Implementing Effective Coaching Behaviors and Pedagogical Practices Into Strength and Conditioning

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Danielle Jones ◽  
Aubrey Newland
Keyword(s):  
Pedagogical Practices ◽  
Strength And Conditioning ◽  
Coaching Behaviors ◽  
Effective Coaching

Examining How Elite S&C Coaches Develop Coaching Practice Using Reflection Stimulated by Video Vignettes

2020 ◽  
Vol 7 (3) ◽  
pp. 295-305
Author(s):  
Christoph Szedlak ◽  
Matthew J. Smith ◽  
Bettina Callary ◽  
Melissa C. Day
Keyword(s):  
Narrative Analysis ◽  
Well Being ◽  
Strength And Conditioning ◽  
Performance Achievement ◽  
Reflection Process ◽  
Effective Coaching ◽  
Short Video ◽  
Video Vignettes ◽  
Coaching Approach ◽  
Video Vignette

The purpose of this study was to identify narrative types that illuminate how strength and conditioning (S&C) coaches used video vignettes in a guided reflection process to support the development of effective coaching practices. At the beginning of each week, over a 4-week period, 11 elite S&C coaches were sent a short video vignette clip of an S&C coach’s practice. They subsequently engaged in daily reflections in which they were guided to explore how the topic of the vignette aligned (or not) with their coaching practice. After the intervention, each S&C coach was interviewed regarding their process of learning from the vignette and from their reflections. Using a holistic narrative analysis of form and structure, the results exemplified three narrative types: performance, achievement, and helper. The S&C coaches whose reflections fitted the performance narrative type focused on their own practice, with limited consideration of the athletes’ perspective or the vignette. The S&C coaches whose reflections fitted the achievement narrative type strove to accomplish goals with their athletes and were selective in considering the vignette. The S&C coaches whose reflections fit the helper narrative type found that the vignette helped them consider an athlete-centered coaching approach focusing on the athletes’ well-being, as well as athletic abilities. Thus, S&C coach developers should utilize a guided reflection process that focuses on encouraging a coaching approach based on the helper narrative type.

An Analysis of Teaching and Coaching Behaviors of Elite Strength and Conditioning Coaches

2002 ◽  
Vol 16 (3) ◽  
pp. 456-460 ◽  
Author(s):  
C. DWAYNE MASSEY ◽  
MARK W. MANEVAL ◽  
JERRY PHILLIPS ◽  
JOHN VINCENT ◽  
GEORGE WHITE ◽  
...  
Keyword(s):  
Strength And Conditioning ◽  
Coaching Behaviors ◽  
Analysis Of Teaching

An Analysis of Teaching and Coaching Behaviors of Elite Strength and Conditioning Coaches

2002 ◽  
Vol 16 (3) ◽  
pp. 456 ◽  
Author(s):  
C. DWAYNE MASSEY  ◽  
MARK W. MANEVAL ◽  
JERRY PHILLIPS ◽  
JOHN VINCENT ◽  
GEORGE WHITE ◽  
...  
Keyword(s):  
Strength And Conditioning ◽  
Coaching Behaviors ◽  
Analysis Of Teaching

Using Vignettes to Analyze Potential Influences of Effective Strength and Conditioning Coaching on Athlete Development

2018 ◽  
Vol 32 (3) ◽  
pp. 199-209 ◽  
Author(s):  
Christoph Szedlak ◽  
Matthew Smith ◽  
Melissa Day ◽  
Bettina Callary
Keyword(s):  
Data Collection ◽  
Elite Athletes ◽  
Effective Instruction ◽  
Strength And Conditioning ◽  
Coaching Behaviors ◽  
Cognitive Influences ◽  
Factors Influencing ◽  
Effective Strength ◽  
New Knowledge ◽  
Behavioral Influences

This study explored which strength and conditioning (S&C) coaching behaviors and characteristics are perceived as effective by elite athletes and how these influence the athletes. A secondary aim was to consider the development and usefulness of vignettes to elicit new knowledge. Ten elite athletes reflected on scenarios presented in vignettes. Resulting themes were divided into the processes and factors influencing athletes andhowthe athletes are affected. The athletes considered these themes effective because the coach had built an environment of trust and respect. How coaches might influence athletes were divided into cognitive influences and behavioral influences. The results are discussed in light of current sport coaching literature, and the way vignettes enhance the richness of the data collection is reflected on. Practically, the results suggest that S&C coaches can build trust and respect to influence athletes’ development through effective instruction, communication, and motivation.

Psychological Stresses Experienced by Dance Teachers: “How Can I Be a Role Model When I Never Had One?”

2002 ◽  
Vol 17 (4) ◽  
pp. 173-177
Author(s):  
Bonnie E Robson ◽  
Angela Book ◽  
M Virginia Wilmerding
Keyword(s):  
Health Care ◽  
Role Models ◽  
Role Model ◽  
Administrative Support ◽  
Pedagogical Practices ◽  
Student Health ◽  
Health Issues ◽  
Strength And Conditioning ◽  
Chronic Injury ◽  
Dance Teachers

This paper reports on a survey of 69 dance teachers who may act as role models for their students. It explores the psychological stresses faced by dance teachers today and the measures they have employed to correct poor pedagogical practices of their past. Of the 78.8% of teachers who felt unjustly criticized in their own training, 61.5% had consciously changed their method of teaching to be more supportive of their students. Similarly, the 53.1% of teachers who reported a chronic injury were found to empathize with the students similarly injured and more likely to provide strength and conditioning courses and to refer injured students to a health care professional. The concept of the teacher as a role model is self-reported. Water was consumed in front of students by 92.8% of teachers, while 96.8% drank coffee, 75.4% warmed up, and 65.2% stretched, but only 2.9% reported smoking in front of students. The most stressful aspects of teaching were unmotivated students, 27.9%, too little time, 19.8%, and lack of administrative support, 16.4%. Current issues faced by the dance professional were reported to be: fostering talent, 20%, student health issues, 20%, and lack of discipline in students, 13.3%. The implications of these results are discussed as they relate to current and future teaching practices.

Habermas, Cultural Hegemony, and the Educational Public Sphere

2018 ◽  
Vol 11 (1-2) ◽  
pp. 43-62
Author(s):  
Wisam Kh. Abdul-Jabbar
Keyword(s):  
Public Sphere ◽  
Social Inequality ◽  
Public Space ◽  
Oral Tradition ◽  
Pedagogical Practices ◽  
Cultural Hegemony ◽  
The Public ◽  
The Public Sphere ◽  
Arabic Speaking

This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabic-speaking world? This study also explores the pedagogical implications of teaching Arab orality within the context of the public sphere as a contested site that informs a mode of resistance against social inequality and sociopolitical exclusions.

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