127 research outputs found

    "I don't want to give them my brain for the day . . . and then take it back": An examination of the coach-created motivational climate in adult adventure sports

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    In contrast to cross-sectional age trends of declining adult participation in sport, engagement in adventure sports is increasing among adults. The coach may have an important role to play in shaping the motivational climate to encourage and retain participants in adventure sport. The purpose of this study was to provide an in-depth examination of the coach-created motivational climate in non-competition focused adult adventure sport by adopting a multiple methods approach. The study was grounded in a multidimensional theoretical perspective that combines achievement goal theory (Nicholls, 1984; Ames, 1992) and self-determination theory (Deci & Ryan, 2000; Ryan & Deci, 2000). Questionnaires, interviews, and observations of coaching sessions were employed to assess coaches’ (N=6), participants’ (N=25), and observers’ perspectives on the empowering and disempowering nature and features of coaching sessions. Analysis of the data demonstrated consistent views that the coaches’ created a strongly empowering and only weakly disempowering climate. Insight was gained about why and how coaches created this climate as well as the challenges they experienced in maintaining an empowering climate for adults in adventure sport contexts. The place of structure, control, relatedness support and coaches’ philosophies is discussed

    The coaching process of the expert coach: a coach led approach

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    The purpose of this study was to engage expert coaches’ in an exploration, conceptualisation, and modelling of their coaching process. Six coaches, each developed a model, with accompanying explanation, of “their” coaching process. These models and explanations were content analysed to identify features of the coaching process and included examination of how to represent the process pictorially. The coaches were then interviewed where they discussed the identified features and how to represent their coaching process as a “realistic picture”. As a result of this process of data collection, analysis, and member checking, the coaches’ conceptualisation of the coaching process and how best to model it was agreed amongst participants. There were seven core principles that underpinned the model: learning partnership; individualised; clear structure with evolving process; orchestrating approach; influenced by coaching environment; holistic and flexible process; and adaptable and dynamic; and six component parts that described the operationalisation of the coaching process: values, knowledge, and skills; contextual constraint; learning environment; preparation phase; performance phase; review phase. The agreed upon pictorial representation of their coaching process brought the process “to life” and provides researchers, coaches, and coach developers with a conceptualisation of the process by coaches for coaches
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