Individual differences, perceived task characteristics, and preferences for teaching and coaching.

One hundred ninety-two undergraduate physical education students participated in this study of the influence of individual differences, group, and task factors on respondents' preferences for teaching or coaching. The individual difference factors were gender, managerial potential (Gough, 1984), and sex role attributes (Spence & Helmreich, 1986). The group and task differences were measured by a specially developed scale that was factor analyzed to yield six factors: job status, job significance, job variety and control, job identity, ease of discipline, ease of motivation. Subgroup analyses showed that men preferred more to coach than women did, and women preferred more to teach than men did. Men and women perceived greater job variety in coaching and greater control in teaching. The genders did not differ in managerial motivation or in any of the other perceived characteristics of the teaching and coaching roles. Finally, preference for teaching or coaching was influenced by gender, perceived ease of motivating students and athletes, and perceived job variety. These results were discussed in relation to existing literature, and future research directions are identified.     

Self-efficacy,perceived training needs and coaching competences: The case of Portuguese handball

Abstract

The aim of this study was to analyse handball coaches’ perceptions of self-efficacy and recognition of training needs related to coaching competences according to their coaching experience, coach certification level and academic education. Two hundred and seven Portuguese handball coaches answered questionnaires that included a scale of self-efficacy and another of recognition of training needs. Data analysis started with an exploratory factorial analysis with Maximum Likelihood Factoring and Oblimin rotation. From the factors obtained, a One-way ANOVA and Tukey's post hoc multiple comparisons were applied. Coaches’ self-efficacy revealed coaching competences related to: annual and multi-annual planning; planning and guiding training and competition; coaching methodology; implementation of sport development projects and coach education and meta-cognitive competences. Coaches’ recognition of training needs revealed four main areas: planning and guiding training and competition; multi-annual planning; management of sports careers and coaching education and leadership. Although an independent relationship between coaches’ perceptions of self-efficacy and training needs was confirmed, they perceived themselves as having competences and highlighted training needs in all areas. Coaches’ perceptions of self-efficacy were influenced by their coach certification level, academic education and coaching experience. The study suggests that sport specificity within the social culture in addition to the precise sporting domain of action influence the perceptions of coaches about their self-efficacy and training needs as related to coaching competences and, therefore, should be considered in the coach education curriculum.     

Talent development of high performance coaches in team sports in Ireland

Background: Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches’ educational backgrounds in team sports in Ireland. Methods: Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n?=?19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years’ experience coaching their sport and were coaching more than 4 hours per week. Results/Discussion: Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Conclusions: Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.     

An Examination of Personal/Situational Variables,Stress Appraisal,and Burnout in Collegiate Teacher-Coaches

Abstract

Following Smith's (1986) cognitive-affective model of stress and burnout in athletics, this investigation examined (a) the relationship of personal/situational variables (social support, gender, and years of experience) to stress appraisal and (b) the relationship of stress appraisal (perceived stress, coaching issues, and role conflict) to burnout. Male (n = 99) and female (n = 115) teacher-head basketball coaches from NCAA Division III and NAIA colleges completed established measures of burnout, perceived stress, teacher—coach role conflict, and social support and a measure of coaching issues developed for this study. Multivariate analyses supported the hypothesized relationships. Specifically, greater satisfaction with social support, less experience, and gender (females higher) were related to stress appraisal, and all stress appraisal variables were positively related to burnout. Contrary to previous studies, these teacher—coaches reported moderate to high levels of burnout.     

社会足球青训机构教练员能力因素的研究

该文采用逻辑分析法和文献资料法来进行社会足球青训机构教练员能力因素的研究。社会足球青训机构教练员是足球教练员这个群体中的一个分类,随着草根足球和校园足球在中国的不断发展,社会足球青训机构教练员的数量正在不断增加。现阶段,社会足球青训机构教练员是绝大部分青少年的“足球启蒙教练”,因此对其能力因素的研究十分重要。该文以社会足球青训机构教练员为研究对象,研究了其指导运动训练能力、临场指挥比赛能力、团队管理能力和影响能力的综合因素。通过研究发现社会足球青训机构教练员需要各种能力,但最为重要的是指导运动训练的能力。     

Gender integration of a core content area teacher/athletic coach in the rural southeastern United States

Research on the occupational socialization of teachers and coaches has largely centered on physical education teachers and rarely on teachers from core content areas (i.e. English, foreign language, mathematics, science and social studies) who also coach athletics. The primary purpose of this single-case study was to explore the socialization of a first-year, core content area teacher/athletic coach at a small high school in the rural southeastern United States. Various qualitative techniques were utilized during data collection, while data analysis consisted of a system of open, axial and selective coding. Four themes emerged and were viewed through the lens of teacher identity. Themes include gender and opportunity; interactions within the school culture; teaching and coaching expectations; and interrole conflict and complementarity. Findings from this study hope to shed light on the need for further research on core content area teacher-coaches, while adding to the existing literature on females in the coaching profession and the roles of academics and athletics in rural areas.     

Recreational and developmental youth coach learning

Background: Within the field of coach development, previous research has ascertained that elite coaches learn through a variety of formal, non-formal, and informal sources. Little is known, however, about how coaches from different coaching contexts such as recreational and developmental learn to coach.

Purpose: The purpose of this study was to investigate how coaches from youth recreational and developmental coach contexts access and appreciate various coach learning sources, and whether there were any differences between these two contexts.

Data collection and analysis: Basketball and soccer coaches (N?=?758) from the two different contexts (recreational and developmental) were recruited through their respective sport organizations to participate in an online questionnaire about their coach learning. Specifically, they were asked about which learning sources they consulted and how helpful they found each source to be. The two groups were compared using chi-square and odd ratios, independent t-tests, and factorial ANOVA analyses.

Findings: Findings suggest that developmental coaches access a greater number of learning sources than do recreational coaches; however, for most sources both groups of coaches report the same level of helpfulness. Together, these findings suggest that the specific coaching context (recreational versus developmental) is an important consideration when examining coach learning.     

我国U型场地单板雪上技巧教练员队伍建设研究

教练员是运动队伍的组织者和领导者,是运动项目发展的人力基础,由于现代竞技运动水平的不断提高,对于教练员的知识结构、能力结构、心理品质等方面的要求也越来越高。研究表明,教练员的素质、教学及训练水平,是影响运动员竞技水平提高的一个重要因素,因此,建立一只高水平的U型场地单板雪上技巧教练员队伍已成为推动项目整体发展的关键。对我国U型场地单板雪上技巧教练员队伍的分布、年龄、学历结构及执教年限等方面进行了分析,力求找出项目发展初期在教练员队伍建设方面所存在的问题,并提出相应的建议,以期对该项目在我国的发展起到促进作用。     

论体育素养在教练员心理健康影响与支持青少年心理健康的角色认知

教练的心理素质和教育行为对训练效果的影响是许多心理学家和体育工作者经常讨论的问题,教练参与帮助促进,预防和早期干预等行为可能有助于支持年轻人的心理健康。这项研究的目的是研究教练的心理健康素养和角色认知如何与他们在体育环境中与年轻人的这些帮助行为的参与相关联,其中包含与抑郁相关的心理健康素养的自我报告指标,以及检查角色认知的度量(即角色广度和角色疗效)和参与预防,促进和早期干预。三条路径分析的结果显示,体育素养背景下,心理健康素养与任何帮助行为都没有直接关联,但通过角色广度和角色效能,心理健康素养对促进,预防和早期干预有显着的间接影响。通过培养他们的知识,能力和信念,使这些行动成为角色的预期一部分,使教练能够参与这些帮助行为,可以为年轻人提供替代和非正式的初始支持来源。总之,这项研究调查了教练的心理健康素养,他们的角色感知,以及这些因素如何影响教练参与支持年轻人心理健康的行为。结果表明,培养教练的知识,能力和信念可以使他们在体育环境中参与这些帮助行为。     

The biomechanical design of a training aid for a backward handspring in gymnastics

This study was carried out to design, construct and assess a training aid to assist in the learning of a backward handspring. A backward handspring is often the first backward dynamic skill gymnasts will learn and so its performance can be accompanied by anxiety. International high performance coaches were surveyed to establish the key coaching requirements of a backward handspring training aid. A video analysis of the skill was used to determine characteristic dimensions of the skill, and these were used in the design of the training aid. The aid was designed and manufactured in accordance with European Standards for safety. The device’s safety for use in supporting the backward handspring was confirmed through testing. The assessment of the training aid using 11 gymnasts showed that it permitted a safe dynamic performance; provided support; did not obstruct technically good performances; allowed progressive use by novices without additional coach support; and was adjustable for gymnasts of various size and ability. When assessed against other training aids, it was the only aid that fulfilled all of the key coaching requirements.     

现代竞技排球运动教练员应具备的素质与能力

现代竞技排球教练员素质能力不仅关系到其自身的执教能力和水平,而且对运动员的成才和训练有着重要而深远的影响。通过对我国男排后备队伍青年男排教练员进行问卷调查,对现代竞技排球教练员所应具备的素质能力进行了分析和探讨,旨在为建立一支职业道德品质高、执教能力强的高水平教练员队伍提供参考与借鉴。     

The Use of Statistical Significance: A Commentary Related to Franks and Huck

Abstract

This paper focuses on the processes by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data drawn from naturally occurring observations of coaches and informal discussions and in-depth interviews with them. Over 50% of the coaches had decided that they wanted to become a coach before entrance into college. The decision to become a coach was subjectively warranted by personal characteristics and experiences in sports, a devotion to sport, and a desire to work with young people. Youth sport coaching and student teaching which involved coaching constituted the only formal professional socialization that most of the coaches received. However, because almost all of the coaches participated in organized youth and/or high school athletics, they had a first-hand opportunity to observe their own coaches and acquire some informal images and impressions about the coaching occupation from them. Regardless of whether a neophyte began as an assistant or a head coach, technical aspects of the job and the occupation's culture were acquired by observing and listening to more experienced coaches. Through these experiences, collective understandings began to form, and the shared meanings about the occupational culture took shape. Reality shock for most novice coaches came in the form of understanding the importance the coaching culture assigns to long hours and hard work and to the realization that coaching does take an enormous amount of time. By the end of the first season, a symbolic transformation takes place and internalization of institutional expectations occurs as the neophyte begins to understand what coaching is all about.     

论体育院系学生知识技能的掌握与能力的培养

通过文献资料研究和多年教学实践的总结,较全面地论述了知识技能的掌握与能力培养的辩证关系;关提出体育院系学生能力培养的基本途径与方法。     

自合教学模式在健美操教学中的运用

体育教育的目标正从应试教育向素质教育转轨，健美操教学在传授基本知识和基本功的同时，应把教学重点放在培养学生的创新意识、创编能力、自学能力和合作互助能力上。通过10年来对健美操课的教学实践，形成了一套具有代表性的教学模式——自合模式，对培养学生这些方面的能力取得了显效果。     

Coaching competency and satisfaction with the coach: A multi-level structural equation model

Abstract

The purpose of this initial predictive validity study was to determine the ability of measures derived from the Athletes' Perceptions of Coaching Competency Scale II – High School Teams (APCCS II-HST) to predict satisfaction with the head coach. Specification of the statistical model was informed by the mediational model of coach–athlete interactions. The technical quality of the satisfaction measure was evaluated before testing the predictive validity of the coaching competency measures. Data were collected from athletes of seven sports. Athlete observations (N = 748) were clustered within teams (G = 74). Multi-group confirmatory factor analyses (CFA) provided evidence for factorial invariance of a reduced version of the satisfaction measure by athlete gender. Multi-level CFA provided evidence of model–data consistency for a reduced version of the satisfaction measure. Multi-level structural equation modelling provided evidence for the ability of latent coaching competency to positively predict latent satisfaction at both the athlete level (technique competency and motivation competency) and the team level (coaching competency) and for close model–data fit. Implications of this study include: that the APCCS II-HST should be viewed as a replacement for the Coaching Competency Scale when the intended population is appropriate; a preliminary multi-level measurement model for satisfaction with one's coach that should be considered as a potential starting point in subsequent studies; and empirical support for a key relationship proposed in the mediational model of coach–athlete interactions.     

动作教育理论阐释

动作在个体生存与发展过程中,具有极其重要的作用,动作教育的研究是人类生活、发展与成长中不可或缺的部分,具有较高的研究价值;通过对相关文献的分析和研究,阐述了动作教育的历史沿革、基本理论和基本课题,并与传统运动技能教学方法进行比较;动作教育可以为个体发展奠定良好的身体基础,培养学生的创造力,促进个体的全面发展.     

刍议素质教育与体育教师施教能力的培养

素质教育是适应社会发展需要而提出的一种教育思想,要求体育教师不仅要具备多种能力,并且在教学过程中把所具备的这些能力有机地结合起来,并运用于教学实践,对学生施加影响,这种影响力,感染力和多种能力的结合称之为施教能力。这是体育教育专业人才培养应注意的问题。从教学过程各环节分析论述体育教师能力的培养与素质教育的关系。     

体育榜样与学生的“隐性能力”迁移

学校教育是社会的热点问题,新时代学生的升学压力大,人们看重分数,忽视了学生创新能力、协调能力、人际交往能力、良好品质等"隐性能力"的提高,学生社会竞争力下降,导致难就业。本文运用文献资料法,针对学生的难就业问题,通过体育榜样影响学生,培养"隐性能力",提高社会竞争力。研究表明:学生因体育教师"身正学高"模仿教师的一言一行;教学中学生因敬佩老师对其所教的学科产生兴趣;教师积极向上使学生形成良好的处事态度;教师是一本生动丰富的人格教材,无声无息的撼动着学生心灵;教师在体育比赛中引导学生多关注比赛中的击掌、鼓励、安慰,有助于学生良好品质的养成。