Show me, tell me:An investigation into learning processes within skateboarding as an informal coaching environment

Coach education is a learner-centred process, which often fails to consider the preferences of the consumer. Historically, research into performers’ experiences of coaching have been influenced by the social constructivism of learning: in short, an expressed preference for what the performer has experienced as determined by their coach, rather than their own personal preferences. Therefore, this research used skateboarding as a natural laboratory in order to explore the current practices and preferences of performers in a coach-free environment. Ninety-one skateboarders from parks in the United Kingdom and New Zealand offered information relating to their current learning practices, how they learnt about learning, and how the top-level performers in their environment were differentiated. Findings suggest that a number of learning tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, and error usage). Results also suggest that performers deployed a number of cognitive skills (e.g., imagery, analogy, and understanding) to enhance storage of a movement as an internal representation. Finally, in the absence of formal coaching, performers use their knowledge of learning to appoint informal leaders. Implications for practice are discussed

The nature of sports coach development in China:What are we trying to achieve?

Coach education and continuing career development have become a significant focus of global discussion within the sport domain. Current mainstream strategies for developing and assessing coaches in most countries, including China, are based on competency-based systems. However, there are many shortcomings of this system, especially when considering the varied practical challenges and needs of coaches and athletes; in short, such an approach does not facilitate enough adaptability. The purpose of this article is to critically review the literature, exploring both competence- and expertise-based coach development systems and their implications for coaching practice in China. Firstly, we introduce and discuss the competency-based approach, including its strengths and weaknesses and how this applies within the Chinese development system. Next, we introduce and evaluate an alternative, expertise-based development system characterised by adaptability and greater inclusiveness within the coaching domain, which is underpinned by a distinct set of cognitive decision making skills from the coach’s perspective. In addition, we expand this discussion by explaining the implications of this approach for coach assessment and offer some future suggestions for research in this area

How do coaches operationalise long-term technical training in elite golf?

Long-term training is a common approach within the applied setting for components of physiology and strength and conditioning, for example. However, less is known about the reality of training across similar timescales from a technical perspective. Taking the highly technical sport of golf, current research rarely considers coaching technique beyond a single session or with the aim to understand the reality for, or challenges faced by, coaches working at the elite level. Accordingly, this qualitative study explored the goals, structure, and methods of coaches’ long-term technical work with players at macro-, meso-, and microlevels. Findings revealed that (a) coaches attempted to undertake technical refinement with players but without a clear systematic process, (b) there is little coherence and consistency across the levels of work, (c) the process and timescales of technical work are considered unpredictable and uncertain, and (d) long-term planning is seen as subservient to meeting players’ immediate performance needs. These results highlight the complexity of long-term technical work at the elite level and the need for coaches to develop both a sound and clear rationale through a more comprehensive case conceptualisation process, as well as a greater alignment to the scientific literature, to advance future practice

When a bad day at the golf course is a bad day at the office:Occupational stressors, institutional supports, and the mental health of NCAA golf coaches

This study examined the mental health of NCAA collegiate golf coaches. Utilizing the person-environment fit theory and previous literature on coaches’ well-being, this study examined four outcomes among 48 participants, namely: depressive and anxiety symptoms, burnout, and job turnover intentions. Results suggested that coaching stressors (e.g., administrative tasks, practice plans, pressure to win) only associate with greater burnout. More consistent evidence showed that workplace stress (e.g., lack of control and autonomy, poor work-family balance) associated with higher levels of all outcomes. Finally, greater perceived organizational support had a beneficial association with each outcome. The findings of the current study suggest golf coaches are at risk of mental health problems because of the stressors of this job. Taken as a whole, athletic departments, coaches, and student-athletes must reconsider norms that overemphasize performance and underemphasize self-care and work-life balance