Improving Your Aim: Effective Goal-Setting Practices for Team Sport Coaches

Strategies ◽  
2021 ◽  
Vol 34 (6) ◽  
pp. 27-33
Author(s):  
Emily North ◽  
Jason R. Gonzales ◽  
Amber M. Shipherd
Keyword(s):  
Goal Setting ◽  
Team Sport ◽  
Sport Coaches

The Authentic Coaching Model: A Grounded Theory of Coaching

2014 ◽  
Vol 1 (2) ◽  
pp. 61-74 ◽  
Author(s):  
Steven C. Barnson
Keyword(s):  
The United States ◽  
Team Sport ◽  
Process Data ◽  
Coaching Model ◽  
Coaching Process ◽  
Definition Of ◽  
Sport Coaches ◽  
Sports Coaching ◽  
School Team ◽  
Over Time

The purpose of this research was to: (a) describe the coaching process using language that is meaningful for practicing coaches; (b) explain how different coaches maneuver through the process of coaching; and (c) probe the paradoxical nature of the coaching process. Data gathered over a 6-month period with eight high school team sport coaches in the United States representing six different sport contexts, revealed three foundational paradoxes. Based on the results, coaching is best viewed as the convergence of three paradoxical forces: the paradox of authenticity, the paradox of purpose, and the pendulum paradox. The paper closes with the suggested definition of sports coaching: Coaching is the process of utilizing an intentional philosophic approach to simultaneously teach, motivate, and organize an athlete to attain higher levels of success over time.

scholarly journals Sport Experiences, Milestones, and Educational Activities Associated with High-Performance Coaches’ Development

2007 ◽  
Vol 21 (3) ◽  
pp. 302-316 ◽  
Author(s):  
Karl Erickson ◽  
Jean Côté ◽  
Jessica Fraser-Thomas
Keyword(s):  
High Performance ◽  
Team Sport ◽  
Education Programs ◽  
Educational Activities ◽  
Coaching Education ◽  
Coach Development ◽  
Leadership Opportunities ◽  
Sport Coaches

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

Coaches’ Perspectives of Intrateam Competition in High Performance Sport Teams

2016 ◽  
Vol 3 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Sebastian Harenberg ◽  
Harold A. Riemer ◽  
Erwin Karreman ◽  
Kim D. Dorsch
Keyword(s):  
High Performance ◽  
Team Sport ◽  
Head Coaches ◽  
Full Time ◽  
Constructive Process ◽  
Semistructured Interviews ◽  
Sport Teams ◽  
University Level ◽  
Playing Time ◽  
Sport Coaches

Competition is a common phenomenon and occurs frequently in sports. In high performance sports, competition takes place not only between teams (interteam competition) but also within a team (intrateam competition). In the intrateam competition, coaches might play a central role because of their power to structure competition within their teams. Yet, there is a lack of research exploring how coaches facilitate this type of competition. Consequently, the purpose of this study was to explore how university-level team sport coaches’ experience, structure and use intrateam competition. Eight full-time Canadian Interuniversity Sports head coaches participated in semistructured interviews. The participants indicated that intrateam competition involves two distinct types of competition: situational and positional competition. While situational competition occurs primarily in practices, positional competition is an ongoing, continual process in which athletes who occupy the same position compete for playing time. The coaches shared important considerations about how to carefully structure and use both types of competition constructively. The study is an original account of intrateam competition as a multifaceted, constructive process within high performance sport teams.

Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches

1990 ◽  
Vol 9 (4) ◽  
pp. 332-344 ◽  
Author(s):  
Daniel Gould ◽  
John Giannini ◽  
Vikki Krane ◽  
Ken Hodge
Keyword(s):  
Physical Education ◽  
Team Sport ◽  
Science Courses ◽  
National Team ◽  
Coaching Education ◽  
Amateur Sport ◽  
Pan American ◽  
Education Degree ◽  
Education Needs ◽  
Sport Coaches

The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.

Practicing Unstructured Play in Team Ball Sports: A Rugby Union Example

2018 ◽  
Vol 5 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Jim Mckay ◽  
Donna O’Connor
Keyword(s):  
Team Performance ◽  
High Performance ◽  
Final Section ◽  
Relevant Literature ◽  
Team Sports ◽  
Team Sport ◽  
Rugby Union ◽  
Unstructured Play ◽  
Sport Coaches

The purpose of this paper is to share a successful high performance coach’s approach to practicing unstructured aspects of team play to enhance team performance. The approach was implemented by Jim Mckay (attack coach) during the Queensland Red’s Super Rugby 2010–2013 campaigns. For team sports such as Rugby union, coaches need to assist players in developing their decision-making and execution under unpredictable and chaotic match conditions by scheduling a high proportion of playing form activities related to unstructured possession sources (e.g., response to turnover possession). This paper is organized into three sections. The first section provides an overview of relevant literature on coach-led practice sessions and dynamics system theory. This is followed by the Queensland Reds case study that outlines the data they analysed, the process and implementation of new practices and coach Mckay’s reflections. The final section provides suggestions for team sport coaches wanting to practice the unstructured aspects of team play.

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