The sport coach

Chapter Objectives After completing this chapter you should be able to: 1. Understand some of the core differences between coaching requirements in participation and performance domains. 2. Discuss diverse models of sports coaching and how these differ in terms of their emphasis, strengths, and limitations. 3. Describe a range of key factors which impact on the coaching process and how these can be integrated through a focus on professional judgment and decision making. 4. Describe some crucial skills that can help coaches to understand and manage the complex and dynamic environments in which they work and best lead performers

Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

The School Sport Co-ordinator Programme: Changing the Role of the Physical Education Teacher?

Over the last decade or so, young people have increasingly become a focus of UK sport policy. Fuelled in part by concerns such as the increasing levels of childhood inactivity and obesity, and the lack of international success in sport, a plethora of policy initiatives aimed at young people have been developed. In April 2000, the government published its sport strategy document, A Sporting Future for All, pulling together all the threads of recent policies, and in it, restating its commitment to youth sport, sport in education, excellence and sport in the community. One such policy initiative, the School Sport Co-ordinator programme, is the focus of this paper. The School Sport Co-ordinator programme, currently being introduced into schools in England, is an initiative that involves two government departments (sport and education) and a number of other agencies, reflecting the government's current agenda to ensure 'joined up policy' thinking. It aims to develop opportunities for youth sport through co-ordinated links between PE and sport in schools, both within and outside of the formal curriculum, with those in local community sports settings. The essence of the School Sport Co-ordinator programme is to free up nominated teachers in schools from teaching to allow them time for development activities, specifically to encourage schools and community sports providers to work in partnership. This paper draws on data from an ongoing research project examining the implementation of one School Sport Co-ordinator partnership, 'northbridge'. Drawing on in-depth interviews, it explores the perceptions of the newly established School Sport Co-ordinators of their changing role. The paper highlights some of the initial tensions and challenges for them in their task of working across different educational and sporting contexts

SmokeFree Sports Project Report

Children and young people are amongst the most vulnerable groups in society and are highly susceptible to smoking experimentation and addiction. In Liverpool, smoking prevalence is significantly higher than the UK average. Therefore early intervention strategies are required for smoking prevention and cessation. Research has found a negative association between smoking and physical activity. SmokeFree Sports aims to explore whether physical activity and sport can be used to promote the smoke free message to children and young people. SmokeFree Sports is an innovative multi-dimensional campaign that incorporates social-marketing strategies alongside the provision of sports and physical activities to: a) de-normalise smoking among youth b) empower youth to stay smoke free, and c) increase awareness of the dangers of smoking using positive messaging through the medium of sport and physical activity. This project is delivered across Liverpool and aims to reduce the prevalence of smoking and prevent the uptake of smoking in children and young people. The initiative, which is managed by Liverpool John Moores University in partnership with Liverpool PCT, employs a variety of strategies to promote and deliver the smoke free message to children and young people including a) training sports coaches and teachers to deliver the smoke free message, b) delivering SFS messages in schools and youth clubs through sport and physical activity, c) asking children to sign a pledge to be smoke free, d) support voluntary sports clubs to adopt a smoke free policy on their playing fields, e) encouraging organizations and individuals interested in health and sport to sign up to the SmokeFree Sports Charter and f) signposting children to smoking cessation services

Surveillance technologies as instruments of discipline in the elite sports coaching context: a cautionary post-structural commentary

The use of surveillance technologies as tools to encourage performance enhancement has become an accepted component of elite coaching. Those from the communities of sports physiology, psychology and biomechanics who promote the application of surveillance technologies have reported multiple benefits for the athlete. Conversely, several socio-cultural studies have suggested that surveillance technologies can lead to an oppressive mechanism of control over the athlete, significantly altering the role and responsibilities of the contemporary coach. In this critical commentary we use a post-structural position and adopt Foucault’s disciplinary analysis to contribute to the ongoing debate surrounding the use of surveillance technology in sport. Specifically, we achieve this by labelling surveillance technologies in sport as what Foucault (1977) might call, instruments of discipline, and by explaining the impact they have upon the working coach and the skilled athlete. We present some suggestions surrounding how to most appropriately utilise surveillance technologies in a sports coaching context and conclude by warning against a binary consideration of the use of technology as either good or bad

Health Coaching Case Report: Optimizing Employee Health and Wellbeing in Organizations

Abstract Health and wellbeing of employees has a direct correlation to organizational performance. It is essential that organizations and successful leaders prioritize the health and wellbeing of all employees – from the C-suite to entry level positions. As rates of stress, chronic illness, and unhealthy lifestyle choices continue to increase, it is imperative that organizations discover strategies that cultivate employee wellbeing. Employees with high wellbeing are more engaged, productive, and energized and directly affect a company’s bottom line; it is in the best interest of employers to invest in human capital and wellbeing of employees. Health and wellness coaching demonstrates encouraging potential as a cost-effective catalyst to optimize employee wellbeing. Rooted in science-based research with the foundation in relationships, communication, and connection, health coaches partner with employees as they build self-awareness around a holistic view of health. As employees build self-awareness, they increasingly recognize the importance of managing stress and self-care, connecting to their vision and values, taking active steps towards change, and addressing barriers and obstacles. With these strategies, individuals build resilience as they gain energy, empowerment, and work towards positive growth. This paper outlines the challenges that leaders and employees are facing, describes the intervention of health and wellness coaching, and provides a group coaching case study that demonstrates how health and wellness coaching can foster employee wellbeing. This case study provides evidence that health coaching shows promise as an intervention to optimize employee health and wellbeing. Keywords: employee health and wellbeing, wellness, stress management, health and wellness coaching, group coaching, leader wellbeing, self-awareness, case repor

Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning: A multiple case study

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed