance female athletes, four major coaching needs were found. These were: to be supported as person as well a performer, coaching to be a joint endeavour, the need for positive communication and finally, recognition of the salience of gender within the coach-athlete dyad. The findings provide evidence that the relational expertise of coaches is at the forefront of these women's coaching needs. This study also demonstrates that for the participants, the coach-athlete relationship is at the heart of improving athletic training and performance, and that gender is an important influence on this relationship. Furthermore, the research highlights the strength of using an interpretive-qualitative paradigmatic approach to athlete preferences through foregrounding the women's voices and experiences.

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“…16 Speculatively, we assume that this parenting style is grounded in the fathers' experience 17 within professional football. We maintain that this football experience has provided 18 these football fathers with a more empathic understanding of the importance of the 19 coach -player relationship (Becker, 2009) and the influence that they (as football 20 parents) could have on the dyadic coach -player relationship (Jowett & Timson-21 Katchis, 2005). However this assumption can merely be accepted as informed 22 speculation in the absence of data from these football fathers.…”

mentioning

confidence: 97%

Developmental experiences of elite female youth soccer players

Gledhill

Harwood

2014

International Journal of Sport and Exercise Psychology

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It's Not What They Do, It's How They Do It: Athlete Experiences of Great Coaching

Cited by 190 publications

References 32 publications

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

Developmental experiences of elite female youth soccer players

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