coaching – Page 3 – The Sport Journal

Pep Guardiola and Manchester City, 2017-2018: A Case Study

Authors: Jeff Segrave, Tim Spenser, and Kevin Santos

Corresponding Author:
Jeffrey O. Segrave, PhD
Department of Health and Human Physiological Sciences
Skidmore College
Saratoga Springs, NY 12966
jsegrave@skidmore.edu
518-580-5388

Jeff Segrave is professor of health and human physiological sciences at Skidmore College, Saratoga Spring, New York, USA.

ABSTRACT
The purpose of this paper is to offer a case study of Pep Guardiola and Manchester City’s 2017-2018 historic season. More specifically, the paper examines how, from a tactical perspective, the Premier League became suited to Pep’s style and leadership, prior to and upon his arrival, analyzes the tactical framework of City’s style of play, and looks at the players who realized Pep’s philosophy. When analyzing Pep’s system and style of coaching, we look at positionality of possession with purpose, aspects of distribution, and transitioning and pressing.
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U.S. Sports Academy2018-09-28T13:44:51-05:00September 27th, 2018|Commentary, Research, Sports Coaching|Comments Off

The influence of gender on perceptions of coaches’ relationships with their athletes: A novel video-based methodology

Authors: Paula Murray(a), Rhiannon Lord(b), & Ross Lorimer(b)
(a) Loughborough College, UK
(b) Abertay University, UK

Corresponding Author:
Dr. Ross Lorimer
Abertay University
Dundee, UK, DD1 1RG
Ross.Lorimer@Abertay.ac.uk
+44 (0)1382 308426

The influence of gender on perceptions of coaches’ relationships with their athletes: A novel video-based methodology

ABSTRACT
The aim of this study was to investigate the influence of coach and athlete gender on perceptions of a coach through the use of a novel video-based method. Forty-one participants (16 males, 25 females, Mage=32.76 SD= ± 11.57) watched four videos depicting a coach and an athlete having a conversation about the athlete’s de-selection from a squad. Each video featuring different gender combinations of the coach and athlete. Participants rated the coach on perceived relationship quality and perceived empathy. Analysis showed a main effect for coach gender with female coaches being rated higher than male coaches for relationship quality and empathy, and a main effect for athlete gender with all coaches perceived as displaying a greater level of affective empathy when paired with a female athlete. Coaches need to be aware that their actions may be interpreted differently based on their gender and that of the athletes they are working with. This could potentially impact on coach effectiveness and the outcomes of their behaviours.
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U.S. Sports Academy2018-08-08T09:08:54-05:00August 30th, 2018|Research, Sports Coaching|Comments Off

Coaching Golf – How skilled are we in ‘skill’?

Authors: Dr. David Grecic and Mr. Brendan Ryan, MS / MA

Corresponding Author:
Brendan Ryan
1304 Denman Ct
Wesley Chapel, FL
brendan@bmrgolfmanagement.com
407-233-6946

David Grecic is a princial lecture and head of sport at the University of Central Lancashire. David joined the School of Sport, Tourism and the Outdoors in August 2008 having previously worked in a variety of sport and education settings for 15 years. He is an active coach in a variety of sports including rugby union, swimming and golf. It is here that his specialist interest lies and that drives his academic research.

Brendan Ryan is a former college coach who know works closely developing junior golfers in their pursuit of college. He is also a well-established academic, with a pair of master’s degrees and the author of several books, published papers and popular articles.

Coaching Golf – How skilled are we in ‘skill’?

Abstract
There is much debate on how best to develop skilled performers in sport and which practices are most effective in achieving this aim. This paper’s interest is in the coaching of high-level golfers and how coaches utilise their knowledge base to select the methods they employ to develop skilled performance. With such a varied and sometimes dichotomous range of theories, concepts, ideas and practices, the coaching industry needs support to navigate through this vast field of work. Here, the major theories of skill learning and development are presented and explored in relation to the game of golf. Due to the importance of skill acquisition, retention and transfer decisions, coaching action needs to be carefully grounded in the environment and context in which it occurs. To support this, two models are presented for consideration that can guide coaches’ skill acquisition reflections and future skill development decisions. Golf specific examples are provided to bring these models to life but the utility of both frameworks has value to sports coaching in its many varied contexts. (176 words)
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U.S. Sports Academy2018-07-12T16:49:58-05:00August 14th, 2018|Sports Coaching, Sports Studies and Sports Psychology|Comments Off

Factors Triggering Pressure on Basketball Coaches’ In-Game Decision-Making

Authors: E. Nicole McCluney, Bryan A. McCullick, Paul G. Schempp

Corresponding Author: Bryan A. McCullick, Ph. D.
355 Ramsey Center
Department of Kinesiology
University of Georgia
Athens, GA 30602
bamccull@uga.edu
706-542-3621

E. Nicole McCluney is a doctoral candidate at the University of Georgia. Bryan A. McCullick is a Professor in the Department of Kinesiology at the University of Georgia. Paul G. Schempp is a Professor in the Department of Kinesiology at the University of Georgia.

Factors Triggering Pressure on Basketball Coaches’ In-Game Decision-Making

ABSTRACT
High-stakes decision-making has been long studied in psychology and business, however, scholars have only recently begun to focus attention towards this type of decision-making in the coaching field. Coaches make a multitude of decisions many of which may be high-stakes (22), but there has yet to be an empirical investigation of coaches’ in-game decision-making under pressure. The purpose of this study was to determine which performance-related factors (stressors) create the greatest pressure (strain) on basketball coaches’ in-game decision-making. Male and female basketball coaches (N=205) with an average of 19.77 years’ experience were asked to separately rate 14 stressors based on whether it caused intense (1), moderate (2), or low (3) pressure on in-game decision making. Descriptive statistics were calculated to determine which stressors caused intense, moderate, and low pressure on coaches’ in-game decision making for the entire sample and based on gender, years of experience, current coaching position, educational level, gender of athletes coaching, and level of athletes coaching. Stressors rated as creating the most intense pressure on these coaches’ in-game decision-making were Expectations of Self, Importance of Eventual Outcome, and Quality of Preparation. The stressors rated as creating low pressure were Others’ Expectations, Venue, and Your Physical Well-Being. Coaching position, gender of coach, years of experience, and the gender of athletes coaching, all rated Expectations of Self, Quality of Preparation and Importance of Eventual Outcome as the stressors creating the most intense pressure. The level of athletes being coached yielded a minor difference as more high-school level coaches rated Amount of Preparation as creating intense pressure as opposed to college coaches who rated Importance of Eventual Outcome as creating intense pressure in their in-game decision-making. The results provide some of the first data regarding which factors create the most pressure on coaches’ in-game decision-making. Differences between high-school and college coaches may be indicative that the type of decision, whether high-stakes or not, significantly impacts the level of pressure experienced by coaches during competition. These data are important as they can provide guidance to researchers in how to design studies of coaches’ pressurized, in-game decision-making processes.
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U.S. Sports Academy2018-05-24T14:17:21-05:00June 28th, 2018|Research, Sports Coaching|Comments Off

Sports Coach Mentoring – Impacts on the Mentors, not the ‘Mentees’. A Case Study of the Active Sussex Coach Support Officers Scheme.

Authors:Philippe Crisp
University of Chichester
College Lane, Chichester, West Sussex
PO19 6PE, United Kingdom
e) phil.crisp@chi.ac.uk, tel.) 01243 816000

Abstract

In the field of learning theories associated with coach education, there exists an understanding that the use of informal learning has a greater impact and importance on the development of coaching practice than that of formal coach education (10, 17, 21). Many National Governing Bodies (NGBs), sports providers, and sports clubs have increasingly turned to the use of mentoring as a learning and support strategy for their coaches. There is now much literature supporting the positive effects that mentoring programmes can have on those mentored (2, 8, 33). However, there is to date relatively little literature concerning the effect that the mentoring programmes may have on the mentors themselves.

This study presents data accrued from a collaborative mentoring project developed by the author and Active Sussex, one of the 45 County Sports Partnerships (CSP) in England that act as part of the Sport England delivery system. The key findings from the study are threefold and suggest that 1) formalised mentoring programmes can benefit both the mentee and mentor through shared experience and problem solving; 2) that developing communities of learning for the mentors helps support and contextualise problems with others in similar positions and facilitates time and space to maximise learning through social interaction; and 3) that working together not only helps the coaching practice of the mentors, but likewise can also help with an increase in their professional profile and differences in how external agencies viewed their practice and perceptions of them as ‘experts’ – because of their involvement in the scheme.
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U.S. Sports Academy2018-04-26T10:43:17-05:00May 17th, 2018|Research, Sports Coaching|Comments Off