Coaches’ Use of Positive Tactile Communication in Collegiate Basketball

2021 ◽  
Vol 8 (1) ◽  
pp. 91-100
Author(s):  
Inge Milius ◽  
Wade D. Gilbert ◽  
Danielle Alexander ◽  
Gordon A. Bloom
Keyword(s):  
High Performance ◽  
Qualitative Data ◽  
Team Sport ◽  
Head Coach ◽  
Systematic Observation ◽  
Women's Basketball ◽  
Effective Coaching ◽  
Tactile Communication ◽  
Perceived Impact ◽  
Athlete Performance

There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an effective coaching strategy for enhancing relationships and athlete performance. To our knowledge, this is the first study to include both quantitative and qualitative data from multiple coaches on the same team, as well as athlete perceptions of coaches’ strategic use of positive tactile communication.

Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach

2019 ◽  
Vol 8 (2) ◽  
pp. 262-285 ◽  
Author(s):  
Gregory A. Cranmer ◽  
Ryan J. Gagnon ◽  
Joseph P. Mazer
Keyword(s):  
Student Athletes ◽  
Cognitive Learning ◽  
Division I ◽  
Cognitive Responses ◽  
Head Coach ◽  
High School Athletes ◽  
Skill Sets ◽  
Effective Coaching ◽  
Coaching Behavior ◽  
Coaching Effectiveness

Coach confirmation—a behavior that encompasses coaches’ recognition, endorsement, and acknowledgment of athletes—has been forwarded as an effective coaching behavior that redresses ineffective and antisocial patterns of coaching. Empirical evidence of its effectiveness, however, has been limited to athlete affect and based on data from retrospective samples of former high school athletes. This study addresses these limitations by exploring the effectiveness of coaches’ use of confirmation with collegiate student-athletes and considers its influence on their satisfaction with coaches and sport, competitiveness, and cognitive learning. Data obtained from 177 Division-I student-athletes revealed that coaches’ use of challenge increases student-athletes’ satisfaction, motivation, competitiveness, and learning, whereas the use of acceptance only determines satisfaction. These findings demonstrate that confirmation is an effective coaching behavior, its dimensions function independently, and challenge best fulfills the multidimensional nature of coaching effectiveness. The implications of this data reveal that confirmation theory functions uniquely within the athletic context, and coach effectiveness is largely determined by the implementation of strategies and efforts to refine skill sets and assist in development.

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.

The impact of the “Stirrup Some Fun” therapeutic horseback riding program: A qualitative investigation

2008 ◽  
Vol 7 (2) ◽  
pp. 19 ◽  
Author(s):  
Steven Elliott, PhD ◽  
Janet A. Funderburk, PhD, LRT/CTRS ◽  
James M. Holland
Keyword(s):  
Social Relationships ◽  
Qualitative Data ◽  
Physical Disabilities ◽  
Therapeutic Riding ◽  
Horseback Riding ◽  
Qualitative Investigation ◽  
Therapeutic Horseback Riding ◽  
The Social ◽  
Perceived Impact ◽  
The Impact

Therapeutic horseback riding is an intervention utilizing horses in the treatment of individuals with emotional, cognitive, and/or physical disabilities. The purpose of this study was to investigate the perceived impact of a therapeutic riding program on children with mild to moderate physical and mental disabilities. Two groups of participants including five children (with a variety of physical and cognitive disabilities) and at least one parent of each of the five children were interviewed to investigate the impact of the Stirrup Some Fun Therapeutic Riding Program (SSF TRP). Qualitative data analysis procedures were used to explore participants’ views and opinions of the SSF TRP. Several themes emerged from the interviews with the participants and their parents, including (a) enjoyment, (b) the child/animal connection, (c) social relationships with volunteers, (d) perceived physical benefits, and (e) the social and mental benefits of the program.

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.

scholarly journals ALUR PELACAKAN PEMBALAKAN LIAR (ILLEGAL LOGGING) MELALUI PENDEKATAN PENCUCIAN UANG

2016 ◽  
Vol 1 (2) ◽  
pp. 33-46
Author(s):  
Lucky Nurhadiyanto
Keyword(s):  
Qualitative Data ◽  
Document Analysis ◽  
The Other ◽  
Illegal Logging ◽  
Systematic Observation ◽  
New Paradigm ◽  
New Approach ◽  
Depth Interviews ◽  
Collection Methods ◽  
Qualitative Data Collection

Illegal logging is a part of crime against environment, which has a massive impact on the economy, social, cultural, and ecological. Ironically, majority of the illegal logging’s perpetrators are dominated by “the field criminal”. On the other side, intellectual actors who can control the activities never touch by the law. The money laundering concept can give a new approach to detect the leader actor. The author use follow the money viewpoint, which includes placement, layering, and integration. Qualitative data collection methods is used with in-depth interviews, systematic observation of the behavior, and document analysis. The result is a new paradigm in investigating illegal logging no longer focused on the field actors, but potentially tracking the intellectual actors behind illegal logging.

Four Keys to Building a Championship Culture

2016 ◽  
Vol 3 (2) ◽  
pp. 170-177 ◽  
Author(s):  
Chantal N. Vallée ◽  
Gordon A. Bloom
Keyword(s):  
Lifelong Learning ◽  
Life Skills ◽  
Head Coach ◽  
Personal Reflection ◽  
Winning Percentage ◽  
Women's Basketball ◽  
Teaching Life ◽  
Basketball Team ◽  
The University

Winning a national championship is a rare feat; winning five consecutive championships is extraordinary. One such example has recently occurred with the University of Windsor women’s basketball team which competes in the Canadian interuniversity sports league. The team’s head coach, Chantal Vallée, has a combined regular season and playoff winning percentage greater than 80%, including winning five consecutive Canadian national championships. Even more astounding is that before her appointment the school had only four winning seasons in their 50-year history, and had never hosted a playoff game. The purpose of this paper is to explain the remarkable turnaround of this program. This article will provide both the “what” (Enacting The Vision; Athlete Empowerment; Teaching Life Skills; Lifelong Learning and Personal Reflection) and the “how” (blueprint) of the transformation of the University of Windsor women’s basketball into a perennial national contender.

Enhancing Team-Sport Athlete Performance

2012 ◽  
Vol 42 (9) ◽  
pp. 751-767 ◽  
Author(s):  
François Billaut ◽  
Christopher J. Gore ◽  
Robert J. Aughey
Keyword(s):  
Team Sport ◽  
Team Sport Athlete ◽  
Sport Athlete ◽  
Athlete Performance

Career Pathways to NCAA Division I Women’s Basketball Head Coach Positions: Do Race and Gender Matter?

2019 ◽  
Vol 27 (2) ◽  
pp. 94-100 ◽  
Author(s):  
Leslie K. Larsen ◽  
Christopher J. Clayton
Keyword(s):  
Ncaa Division I ◽  
Women Of Color ◽  
White Women ◽  
Career Pathways ◽  
Division I ◽  
Head Coaches ◽  
Head Coach ◽  
Race And Gender ◽  
Women's Basketball ◽  
And Gender

In 2017–2018, more than 60% of NCAA Division I women’s basketball (DI WBB) players identified as women of color, while less than 17% of the head coaches of DI WBB teams identified as women of color. Larsen, Fisher, and Moret suggested differences in career pathways between black female head coaches and their white female and white and black male counterparts could be one explanation for the aforementioned discrepancy. However, there is currently limited research on the career pathways of DI WBB head coaches to support Larsen and colleagues’ hypothesis. Therefore, the purpose of this study was to analyze the career pathways of DI WBB head coaches to identify race and gender differences. To accomplish this, a content analysis was conducted on the online biographies of head coaches from all 351 DI WBB programs. Significant differences between groups were found in the number of years coaching in DI women’s basketball prior to receiving a first DI head coaching position; both white women (M = 6.97) and women of color (M = 7.94) had significantly more years in DI WBB coaching than white males (M = 4.95; F(3, 348) = 4.63, p = .003). Further, chi-square tests revealed a significant relationship between the race and gender of a coach and the highest level of playing experience and education. These results indicate that race and gender play a significant role in determining what pathway is required to obtain an DI WBB head coaching position. In addition to these research findings, practical implications are discussed.

The Coaching Model: A Grounded Assessment of Expert Gymnastic Coaches’ Knowledge

1995 ◽  
Vol 17 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Jean Côté ◽  
John Saimela ◽  
Pierre Trudel ◽  
Abderrahim Baria ◽  
Storm Russell
Keyword(s):  
Grounded Theory ◽  
Expert System ◽  
System Approach ◽  
High Performance ◽  
Qualitative Data ◽  
Personal Characteristics ◽  
Knowledge Elicitation ◽  
Coaching Model ◽  
Analysis Process ◽  
Elicitation Process

An expert system approach (Buchanan et al., 1983) was used to identify and conceptualize the knowledge of 17 Canadian expert high-performance gymnastic coaches. The knowledge elicitation process consisted of open-ended questions and various questioning methods to unveil, explore, and prove important information (Patton, 1987; Spradley, 1979) about coaching. All coaches’ interviews were transcribed verbatim, and the unstructured qualitative data were inductively analyzed following the procedures and techniques of grounded theory (Strauss & Corbin, 1990). The inductive analysis process allowed the meaning units of the interview transcripts to be regrouped into properties, categories, and components. The components emerging from the analysis consisted of (a) competition, (b) training, (c) organization, (d) coach’s personal characteristics, (e) gymnast’s personal characteristics and level of development, and (f) contextual factors. These components were further developed into a model representing coaches’ knowledge.

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