Outstanding High School Coaches

Miller, Glenn A.; Lutz, Rafer; Fredenburg, Karen

doi:10.1080/07303084.2012.10598724

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Similarly, Miller, Lutz, and Fredenburg (2012), in their study of wellrespected youth sport coaches, found that perhaps one of the singlebest strategies for minimizing coach-parent conflict was to "com municate and be available to communicate" (p. 26). The researchers presented communication strate gies focused on establishing consistency, respect, honesty, fairness, and equally clear expectations for parents and their child athletes.…”

Section: Communicating With Parentsmentioning

confidence: 99%

Strategies and communication skills in sports coaching.

Cherubini

2019

APA Handbook of Sport and Exercise Psychology, Volume 1: Sport Psychology (Vol. 1).

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Additional research has further recognized differences in communication styles between male and female coaches and the sub sequent expectations of their athletes. For instance, male coaches use more punishment toward their athletes than female coaches do. In addition, there are differences in how male and female athletes react to these different communication styles. In particu lar, male players are more likely to be punished by using guilt messages than are female athletes.Within the context of enhancing the effective ness of sports coaching, Lee, Chelladurai, and Kim (2015) presented a model on emotional labor in coaching. Within the model, external elements of the environment (e.g., sporting culture, popularity of the sport, media influence) interact with internal elements (e.g., type of sport, level of competition, gender of the team/coach) to influence coaching emotions and thus, from a holistic perspective, the communication process. Examples of individual differences and emotions in communication styles among sports coaches abound. Some coaches are much more boisterous in their communication habits (e.g., former New York Jets and Buffalo Bills head coach Rex Ryan), whereas others are much more laid back and low key (e.g., New York Jets head coach Todd Bowles; Bondy, 2016;Shpigel, 2015). From an athlete perspective, twotime Super Bowl-winning quarterback Eli Manning is known for a similar laidback communication approach (Branch, 2007), whereas Drew Brees, also a Super Bowl winner, infamously leads pregame chants that can be called anything but laid back (Battista, 2009).Generational differences also must be accounted for with regard to differences among coaches in the communication process. For example, a middleaged coach (with an autocratic "I'm in charge" approach) instructing a teenage athlete (who perhaps has a more collaborative preference) presents another dynamic set of challenges to the coach-athlete relationship. Furthermore, and in acknowledgment of individual differences within this dynamic socialecological view, not all athletes prefer harmonious communication all of the time. Sagar and Jowett (2012) noted that,

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Section: Communicating With Parentsmentioning

confidence: 99%

Strategies and communication skills in sports coaching.

Cherubini

2019

APA Handbook of Sport and Exercise Psychology, Volume 1: Sport Psychology (Vol. 1).

View full text Add to dashboard Cite

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“…Many empirical studies have noted humanistic tenants when reporting on the characteristics of highly successful, elite or professional coaches' coaching philosophy and leadership styles. These include supporting athlete holistic (i.e., on-and off-field life skill) development (Bennie & O'Connor, 2010;Karpel, 2006;Schreiner, 2013), emphasizing a process-oriented method of learning and improvement as opposed to a win-at-all-costs attitude (Bennie & O'Connor, 2010;Hartman, 2015;Karpel, 2006;Schreiner, 2013), stressing strong coach/athlete relationships and communication (Miller, Lutz, & Fredenberg, 2012;Schreiner, 2013;Welsh, 2010), striving for athlete empowerment via decisionmaking opportunities (Welsh, 2010), demonstrating care for individual athletes (Hartman, 2015), and striving for continual coach self-improvement through lifelong learning (Schreiner, 2013). However, much of this past research on coaching philosophies has relied on self-report data collection techniques such as coach interviews or variations of the Leadership Scale for Sport (LSS: Chelladurai & Selah, 1980), which assesses autocratic and democratic (i.e., a characteristic of humanism) coach behavior.…”

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confidence: 99%

To What Extent Is a Highly Successful Men’s NCAA Division II Cross Country Coach Humanistic? A Case Study

Jenny

2017

Journal of Intercollegiate Sport

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The purpose of this case study was to investigate the coaching philosophy of a highly successful men's United States National Collegiate Athletic Association (NCAA) division II cross country coach and determine to what extent his stated philosophy and actual coaching methods were humanistic. For the past 13 seasons, the participant coach's men's cross country team has finished either first or second at the NCAA division II national championships. In-depth semistructured qualitative interviews of the participant coach and three of his athletes were conducted in addition to eight overt naturalistic training session observations. All data were triangulated to generate themes to determine if the stated coaching philosophy and actual methods were congruent with the humanistic philosophy. The findings indicated that the coach was for the most part humanistic in regards to individualization, but was not humanistic in relation to open communication and collaborative decision-making with athletes, or a process-orientated definition of success. Implications of these findings include what may be the most effective coaching philosophy for men's NCAA division II cross country running through examining a highly successful coach in the discipline.

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Coaching efficacy, moral disengagement, and responses to hostile aggression among high school coaches

Johnson

Vargas

Watson

et al. 2018

International Journal of Sports Science & Coaching

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This mixed-methods study examined the association between high school sport coaches’ moral disengagement and their perceived coaching efficacy, and began to explore coaches’ justifications of and consequences for the hostile aggression exhibited by their athletes. High school coaches in the United States ( N = 449) completed online surveys that included the Moral Disengagement in Sport Scale, Coaching Efficacy Scale II-High School Teams, and questions regarding their beliefs about and responses to athlete’s hostile aggressive behaviors. Hierarchical regression analyses were conducted to determine the association between coaches’ moral disengagement and their perceived coaching efficacy, and multiple analysis of variance explored differences in moral disengagement and coaching efficacy based on coaches’ justifications for athletes’ hostile aggression. Qualitative analyses involved coding coaches’ responses to questions of when they believed hostile aggression displayed by athletes was justified, and their typical responses to athletes’ hostile aggression. Results suggested that coaches’ moral disengagement was a negative predictor of their total perceived coaching efficacy, as well as specific aspects of their perceived coaching efficacy. Further, a majority of coaches indicated that hostile aggression was never acceptable or justified. Based on these results, differences in moral disengagement were found between coaches who did and did not justify athlete hostile aggression. The most common consequences for hostile aggression involved reduced playing time and additional physical conditioning. The current findings highlight the significance of coaches’ moral disengagement as it relates to their coaching, supporting a need for greater coaching education around coaching philosophies and approaches to disciplining athletes.

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Outstanding High School Coaches

Cited by 4 publications

References 2 publications

Strategies and communication skills in sports coaching.

Strategies and communication skills in sports coaching.

To What Extent Is a Highly Successful Men’s NCAA Division II Cross Country Coach Humanistic? A Case Study

Coaching efficacy, moral disengagement, and responses to hostile aggression among high school coaches

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