The article explains the importance for the athlete of the development of passion in sport. Action research is used to define and further clarify the importance of passion with respect to sport. Passion was found to be useful and important in helping an athlete focus and persist with the effort required to achieve excellence throughout the ups and downs of years of competition. A positive, fun, nurturing, and hardworking team environment was determined to be instrumental in stimulating and maintaining passion. On the other hand, negative attitudes and poor work ethic among teammates, inadequate coaching, poor team cohesion, and a lack of administrative support were found to inhibit the development of passion. Coaching guidelines to instill passion in sport for the athlete are provided based on a literature review as well as from action research.
Introduction: Athlete burnout is a phenomenon that has been studied in previous research and is a concern in terms of athlete’s health and well–being (Capel, Sisley, & Desertrain, 1987; Harris, 2005; Kelley, Eklund, & Ritter-Taylor, 1999; Kjormo & Halvari, 2006; Raedeke, Warren, & Granzyk, 2000). Further, it is assumed by many sport coaches that the longer an athlete competes competitively in a sport, the greater chance for athlete burnout and the potential negative health consequences they could incur. Purpose: The purpose of the current study was to determine the correlation between years of sport competition and an athlete’s level of burnout on the Maslach Burnout Inventory (MBI) subscales of Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Method: The study was limited female athletes at a Division I institution in the Southeastern United States. Participants for this study were obtained via voluntary participation. The number of female athletes who completed the survey was 99. Athletes who participated were members of the women’s basketball, cross country, golf, soccer, softball, track and field, and volleyball teams. Results: The data was analyzed using Pearson correlations. Each burnout subscale was analyzed separately with years of sport competition. Results found no significant ( p <.05) correlations between years of sport competition and EE ( p =.038), DP ( p =.029), or PA ( p =-.062). Conclusion: The current findings indicate that years of sport competition are not correlated with levels of burnout and female Division I collegiate athletes. Much prior research has also examined intensive training and effects on young athletes and concluded that there are concerns about intense training and psychological injury (Maffulli & Pintore, 1990). Therefore, based upon prior research and the results of the current study, future research should continue to study the effects of years of competition and burnout in order to truly understand its effects on athletes.
Since our editorial staff has assumed responsibilities for managing of the journal in January of 2012, we have envisioned the JCE as a 'gap' journal.That is, we have projected JCE addressing a gap in coaching education that exists between research and practice.As is the case with many disciplines, there exists a cavity between what researchers study and how that information is communicated and used by practitioners in the field.The field of coaching science and coaching education is similar to many emerging disciplines in that there is a challenge in providing practitioners with the information that researchers learn from their investigations.Several other well-established journals currently exist that have developed a reputation for publishing papers in coaching research.Therefore, in order to carve out a niche in the coaching education marketplace, the editorial board of JCE voted to change the direction of the journal so that it offered more articles that would be practical, not only for a scholarly community, but also for coaches.In May, 2012,
Sport-related concussions have recently been at the forefront of mainstream media, where the attention is now turning to the safety of our young athletes. With the recent rise of concussion lawsuits, coaches need to know concussion basics to protect their athletes and themselves. What we know about concussions has evolved, and it is critical that coaches understand these changes and how they impact the management of their teams’ injuries. In the absence of medical personnel, coaches are responsible for removing athletes from play if they have potentially sustained a concussion. Coaches must therefore understand the different mechanisms of injury, signs and symptoms, and the protocol to follow if they believe their athlete has sustained a concussion.
Coach education is the key to improved coaching. In order for coach education initiatives to be effective though, the conceptualization of those initiatives must be developed based on empirical learning theory. It is suggested that Kolb’s theory of experiential learning may be an appropriate learning theory to apply to coach education. This paper outlines how Kolb’s theory of experiential learning was used in the development of Canada’s National Coaching Certification Program coach education module entitled “Empower +: Creating Positive and Healthy Sport Experiences.” The module is summarized briefly, and Kolb’s six key tenets of experiential learning are reviewed. Applications of each tenet within the coach education module are highlighted, and recommendations are made for future evaluation and research.
Coaching is a very visible profession, to the point that a coach’s every move is scrutinized. This was clearly evident in the tragic events that transpired in 2011, involving legendary American football coach Joe Paterno at Penn State University. With this high visibility, coaches need more than ever to set good examples for those they represent. In school or college settings they represent athletes, parents, the student body, administrators, and the community. The purpose of this commentary is to reinforce a coach’s responsibility to set a good example and the responsibility of coaching educators in preparing future coaches to be good examples.
Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.
This study was designed to give coaches insight into the motivation, and self-determination of players who have different roles on the team to ultimately assist with recruiting, retention, coaching preferences, and/or leadership adjustments. The purpose of this project was to examine what motivates and drives NCAA Division III female basketball athletes to compete and continue to work hard every day without the incentive of scholarships. Specifically, we compared the motivation (both intrinsic and extrinsic) and self-determination of players in different roles: starters, substitutes, and “benchwarmers.” Female intercollegiate basketball players (N = 53) from 8 public universities participated in the study. At the end of the season, participants completed a survey addressing their motivation and self-determination in basketball. Motivation and self-determination were measured by modified versions of the Self-Regulation Questionnaire- Exercise and the Self-Determination Scale, respectively. Moreover, based on the self-reported average playing time, participants were categorized as starters (20 or more minutes), subs (6-20 minutes), or benchwarmers (0-5 minutes). The three playing status groups were then compared on various aspects of motivation and self-determination. In terms of motivation, benchwarmers tended to score higher than starters and subs on items most related to intrinsic motivation (e.g., intrinsic motivation, identified regulation). However a one-way MANOVA indicated no significant differences in motivation based on playing status, F (8, 94) = 1.13, p = .35. The means of the benchwarmers, subs, and starters were quite similar on the selfdetermination subscales of perceived choice and self-awareness. Likewise, the results of a oneway MANOVA revealed no significant differences between benchwarmers, subs, and starters in perceived choice or self-awareness, F (4, 98) = 0.58, p = .68. While no significant statistical differences were discovered, bench warmers did tend to score higher on intrinsic motivation than did their counterparts who averaged more playing time. This trend should not be overlooked simply because there were no statistically significant differences, which may be due to a small sample size. Understanding what motivates all athletes regardless of playing status is an important step to improving performance, satisfaction, and retention of Division III athletes. For instance, knowing what drives the benchwarmer is important for coaches because these players are responsible for challenging the starters in practice and preparing them for the other team. Likewise, benchwarmers also act as an important source of support during competition. Moreover, coaches should seek opportunities to enhance the intrinsic motivation of subs and starters, as participating in Division III lacks some of the major external rewards such as scholarships and other incentives that come with playing at Division I or II.
Within youth sport, there is a clear need for improved coaching education and coaching resources. Most youth sport coaches recreational leaders are generally recruited from the community based on their availability and volunteerism (McCallister, Blinde, & Kolenbrander, 2000). While these individuals often have the best interests of participants in mind, it is difficult to ask/require a volunteer to pursue specific sport training, when they are often already pressed for time. However, with the continued growth of online resources, and the convenience the internet affords, it may be a viable option to offer online coaching resources to assist volunteer coaches and recreational leaders. Therefore, the purpose of this poster presentation is to discuss and explore volunteer youth sport coaches' and recreational leaders' opinions of website resources. One hundred and sixteen volunteer coaches and recreational leaders completed an 11 item survey assessing their opinions on website resources. Coaches were from a large Southwestern city and represented multiple sports including football, soccer, volleyball, cheerleading, and basketball. Results indicated that overall, participants held positive opinions regarding websites as a resource and a means for providing needed and novel information to coaches. However, they only marginally agreed that a website was the most effective method of teaching coaches and recreation leaders. Participants suggested a preference for learning material through seminars and workshops. Future research should continue to address the feasibility and limitations of online resources for coaches. As well, as technology continues to evolve, researchers should begin to address the helpfulness of social media and smartphone apps as instructional aids and resources for coaches.
While the number of high school girls’ teams has dramatically increased since Title IX, the number of female head coaches has not. In the 10 most popular high school sports in 2011-2012, only three (volleyball, swimming and diving, and competitive spirit squads) had more than 44% female head coaches. The purpose of this study was to investigate whether females or males are coaching high school girls’ sport teams and whether female coaches are attaining head coaching positions in the most popular high school girls’ sports. Additionally, the study sought to understand better why males and females choose to become head coaches of high school girls’ sport teams and what factors might cause head high school girls’ coaches to resign from coaching. In the 21–30 age group, there were more female than male head coaches of girls’ teams, but after age 40, male head coaches vastly outnumbered female head coaches. Of the coaches with 12 or more years of experience, only 33% were females. Time away from family, player issues, inadequate compensation, and time away from other activities were the top reasons high school coaches might resign.
This study shares the best practice in teaching fiscal management in athletic programs with the compliance of the National Standards for Sport Coaches (NSSC; 2006). The objective of this presentation is to provide ideas, resources, and course activities in fiscal management of athletic programs. Topics in financial operation, purchasing and inventory distribution, fund-raising, and managing financial records, as well as different modules of fiscal management in athletic programs will be covered.
Numerous studies have shown the high level of influence interscholastic coaches' yield at their respective campuses (Cote & Fraser-Thomas, 2007; Fredericks & Eccles, 2006; Greendorfer, 2002). This influence is not confined to athletes only, but extends to a large portion of the general student body as well. Coaches, especially interscholastic coaches, can become centers of influence (COI) for physical fitness and physical activity participation throughout the entire student body. This often unsolicited influence can have dramatic effects on how non-participants view initiatives and opportunities encouraged by "their" coach. For example, coaches can personally recruit new athletes, provide mentoring, and/or encourage participation in after-school activities.
The application of sport science is crucial to athlete performance development. However, the frequent disconnection among sport scientists, coaches, and athletes often leads to miscommunication and increased potential for performance barriers. The creation of sport performance enhancement groups (SPEGs) can help with the professional integration and communication among all personnel involved in the training process. However, SPEG formation faces a number of barriers in the current coaching landscape. The application of a benefits-based programming (BBP) model may aid in the formation of an SPEG and the dissemination of education for coaches, athletes, and administrators. A field experience involving the BBP model and SPEG creation in a National Collegiate Athletic Association (NCAA) Division II school is presented with multiple model iterations
The National Association for Sport and Physical Education (NASPE) has developed National Standards for Sport Coaches (NSSC) with Standard 12 focusing on designing programs of training, conditioning, and recovery that properly utilizes exercise physiology and biomechanical principles. Recent research has shown the effectiveness of a dynamic warm-up routine over a static stretching routine. With advances in dynamic warm-ups, coaches can better prepare their athletes for physical activity. Knowing when the athlete should start and conclude his/her dynamic warm-up routine is critical to obtaining optimal performance which supports the vision of the USA Coaching Coalition by strengthening coaching as a profession. This presentation will provide coaches information to help determine the proper time frame involved in a dynamic warm-up routine to create effective Post Activation Potentiation (PAP).
Since its humble beginnings at the end of World War II, wheelchair basketball has incorporated a classification system for its players. The classification system ensures equal representation among team players and fosters positions and roles that are unique to the various levels of disability represented on a team (Goodwin et al., 2009). The increasingly competitive nature of this global game has necessitated an increasingly high level of coaching expertise. The purpose of this commentary is to take a practical look at the International Wheelchair Basketball Federation Player Classification System and the challenges it presents to a wheelchair basketball coach during the chaos of a game.
This research aimed to investigate the Jordanian school students' attitudes towards Physical Education In Jordanian School, 100 UNRWA schools were recruited from (4) education area in Jordan, 50 students with a total (500) students from 8th - 10th grade. Questionnaire was distributed to students the questionnaire with a 5-point Likert-type scale, with 20 items. Mean, SD, & (ANOVA) was utilized to determine the current status of the Attitude for the students, findings showed that the highest score was Item 2, which state that "(PE) is not only beneficial to those who are already in good body conditioning", The second highest score was Item 16, which said that " During high school years, anybody who is serious about (PE) is not foolish". The third highest score was Item 11, which the students believed that " Physical exercise is the best way to obtain a youthful looking and agile body." The fourth highest score was Item 18, in which the students did not believe that " High school would be better without (PE) activities classes." The fifth highest score was Item 5, in which the students believed that " Physical exercise provides an important relief from the stress of one's daily life." Beside of that, the overall mean score for the 20 items was 70.160+3.948 indicating that the students in this study certainly possessed positive ATPEA.According to the findings of this study the researchers recommend to improve PE experiences and promote positive ATPEA in Jordan school students: (1) Increase students number to involve in motor activities within class and free time (3) Multiple teaching strategies to be applied to meet the needs of diverse learners.
This paper introduces the concept of dynamic isometrics in training athletes to improve core/postural-related movements while potentially decreasing the occurrence of injury manifested as lower back pain (LBP). Moreover, suggested resistance-training exercises are provided to guide the sport coach. Lower back pain is a common musculoskeletal injury that can be caused by imbalances between anterior and posterior muscle groups. Traditional exercises such as sit-ups and crunches are insufficient as preventatives because very few athletic movements are performed with weighted trunk flexion. Alternatively, sport coaches could implement dynamic isometric training, which closely reflects athletic activities, supports the principle of training specificity, improves balance and strength, and might decrease the occurrence of LBP (Hamlyn, Behm, & Young, 2007).
This presentation will share the results from a study conducted on college track and field athletes at the NCAA division II level. The study compares the results of scores on the Test of Performance Strategies (TOPS) and, individual athlete's improvements in their event area according to the International Association of Athletics Federation (IAAF) scoring charts for track and field. A select group of primarily middle distance and distance runners was selected for the study. These athletes were given a baseline TOPS examination to evaluate their prior knowledge and use of mental skills in their athletic experiences. Personal best times in the athlete's primary events were recorded from the previous year. During the nine weeks of the outdoor track and field season that this study took place; athletes were introduced to a wide array of activities associated with improving their mental skills. Such activities included goal setting, imagery, relaxation, optimum level of arousal, affirmations, and the use of positive self-talk and routines. Athletes would have an organized mental skills session at least twice each of the nine weeks of the season. Athletes also had an individual meeting with the coaches to go over goal setting and the use of their mental skills to enhance their physical skills. After the outdoor season was completed the athletes took a post-examination TOPS. The scores were compared with their pretest scores as well as their improvement in personal best times in their main events on the track.
