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Fit for America : Major John L. Griffith and the quest for athletics and fitness
\"Fit for America is about the career of Major John L Griffith in relation to his involvement as a key figure in the promotion and organization of intercollegiate athletics over the first half of the twentieth century\"-- Provided by publisher.
Book
From The Ground Up: Expert Perceptions of Lower Limb Activity Monitoring in Tennis
Understanding on-court movement in tennis allows for enhanced preparation strategies to improve player readiness and performance. Here, we explore expert physical preparation coaches’ perceptions of elite training strategies for preparation and performance in tennis, with special reference to lower limb activity. Thirteen world renowned tennis strength and conditioning coaches were interviewed in a semi-structured method that explored four key topic areas of physical preparation for tennis: i) the physical demands; ii) load monitoring practice; iii) the direction of ground reaction forces application during match-play; and iv) the application of strength and conditioning for tennis. Three higher-order themes emerged from these discussions: i) off-court training for tennis should be specific to the demands of the sport, ii) the mechanical understanding of tennis lags our physiological approach, and iii) our understanding of the lower limb’s contribution to tennis performance is limited. These findings provide valuable insights into the importance of improving our knowledge relevant to the mechanical demands of tennis movement, whilst highlighting important practical considerations from leading tennis conditioning experts.
Journal Article
Examining Coaches' Instructional Behavior in Response to Challenge and Threat Feedback
Coaches' experiences of stress are influenced by their perceptions of personal resources to meet situational demands. This study examined the impact of challenge and threat feedback on coaches' instructional behaviors using an experimental manipulation and behavior analysis. We used a single-case experimental design consistent with the principles of applied behavior analysis and conducted follow-up interviews. The Arizona State University Observation Instrument (ASUOI; Lacy & Darst, 1989) was employed to systematically observe coaches' instructional behaviors pre- and post- manipulation, which was delivered by random assignment of challenge or threat feedback to 10 novice coaches. A total of 1,084 instructional behaviors were recorded across both conditions. In the challenge condition, two coaches exhibited relatively large increases in instructional behavior, while three coaches showed small decreases. Coaches in the threat condition demonstrated greater within condition variance as two coaches showed relatively large increases in instructional behavior, two coaches showed large decreases, and one coach showed minimal change. Interview data highlighted the mediating roles of coaches' emotional responses, resource perceptions, and goal orientation in the challenge and threat appraisal process. Implications for practice include the use of reflection to promote coaches' resource perceptions and facilitate adaptive responses to stress.
Journal Article
A Comparison of Parents' Perceptions of Coaching Behaviors in Contact and Non-Contact Sports: A Latent Means Test
Parents have outcome expectations for the investments they make to organized youth sport program participation. Youth sports coaches are widely recognized as having a large influence on the skill, physical, and psychosocial development of their athletes. This study introduces a modified version of the Sportsmanship Coaching Behaviors Scale (SCBS) designed specifically to assess parents' perception of the coaches' behaviors (SCBS-P). Using Confirmatory Factor Analysis and structural invariance techniques we evaluated the model fit of the modified version of the SCBS across different sport contact levels. Parents (N = 303) of youth sport athletes (volleyball n=139, basketball n=164) completed a questionnaire prior to the end-of-season tournament. Results show that the modified version of the SCBS is a valid instrument for assessing parents' perception of sportsmanship coaching behaviors. The results of the latent mean analysis found that parents of youth participating in a contact sport (basketball) reported a higher average on three of the five sportsmanship coaching behaviors. The findings extend the generalizability of the SCBS, as this modified version is structurally valid for assessing parents' perception of coaching sportsmanship behaviors and finds expected differences in the frequency of sportsmanship coaching behavior when comparing a non-contact sport to a contact sport.
Journal Article
An Exploratory Study of the Use of Values by Coaches in the Czech Republic
Without deliberate reflection on and implementation of values in the coaching process, coaches are unlikely to emphasize moral values and may miss opportunities for their instrumental use. Therefore, the purpose of this study was to explore the values which coaches desired to be guided by in their coaching practice, and the values which they hoped to develop in the athletes entrusted to their care. Participants were 571 coaches from seven sports in the Czech Republic who were asked to complete a survey containing open and closed responses concerning coaching values. Specifically, they were asked to identify the values that guided their coaching and the values they sought to develop on their teams. Results indicated that values of Hard Work and Respect for Others were the most important, regardless of gender, age coached, experience, licensing, or level coached. We suggest that Eastern coaches, who are largely still heavily influenced by the coaching methodology of the former Soviet Bloc, would benefit from the intentional implementation of instrumental development values that align with the developmental needs of the athletes they coach.
Journal Article
Pressure, Stress, and Coping: Exploring the Professional Demands of NCAA Division I Coaching
Research suggests that the position of a collegiate sport coach is a performance position. It has been documented that an immense amount of stress comes with coaching, and common stressors reported relate to team performance and work-life balance, however a gap in the literature exists in understanding the factors that cause stress when considering coaching as a high-stress profession. This study aimed to understand the job-related stressors experienced by NCAA Division I head and assistant coaches. Twenty-two participants, including 12 head and 10 assistant coaches at three mid-major NCAA Division I universities, participated in semi-structured interviews. Four main themes emerged: coaching responsibilities, performance expectations, uncontrollable situations in and out of competition, and coping strategies. Sources of stress reported by the majority of coaches related to feeling pressed for time and maintaining work-life balance, providing leadership and motivation to athletes, and producing successful outcomes of competitive seasons to maintain job security. Coping strategies were identified as methods to improve psychological and physical health as well as spending time with loved ones. This information may be used to develop psychological skills interventions to reduce the amount of stress experienced by both head and assistant coaches at the Division I collegiate level. Keywords: coaching; stress; coping strategies; collegiate athletics; NCAA Division I
Journal Article
Professional Challenges of LGBTQIA+ Athletic Trainers
Context:There are many professional challenges associated with being a member of the lesbian(L), gay(G), bisexual(B), transgender(T), queer(Q), Intersex (I), asexual(A) and others (+) (LGBTQIA+) community in healthcare and athletics. Previous research has explored perceptions of LGBTQIA+ athletes, coaches, nursing, and physicians; however, there is a paucity of research examining the challenges of LGBTQIA+ community members as athletic trainers (ATs) within the profession.Objective:The purpose of this study was to explore challenges of LGBTQIA+ athletic trainers specifically related to the profession of athletic training.Design:Qualitative studySetting:Individual phone or virtual interviews.Patients or Other Participants:Thirty ATs identifying as LGBTQIA+ (aged 32±11 years).Data Collection and Analysis: Participants were interviewed following a semi-structured interview guide. Data were analyzed through phenomenological reduction. Trustworthiness was established via member checking, peer review, and multi-analyst triangulation.Results:Three themes emerged: 1) the job search, 2) acceptance athletic training, and 3), neutrality from other ATs. When looking for jobs, there are considerations cisgender and heterosexual ATs may not consider, such as inclusive policies, spouse healthcare, or even if they were overlooked for a job due to sexual orientation or identity. LGBTQIA+ athletic trainers seek acceptance, support, and a true sense of belonging in the profession, regardless of their personal identities. Potentially one of the largest challenges is neutrality from other ATs, in which ATs are not openly hostile or discriminatory, but they are also not doing anything to provide support to or advocate for LGBTQA+ ATs.Conclusions:Participants identified challenges associated with being an AT and LGBTQIA+. As LGBTQIA+ ATs enter the job market, they should actively search for organizations that have inclusive, nondiscrimination policies. Organizations should ensure they display and follow inclusive policies. Education for all ATs on acceptance, working with LGBTQIA+ patients and colleagues, and creating safe spaces are needed.
Journal Article
Do Goal Orientations and Coaching Efficacy Contribute to the Likelihood of Coaches' Transformational Leadership?
In an effort to improve youth sport experiences, many studies have investigated the influence of various coaching styles. A growing body of sport research links transformational leadership (TL) to positive outcomes (Stenling & Tafvelin, 2014; Vella, Oades & Crowe, 2013). Yet, little effort has been made to examine factors that influence sports coaches 'proclivities to adopt TL behaviors. According to Horn's (2008) model of coaching effectiveness, coaches 'beliefs, values, and goals are antecedents to coaching behaviors. In this study, TL was situated as a coaching behavior informed by two salient antecedent factors: motivational goal orientations (GO) and coaching efficacy (CE). Youth basketball coaches (males = 102, females = 20) completed an online survey measuring TL, GO, and CE. Structural equation modeling (SEM) was employed to examine the relationships between coaches ' GO, CE, and TL. Results yielded an acceptable fit of the proposed model. CE was strongly associated with the presence of TL behaviors, but coaches' GO were not related to TL behaviors. Findings suggest that the more coaches believe in their ability to affect the learning and performance of their athletes the more TL behaviors they will engage in. Thus, coaches should formulate strategies to assist in developing CE.
Journal Article
Quality coaching counts
Scholastic sport is a double-edged sword that can have positive or negative effects. Whether those effects are positive or negative depends on those who wield that sword — chiefly, the school’s sports coach. While it is clear that coaches make a difference in ensuring that educational athletics lead to beneficial outcomes for student-athletes, a key question is what does good coaching involve? Luckily, researchers have been studying coaching effectiveness for some time and have discovered a number of important principles. Effective coaches have well thought-out coaching philosophies that align with educational athletic and school goals; share decision making with their athletes and provide rationale for their coaching actions; build strong coach-athlete relationships; create caring and supportive emotional climates; and are knowledgeable and good teachers.
Journal Article
Workshop Effects on Measures of Coaches' Cognitions Toward Integrating Relation-Inferred Self-Efficacy Communication into Practice
Athletes 'motivation can be influenced by the perceptions they develop regarding how others (e.g., coaches) view their abilities: a perception referred to as relation-inferred self-efficacy (RISE). Specific coach-athlete interactions have been shown to contribute to positive RISE perceptions, yet there have been no attempts to translate this knowledge to coaches. This study was designed to examine the effects of a coach-athlete communication intervention on alpine ski coaches 'perceptions toward integrating RISE-enhancing behaviors into their coaching practice. Forty-three coaches ([M.sub.age] = 35, SD = 14) participated in a two-phase workshop. Coaches 'cognitions were measured at baseline and following Phases 1 and 2. Measures reflecting coaches 'perceived knowledge ([F.sub.(1.42)] = 27.77, p < .01, [[eta].sup.2] = .40) and outcome expectations ([F.sub.(1.42)] = 26.98, p < .01, [[eta].sup.2] = .39) increased following Phase 1, whereas self-efficacy ([F.sub.(1.42)] = 17.79, p < .01, [[eta].sup.2] = .30) for providing RISE-relevant information changed after Phase 2. Results indicated the workshop was successful at increasing measures of coaches ' cognitions as well as the benefits of incorporating context-specific strategies to enhance self-efficacy, which may lead them to implement RISE-relevant behaviors during future coach-athlete interactions. Practical implications for conducting such workshops in coach education programs are discussed.
Journal Article