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Masters rowing has seen a measurable increase in participation, with masters rowers engaged in the sport for competition, health, and recreation reasons. Unlike other masters sports, masters rowing has a unique high level of synchronous, cooperative, and interdependent elements. To better understand the benefits and challenges of participation in competitive masters rowing, the purpose of this study was to explore the lived experiences of competitive masters rowers. Twelve competitive masters rowers were recruited and interviewed. Utilizing an interpretative phenomenological analysis approach to guide data collection, analysis, and interpretation, the analysis revealed four major themes: navigating community relationships, finding a reason to row, growing opportunities, and seeking considerate coaches. Utilizing self-determination theory as a framework for interpreting the findings, the identified themes illustrate the varying motivations, needs, and preferences of competitive masters rowers, as well as how their experiences are influenced by their coaches and peers. Efforts should be made by masters rowing coaches and administrators to better understand the needs of their athletes to ensure the maximum benefits of participation, commitment, and enjoyment of the sport. [ABSTRACT FROM AUTHOR]

In this paper, we explore the lived experiences of mother-coaches who, while coaching, navigate policy and programs aimed at promoting gender equity. Specifically, this study took place within the context of an amateur national, 10-day multisport games event in Canada. Using critical feminist narrative inquiry, 14 mother-coaches (apprentice, assistant, or head coach), representing eight different provinces, and 10 different sports, participated in this study. Three themes were constructed that call attention to the Canadian sport system broadly, as well as the 10-day multisport games event specifically: (a) performative policies and gendered assumptions, (b) programs that are band-aids for a "shitty culture," and (c) a pathway to nowhere for mother-coaches. The findings complicate the hegemonic work–family conflict narrative, suggesting that mother-coaches' advancement, opportunities, and quality experiences are impacted by the current heteropatriarchal culture and structure of sport that these programs and policy are rooted in. [ABSTRACT FROM AUTHOR]

Purpose: The traditional understanding of how coaches plan for sporting performance is rooted in the assumption that coaches create periodized plans underpinned by physiological principles, thereby providing scientific credibility to their work. In contrast, there remains a paucity of literature exploring how coaches understand or think about their planning practices. The purpose of this study was to generate new knowledge regarding what information coaches actually consider within their planning processes and how they actually approach the task of planning. Method: Using rigorous, in-depth interviews, this study examined athletics coaches' understandings of their everyday planning practices, in an attempt to contribute to narrowing the gap between academic research and real-world application. Twenty-eight highly experienced, high-performance track-and-field coaches based in England (female, n = 1; male, n = 27) were recruited. The coaches were from the throwing disciplines (n = 10) and endurance running (n = 18). Coaches were interviewed about their planning process, using a maximum of 3 semistructured interviews per coach, spaced across a full athletics season. In total, this generated 68 hours of data. Results: The analysis demonstrated that, while the participant coaches utilized the principles of periodization, their planning activities were not limited to this issue. The findings highlighted how the coaches conceptualized successful athletic performance in a holistic way; that is, planning is multifaceted in nature. Conclusion: This study presents a holistic picture of the complexity of coaches' planning, detailing the considerable time and attention given to planning for athletes' psychological, personal, and social development, to enhance athlete performance and development. [ABSTRACT FROM AUTHOR]

Psychology-based research has been a characteristic of empirical inquiry in sport coaching for over 50 years, and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches' cognitions has tended to adopt retrospective approaches, such as postsession interviews or stimulated recall, thus capturing participant recall after the incident, training session, or competition. Methods such as these that rely on participants' retrospective recall are prone to memory decay, reordering of accounts, and confirmation bias. The aim of this research was to collect a different type of data to what is generated with retrospective approaches and, rather, capture coaching cognitions in situ using think aloud protocol. The data captured were broken down into meaning units and analyzed using a reflexive thematic analysis. Situated in the practice of six experienced rugby coaches, findings revealed that think aloud protocol generated rich data. However, engaging think aloud protocol was problematic as the site of inquiry was confounded by multiple social interactions and required coaches to provide frequent instruction and feedback. The interaction between cognition and action is conceptualized by the tentative offering of a conceptual model that includes cognitive triggers and thresholds. The implications of these findings can help academics and coach developers to understand the complexity of capturing coaches' in situ thinking within dynamic social environments. [ABSTRACT FROM AUTHOR]

This paper was written for Cluster 73 as a multidisciplinary research assignment about how social factors may impact mental illness in a specific population. It explores how societal expectations of women’s beauty and the culture of figure skating may influence the development, presentation, and treatment of anorexia nervosa in American women’s figure skaters. Ideas of socially desirable body image are amplified for figure skaters, who must maintain their figure to be athletically competitive and appear aesthetically pleasing on the ice. Coaches also play an important role in influencing skaters’ body image, and a reform in coaching practice is vital to changing outcomes for skaters at risk of developing anorexia.

While important for athletic development and well-being in youth sport, knowledge remains limited around the processes underpinning triadic relationships between parents, athletes, and coaches. This study aimed to examine the relational processes that drive the functioning of parent–athlete–coach triads across three developmental stages of youth tennis. Using a collective-case-study design, 10 players, 10 coaches, and 9 mothers completed preinterview tasks and semistructured interviews and provided conversational history. Reflexive thematic analysis led to the generation of two higher order themes: foundations of relationship quality and factors enabling team effectiveness. Findings highlighted how specific relationship qualities (i.e., commitment, trust, respect, and parent–coach proximity) and team effectiveness constructs (i.e., shared goals, collaborative and adjusted roles, support, and role-specific communication) served to facilitate the tennis experience for triads. Scholars are encouraged to consider integrating small-group principles (e.g., team building) into tailored support programs that address the psychosocial needs of the triad. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we present two studies that provide the first evidence on sport psychology services in Gaelic games. In Study 1, 36 participants providing support for mental aspects of performance in Gaelic games completed a survey that ascertained an initial insight into practitioners and the services they provided in this context. Findings of Study 1 suggested considerable engagement with psychology support in Gaelic games but also highlighted a range of challenges with service delivery. In Study 2, we interviewed 11 sport psychology consultants to understand the active ingredients that contribute to context-driven sport psychology in Gaelic games and the role of contextual intelligence. Findings from Study 2 offered insights into how participants shaped their services to the context and how the active ingredients for effective service delivery, including working alliances, buy-in, and engagement with individuals within the performance environment, could be enabled or constrained in this context. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the study was to examine whether various athletic performances, anthropometric measures, and playing experience differentiate selected and nonselected ultimate Frisbee players trialing to compete in the world championship. Methods: Forty-three Australian male ultimate Frisbee players (age = 21.2 [1.2] y; height = 1.7 [6.8] m; body mass = 69.7 [8.2] kg; playing experience = 3.5 [1.5] y) participated in a 30-m sprint test, single-leg run-up jump approach (both left [JumpLL], and right leg [JumpRL]) and a stationary bilateral vertical jump (JumpBIL), and change-of-direction speed test. Following a selection camp, players were subdivided according to their selection or nonselection into the team. Results: A multivariate analysis of variance revealed that height, 10-m sprint time, acceleration, JumpLL, JumpRL, and JumpBIL were significantly greater for selected players than nonselected players (P <.05). Area under the curve (AUC) was greatest for JumpRL (AUC = 79%; optimal cutoff value of 37.5 cm, sensitivity and specificity values of 77% and 71%, respectively), JumpLL (AUC = 74%; optimal cutoff 38.5 cm, sensitivity and specificity values 77% and 77%, respectively), and JumpBIL (AUC = 78%; optimal cutoff value of 40.5 cm, sensitivity and specificity values 71% and 79%, respectively). The largest AUC (AUC = 81%; 95% CI 0.66–0.97; P =.001) was found when combining the explanatory variables that demonstrated moderate to large effect sizes (ie, height, playing experience, 10-m sprint, acceleration, JumpLL, JumpRL, and JumpBIL), with sensitivity of 93% and specificity of 71%. Conclusion: These athletic performance and anthropometric characteristics differentiating selected and nonselected players may help inform targeted training and player-development strategies. [ABSTRACT FROM AUTHOR]

Background:Purpose:Method:Results:Conclusions:Critical thinking underlies tactical ability, and in the sporting context, it is known as reflective thinking that is used to make reasonable and defensible decisions in movement tasks. Critical thinking and sports tactics can then be described as analytical processes that involve solving situations in a reflective way. It is through experiences and discussions around experiences that more meaningful learning is generated (Godbout and Gréhaigne 2022). If we want to develop the tactical ability of players and, therefore, their decision-making ability, we should try to improve their critical thinking skills.The purpose of this study was to review French Professor Jean Francis (J.F.) Gréhaigne's research on tactical development in team sports from a critical thinking perspective to enhance player decision-making. Gréhaigne, a professor in the Department of Sports Science and Physical Activity at the Institute for Teacher Education of Franche-Comté in Besancon, France, has dedicated his research career to identifying the elements associated with the teaching and pedagogy of team sports. His work is particularly noteworthy in that it proposes that critical thinking underlies tactical ability; it means that before a motor action, there must be an analysis of the situation, and this analysis must be explicit for the current moment.A reflexive thematic analysis was conducted using electronic databases of research articles published before September 2021. The databases utilized were SCOPUS and Google Scholar. The search did not target any exclusive journal but focused on articles where Professor J.F. Gréhaigne was the lead or co-author, specifically related to tactical development and critical thinking in team sports. Although the search was primarily conducted in English, French works were also considered due to the author’s linguistic capabilities and the relevance of Professor Gréhaigne's contributions. A total of twenty articles were included in the documentary analysis.According to the contributions of Professor J.F. Gréhaigne, it is possible to recognize that the proposals based on tactical development in team sports arose from the need, mainly, to identify a pedagogical didactic process that sought to develop analytical abilities in line with the reality of the game. Recognizing the game as a dynamic, chaotic, and uncertain system reveals that the way in which its development should be approached should be far from rigid pedagogical structures.Critical thinking is always essential for team sports players during the game. Pedagogical proposals should focus on developing players’ critical awareness and analytical capacity so that they can solve spontaneous situations on their own. This study is the first reflexive thematic analysis of the work developed by Professor J.F. Gréhaigne related to critical thinking and tactics in team sports. The findings of this study provide significant information and directions for the future development of tactical skills in team sports. [ABSTRACT FROM AUTHOR]

This article aims to review and comment upon the current "state of play" for research around contact and tackle training in women's rugby, covering tackle injury risk, match contact demands, players' experiences of contact coaching and contact skill preparation. In women's rugby, the tackle is the most common match technical‐physical contest, accounting for around two‐thirds of all injuries and carrying the greatest injury burden. Players' experience and technical abilities are key determinants of tackle safety and performance. Despite this, there is limited research available that connects insight into women's rugby contact demands with the how and why of effective tackle and contact training and coaching in context. This review suggests that adapting and adopting progressive tackle skill training frameworks and gender‐responsive coaching practices can aid tackle skill learning in women's rugby. Creative transdisciplinary research and more effective translation and implementation activities that take place within the vibrant and growing context of women's rugby can enhance science and safety whilst working as a medium for social change. Highlights: The ability to tackle and be tackled is perhaps the most essential contact skill required for successful rugby participation. The practice and professional development of coaches to encourage safe and effective tackle technical actions is an important priority in women's rugby.Existing work has taken a sex‐specific approach, largely failing to engage with coaches, athletes, their experiences and wider context, which limits successful implementation and progress.We suggest that a more collective, gender‐responsive and evidence‐informed approach that includes coaches and players is needed to effectively "tackle" women's rugby safety, performance and coaching development. Our recommendations are mapped to the socioecological structures (individual, interpersonal, organizational and societal) within which players and coaches operate. [ABSTRACT FROM AUTHOR]

Introduction: Coaching is proposed as a core enabling skill of occupational therapy and increasingly suggested for a diverse range of health populations. In recent years, research on coaching has proliferated, emerging from within and outside of occupational therapy. Yet, concern has been raised about the absence of theoretical underpinning and diversity of descriptions of coaching in occupational therapy, as well as low‐quality evidence supporting its effectiveness. The aim of this study is to map the use of coaching by occupational therapists from 2007 to 2022 to identify the populations, settings and outcomes it is applied to, differences between coaching interventions and evidence supporting its use. Methods: This systematic scoping review applied Arksey and O'Malley's five‐stage methodological framework with further methodological direction using the Levac framework. There was no consumer involvement in undertaking this review. Results: Findings from 60 research publications on coaching indicate its use with populations across the lifespan in primarily community settings to improve occupational performance, participation and self‐efficacy. A wide range of coaching interventions are designed or used by occupational therapists, with Occupational Performance Coaching being the most researched (16/27, 59% of named interventions). Common elements of coaching interventions included collaborative goal setting and problem‐solving; however, a lack of described theory or coaching methods persists. High‐quality study designs indicate its effectiveness; however, an absence of fidelity definition or monitoring limits interpretation of many studies. Conclusion: The language of coaching is becoming common practice within occupational therapy, and evidence indicates effectiveness of some coaching interventions. Advances in coaching research and use by occupational therapists will be aided by an explicit statement of the theoretical basis for coaching interventions, with congruent coaching methods, mechanisms and outcomes stated. PLAIN LANGUAGE SUMMARY: This scoping review maps the use of coaching by occupational therapists in current published research. Key aspects of coaching examined include how coaching is defined, who it is used with and how effective it is. The kinds of outcomes that coaching is intended to improve are also reported. From 633 publications, 60 research publications were fully analysed. The use of coaching by occupational therapists has grown rapidly over the past 10 years. Strong evidence of its effectiveness exists for achieving the personal goals of people receiving occupational therapy when goals describe changes in everyday life activities. Coaching is being used with people across the lifespan with a variety of disabilities and chronic conditions and their caregivers/parents, most commonly parents of children with developmental issues. The key features of coaching interventions used by occupational therapists include collaborative goal setting, shared problem‐solving and client‐led action planning. Some elements of coaching are also used within other interventions with a wider range of methods. Coaching is believed to work by supporting an individual's self‐belief that they can make changes. Theories that underpin coaching vary but commonly focus on self‐determination, behaviour change and occupational therapy theory. However, many of the coaching interventions do not describe any theoretical basis nor coaching methods in detail. Future research on coaching in occupational therapy should ensure a clear explanation of the theory that underpins it, coaching methods and monitoring of how well coaching is applied. [ABSTRACT FROM AUTHOR]

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations. [ABSTRACT FROM AUTHOR]

This article provides structure to developing, implementing, and evaluating a successful coaching program that effectively meets the needs of learners. We highlight the benefits of coaching in medical education and recognize that many educators desiring to build coaching programs seek resources to guide this process. We align 12 tips with Kern's Six Steps for Curriculum Development and integrate theoretical frameworks from the literature to inform the process. Our tips include defining the reasons a coaching program is needed, learning from existing programs and prior literature, conducting a needs assessment of key stakeholders, identifying and obtaining resources, developing program goals, objectives, and approach, identifying coaching tools, recruiting and training coaches, orienting learners, and evaluating program outcomes for continuous program improvement. These tips can serve as a framework for initial program development as well as iterative program improvement. [ABSTRACT FROM AUTHOR]

Women remain underrepresented in tennis coaching roles in Australia. This study aimed to examine the factors (barriers and facilitators) that may underlie gendered experiences in sport coaching and their links to retention in the profession, through the lens of Self-determination Theory. An online survey assessed barriers to coaching (individual, interpersonal, organisational and socio-cultural levels), coaching motivation and social support for coaching. Participants also completed measures of coach retention (coaching commitment, intentions to continue coaching). The survey was completed by 243 Australian tennis coaches (Mage = 49.5 ± 16.4 years, 35.8% women). The findings indicated that women coaches perceived experiencing significantly more socio-cultural barriers (e.g. discrimination, marginalisation) than their men counterparts. Fewer women (41.4%) than men (55.8%) intended to remain in the profession long-term (>10 years). Regression analyses did not reveal any predictors of retention among women coaches. In men, integrated regulation (β = 0.22, p =.036) and amotivation (β = -0.24, p =.010) predicted coaching commitment. Interpersonal barriers (OR = 0.27, p =.038), external regulation (OR = 0.68, p =.023) and amotivation (OR = 0.72, p =.040) predicted male's intentions to exit the profession sooner. This study sheds light on the factors that shape the experiences of sport coaches. Ongoing efforts to support the retention of women in sport coaching are necessary and may include challenging socio-cultural barriers. [ABSTRACT FROM AUTHOR]

Coaching in child welfare settings shows promise as a supplement to traditional agency-based supervision. This study investigates the perceived benefits and challenges of an innovative coaching model for social work students with child welfare internships. Focus groups were conducted with student interns, former interns, and coaches. Focus group participants perceived coaching as helpful for professional development and influential in decisions to stay in child welfare. Participants also contrasted supervision experiences with coaching experiences, finding coaching to be more supportive. Findings point to the potential of coaching and/or strengths-based supervision for fostering commitment to child welfare. [ABSTRACT FROM AUTHOR]

Objective: To explore how clinicians understand coaching and their clinician‐coach practice in emergency medicine. Methods: Participants were surveyed about the value of coaching and their beliefs about the enablers of, and barriers to, being a clinician‐coach. Results: Three themes were developed for the value of coaching: empowerment and growth; enhanced interpersonal dynamics; and reflective transformation. Key enablers were supportive infrastructure, self‐driven development and recognition of value. Key barriers were time constraints and scheduling conflicts, cultural challenges and financial and structural obstacles. Conclusions: Fostering a supportive environment for coaching could significantly enhance clinician competence and well‐being, healthcare delivery and professional development. [ABSTRACT FROM AUTHOR]

Purpose: Focused feedback, such as mentoring and coaching, is a crucial ingredient for generating the intellectual capital needed for successful venture creation and has become a structural resource offered to entrepreneurs in business incubator/accelerator programs. Yet so far, literature has remained silent on the way that entrepreneurs differ in their engagement with focused feedback in such programs. This study poses the question of how focused feedback engagement shapes cognitive development during value creation (i.e. business opportunity development), aimed at the construction of a taxonomy of such feedback engagement. Design/methodology/approach: Focusing on cognitive learning outcomes, we carried out a qualitative analysis using NVivo to perform content analysis on the logbooks of 70 entrepreneurs engaged in business opportunity development in a highly regarded accelerator program. Findings: Results show that engagement with focused feedback and its effects relate to the state of tangibility of the entrepreneur's value offer and to the amount of prior entrepreneurial experience. We also develop a promising taxonomy to classify entrepreneurs on their learning needs and outcomes (e.g. procedural versus declarative knowledge). Originality/value: This study brings together types of human learning (types of knowledge acquired) with types of focused feedback. This connection has been speculated to exist in entrepreneurial settings; this study provides strong initial evidence that argues for more explicit consideration in practice. Adding the intellectual capital perspective further enabled this study to better address implications for practice as well as motivate powerful new directions for research. [ABSTRACT FROM AUTHOR]

This study examines the results of the first phase of a multi-year programme to integrate the use of video to support induction coaches in a suburban school district. Seven coaches participated in a video club in which they analysed videos of both their coaching conversations and mentees' classrooms. A typological analysis of interview and video club meeting transcripts revealed perceived benefits of participation in the video club on the coaches' sense of professional community and the quality of coaching conversations. Coaches also noted reviewing video with mentees stimulated changes in their mentees' classroom practice. Positioning themselves as learners learning from video alongside mentees created a more egalitarian relationship between coach and mentee. The 'pragmatic' professional development design privileged coaches' autonomy and agency and emphasised developing coaching concepts rather than discrete routines. Obstacles to using video included logistical issues related to video capture as well as the time needed to establish trusting relationships with mentees. Further exploration of the video club model for teacher leader development will inform theories of teacher learning and professional development design. [ABSTRACT FROM AUTHOR]

Objective: To assess impact of participation in a positive psychology coaching program on trainee burnout and well-being. Background: Coaching using principles of positive psychology can improve well-being and reduce physician burnout. We hypothesized that participation in a coaching program would improve pediatric surgery trainee well-being. Methods: With IRB approval, a coaching program was implemented during the COVID-19 pandemic (September 2020 to July 2021) in the American Pediatric Surgical Association. Volunteer pediatric surgery trainees (n = 43) were randomized to receive either one-on-one quarterly virtual coaching (n = 22) from a pediatric surgeon trained in coaching skills or wellness reading materials (n = 21). Participants completed prestudy and poststudy surveys containing validated measures, including positive emotion, engagement, relationships, meaning, accomplishment, professional fulfillment, burnout, self-valuation, gratitude, coping skills, and workplace experiences. Results were analyzed using the Wilcoxon rank sum test, Kruskal-Wallis test, or χ2 test. Results: Forty trainees (93%) completed both the baseline and year-end surveys and were included in the analysis. Twenty-five (64%) were female, mean age 35.7 (SD 2.3), and 65% were first-year fellows. Coached trainees showed an improved change in positive emotion, engagement, relationships, meaning, accomplishment (P= 0.034), burnout (P= 0.024), and gratitude (P=0.03) scores from precoaching to postcoaching compared with noncoached trainees. Coping skills also improved. More coaching sessions were associated with higher selfvaluation scores (P=0.042), and more opportunities to reflect were associated with improved burnout and self-valuation. Conclusions: Despite the stress and challenges of medicine during COVID-19, a virtual positive psychology coaching program provided benefits in well-being and burnout to pediatric surgery trainees. Coaching should be integrated into existing wellness programs to support the acquisition of coping skills that help trainees cope with the stressors they will face during their careers. [ABSTRACT FROM AUTHOR]

As the field of strength and conditioning (S&C) continues to grow, there are noticeable increases in jobs, salaries, research, and media coverage of malpractice; it is therefore prudent to define evidence-based practice (EBP) for S&C coaches. In line with clinicians and medical practitioners, this will help guide best practice and inform stakeholders on the design process of the various training and testing interventions implemented, to improve the physical capacity of athletes. Thus, the aim of this article is to define EBP in S&C, and in doing so, the following definition was provided: In strength and conditioning, evidence-based practice involves integrating scientific research with coach expertise such that the individual needs of athletes are met in terms of physicality, values, preferences, and constraints. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Sozialreform is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gaelic games are a family of indigenous Irish sports played in Ireland and across the world. With recent growth in research on the psychology of Gaelic games and developments in sport science policy in this context, there is a need to map and clarify understanding of psychology in Gaelic games. Against this backdrop, we conducted a scoping review that aimed to identify and synthesise current literature on the psychology of Gaelic games, with the intention of generating findings that could have implications for research, policy, and practice. After electronic database searches and manual searches up to September 2023, we included data from 42 articles involving 4963 Gaelic games participants in the review. We organised findings into eight categories: mental health and wellbeing; burnout; youth coaching practices; psychology of injury; attentional processes; optimal experiences and performing under pressure; identity; and female coach development. In light of the findings, we offer (a) five recommendations for researchers to strengthen the quality of research in future, and (b) five implications for policy and practice, some of which might also be transferable to other sport contexts. We believe that consideration of our recommendations for research can build a stronger and more coherent evidence base for policy and practice. By doing so, this can ultimately lead to more meaningful and tangible benefits for all in Gaelic games. [ABSTRACT FROM AUTHOR]

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated a pilot community youth sport club coach developer initiative. Coach development and education literature indicate that coaches are central in Australian youth sport participation, development and retention. A Lead Coach Developer (LCD), 7 Club Coach Coordinators and 14 club coaches took part in interviews in this research. The interviews provided qualitative data that were thematically analysed to elicit key themes of perceptions and experiences of participants. Coaches provided positive feedback on the coach developer initiative; however, the LCD found the majority were not ready to engage meaningfully with the theory of education envisioned for the initiative. Club Coach Coordinators suggested that while the coach developer role was important, often the other roles were more urgent. [ABSTRACT FROM AUTHOR]

This paper is prompted by the intuition that the common ethical theories do not fully comprehend the (internal) psychological structures of the asymmetrical coach-athlete relationship. Through a few examples I attempt to investigate the ethically vulnerable coach-athlete relationships that often emerge. With a philosophical view taken from Nel Noddings' theory of an ethics of care, I argue that we may need a broader perspective on the ethical issues which also include a psychoanalytic or psychodynamic perspective towards the relationships in question. Doing that would in itself be an ethical approach to take for a deeper understanding of the relationships between coaches and athletes. [ABSTRACT FROM AUTHOR]

Since the introduction of a national system for upper-secondary sport schools in Sweden in the 1970s, these institutions have been an important environment for developments in training and coaching. This is particularly true for cross-country skiing, where these schools quickly became an obligatory passage point. Coaches at the sport schools, often formally employed as PE teachers, were among the first professionalized endurance sport coaches in Sweden. This article examines how communities of practice have influenced the professionalization process of XC ski coaches at Swedish sport schools. The results show how being part of this community is conditioned on personal experience of active learning, historically as a skier yourself and currently as a coach who participates in the everyday work. The strong communities of practice have enabled coaches to maintain a high degree of self--governance and ensured that experiential knowledge remain important in relation to scientific knowledge. [ABSTRACT FROM AUTHOR]

In this article, we examine the professionalization coaching in Norway, focusing on the years between 1990 and 2020. During this period, Norway started to perform comparatively well in international elite sport. Data are drawn from two relatively separate fields of Norwegian elite sport, namely elite football for men and the Norwegian organization for elite sports' (Olympiatoppen) programme for future elite sport coaches. In our analysis, we rely on two sets of concepts: Giddens' notion of reflexivity in late modern society, and Foucault's concept of pastoral power. When concepts and methods from both the natural and the social sciences enter the clutches of elite sport, academic perspectives transform into recipes that aim to help athletes achieve more. The more the coach knows about the athlete, the better she can plan for training sessions. On the other hand, it creates a risk of manipulation and abuse of power. [ABSTRACT FROM AUTHOR]

This study aimed to formulate the characteristic features of Scandinavian successful high-performance coaching. We took our point of departure in the works of Côté and Gilbert (2009, 2013) concerning the knowledge possessed by high-performance coaches. We interviewed 18 successful Scandinavian coaches who were deeply committed to their respective coaching assignments and had achieved great success through the performances of their practitioners at major championships. We then conducted a thematic analysis of the interview data, identifying, analysing and reporting patterns (themes). Our results show that Scandinavian high-performance coaching is a value-based and sensitive balancing act between four knowledge dimensions: analytical and systematic, authority and stability, relational and communicative, and innovative and creative development. The four dimensions, together with an ethical core, form the link between Côté and Gilbert (2009) categorisation of high-performance coaches' knowledge base and how this knowledge is put into practice. [ABSTRACT FROM AUTHOR]

Background: Mentoring's success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee's unique needs in evolving mentoring relationships point to the critical role of support mechanisms ('mentoring support'). We conducted a systematic scoping review (SSR) studying "What is known about mentoring support's role in nurturing PIF?". Methods: Adopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion. Results: Two thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF. Conclusion: The success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme's use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study. [ABSTRACT FROM AUTHOR]

This article reports on the qualitative experience of practitioners using a form of integrative counselling and coaching, Personal Consultancy, when working with adults with anxiety. Nine integrative practitioners trained in Personal Consultancy took part in semi-structured interviews and their transcripts were analysed using thematic analysis. The analysis was undertaken through a critical realist lens. Four themes were generated from the data: sense of orientation, getting to the source, developing agency and flexible use of the model. Findings indicate that an integrated counselling-coaching model can offer a structure for practitioners to orientate themselves while giving them the freedom to bring in suitable interventions in collaboration with the client. The approach gives practitioners flexibility around when to offer anxiety-management strategies in the therapeutic process and the option to explore the roots of clients’ anxiety. This study provides practical insight into how an integrative framework may enable clients to have greater knowledge and understanding of their condition, thus empowering them to have a greater sense of control. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate female South African school athletes' trust in their coaches in relation to their perceptions of the coaches' justice, benevolence, integrity, competence, commitment to coach, willingness to cooperate, and performance. A quantitative cross-sectional research design was used in this study. The results showed that there was a large correlation between trust in the coach and the following factors: perceived justice (r =.504, p <.01), perceived integrity (r =.511, p <.01), and perceived competence (r =.534, p <.01). Furthermore, multiple regression analysis results revealed that perceived justice was the only significant predictor of trust in the coach as it had a higher beta value (β =.17, p <.05) than the other variables. This study shows that coaches should demonstrate fairness in their decision-making by providing players with incentives, opportunities to play, friendly relationships, and places of preference. [ABSTRACT FROM AUTHOR]

In an increasingly demanding and pressured work environment, employee resilience is acknowledged as a critical element to navigate adversity. There has been increased focus and interest in studying the nature of resilience in the workplace, however the mechanisms of developing and sustaining resilience are still under debate. Coaching is a promising method organisations use to improve employee resilience and provides employees with support to deal with the challenging working environment. There has been significant interest in coaching for resilience in recent years, however there is no overarching, consolidated view on the nature and dynamics of resilience coaching. This scoping review seeks to fill this gap by making three contributions. Firstly, we present details on various types of coaching approaches used to improve resilience. Secondly, we review the specific coaching elements and processes that lead to improved resilience and finally, we provide an overview on the efficacy of resilience coaching interventions. We conclude this scoping review with a roadmap for future research to help position and strengthen organisational coaching as a pillar of resilience development. This scoping review followed a five-stage PRISMA-ScR methodology which entails formulating research questions; identifying studies; choosing studies; extracting and charting data; and summarising the findings. [ABSTRACT FROM AUTHOR]

Developing teacher self-efficacy can be supported through coaching, a process that guides and supports teachers in enhancing their confidence in teaching and learning skills. This study, part of the CONNECT project funded by the European Union and implemented in various countries, investigates how coaching improves teacher performance and self-efficacy within the context of open schooling for sustainability. The coaching process underpinned by the CARE-KNOW-DO framework focused on 45 coaches supporting a total of 790 teachers in the UK, Brazil, Romania, and Spain. A multilanguage digital platform provided resources, guidelines, video, and best practices on open schooling integrated with the Sustainable Development Goals for teachers' educators and teachers. Through a qualitative study analyzing CARE-KNOW-DO practices in one-on-one dialogue-based strategies, collaborative participatory research, webinars, workshops, and professional development courses, our findings reveal both challenges and catalysts in coaching. Key features of the coaching model that boosted teachers' self-efficacy included working with mixed-ability classes (UK), overcoming curriculum pressure (Spain), and addressing complex teaching challenges (Romania). Pedagogical changes involved the adoption and co-creation of open schooling materials, along with integrating CARE-KNOW-DO principles and the EU DigComp framework for green digital skills. These insights demonstrate that coaching in open schooling environments for sustainability can significantly enhance teachers' self-efficacy and the quality of open schooling experiences by increasing teachers' awareness of challenges, strategies, and outcomes, focusing on meaningful practices, enhancing teaching and learning competencies, and fostering collaborative personal development. [ABSTRACT FROM AUTHOR]

The purpose of this study was to design and validate a guide to strategic principles in padel (SPP), offering practical recommendations for both players and coaches. Once the first version of the guide was developed by six relevant researchers in padel, 11 padel experts (all with a federation title as coaches and with experience as a coach and player) conducted a qualitative and quantitative assessment of the guide. Aiken's V coefficient and confidence intervals were used to calculate content validity, and Cronbach's α coefficient to analyze reliability. The adequacy and wording of the 15 principles initially designed were evaluated. One principle was eliminated for obtaining values < 0.91 in Aiken's V coefficient regarding adequacy. The wording of the remaining principles was modified according to the qualitative assessments of the experts. The reliability of the instrument was acceptable, (α = 0.90). This guide provides a foundational list of strategic principles for padel, offering practical recommendations for players and coaches. It could also serve as a useful resource for federations to incorporate into coach education programs, supporting the development of tactical knowledge in padel. [ABSTRACT FROM AUTHOR]

Introduction: The translation and use of evidence-based practices (EBPs) within early intervention (EI) systems presents challenges. The Office of Special Education (OSEP) has emphasized results-driven accountability to expand state accountability from compliance to also include quality services that align with EBPs. OSEP's results-driven accountability provided states the opportunity to design State Systemic Improvement Plans (SSIP) to strengthen the quality of EI services by increasing the capacity of EI systems to implement, scale-up, and sustain use of EBPs. Caregiver coaching is widely accepted as an EBP within EI settings, yet uptake and fidelity to coaching practices remains limited. Such widespread implementation of caregiver coaching is partially limited by a lack of measurement tools that operationalize behaviors consistent with coaching. In this study, we describe the development of the Kentucky Coaching Adherence Rubric-Revised (KCAR-R) and psychometric testing of the instrument. Methods: We developed and tested the KCAR-R to measure fidelity of coaching practices within a state-wide professional development program, the Coaching in Early Intervention Training and Mentorship Program. We define operational elements of the KCAR-R and rubric design elements related to: creators; users and uses; specificity, judgment complexity; evaluative criteria; quality levels; quality definitions; scoring strategies; presentation; explanation; quality processes; accompanying feedback information; secrecy; and exemplars. With regard to psychometric validation of the KCAR-R, interrater reliability was analyzed using intraclass correlation coefficients across eight raters and 301 randomly selected video submissions. Internal consistency was evaluated using Cronbach's alpha across 429 video submissions. Results: Results showed 0.987 agreement, indicating excellent interrater reliability; item level internal consistency values ranged from 0.860 to 0.882. for scale if item deleted and 0.834 for the total scale. Discussion: Findings from this study showed that the KCAR-R operationalized behaviors that exemplify caregiver coaching and may serve as a resource for other states or programs to document the quality and fidelity of evidence-based EI services. To influence EI provider practices at a systems level, we used implementation science to guide our work and provide examples of how EI systems seeking ways to create sustainable quality services may build upon our approach. [ABSTRACT FROM AUTHOR]

AbstractWorkplace coaching is an essential individual and organizational development intervention, but high costs limit its application. AI coaching chatbots could scale coaching, however, traditional scripted chatbots lacks mainstream adoption due to limited context awareness and robotic responses. Recent advances in large language models and generative AI offer an alternative, however, generative AI is linked to risks and controversies. Should coaching chatbots use generative AI? We compared a scripted, rules-based coaching chatbot (ScriptBot, n = 126) with a generative AI chatbot (GenBot, n = 116) in a randomized controlled trail experiment. We measured technology adoption (UTAUT2), self-determination (autonomy, competence, relatedness) and goal attainment. For all technology adoption and self-determination variables, GenBot outperformed ScriptBot. However, for goal attainment there was no significant difference. Using generative AI in coaching chatbots improves adoption and coaching outcomes, but for highly structured interactions such as goal attainment, scripted conversations (with lower risk) seem to work just as well. [ABSTRACT FROM AUTHOR]

Introduction: The study aims to analyze scientific publications on the association between social networks, social relationships, and social support for sports coaches. It seeks to identify the types and levels of social support provided by various agents, and to understand the impact of this support on coaches' wellbeing. The goal is to help coaches better utilize social support, thereby enhancing their quality of life, work, and performance. Methods: This study systematically reviewed 11 scientific articles to investigate the association between social support, social networks, and social relationships in sports coaches. It aimed to identify the types and levels of social support offered to coaches by family members, peers, and friends. Our research utilized the PRISMA guidelines for systematic reviews and assessed study quality using the STROBE Statement. Eligibility was determined by the PECOS criterion based on the search strategy terms. Results: Our findings indicate that social support has significant positive effects on sports coaches. It enhances selfcompassion, prevents burnout symptoms, boosts job and life satisfaction, and reduces stress levels. Organizational support, characterized by clear guidelines, guidance, and autonomy, yielded positive outcomes. Conversely, the absence of social support correlated with negative outcomes for coaches, including lower self-compassion, increased stress and burnout symptoms, reduced job and life satisfaction, and heightened work–family conflict. Coaches' social networks encompassed family members, peers, friends, and other sources, with friends perceived as the most influential. Maintaining an effective social support network is crucial for coaches' performance and psychological wellbeing. Discussion: This systematic review emphasizes the importance of social support for coaches in both their personal and professional lives, noting its positive effects and the negative consequences of its absence. Given the demanding nature of coaching, improving social support systems can enhance coaches' wellbeing and the success of sports activities. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to differentiate external and internal training loads during on-snow biathlon training by adding an accelerometer-derived metric. Methods: Eleven adolescent athletes were fitted with a combined heart rate (HR) and accelerometer to be worn during all training sessions. Duration, HR, training impulse (TRIMP), and average net force (A v F N e t ) were used as training variables. All training was divided into either low-intensity training (LIT), or high-intensity training (HIT) based on reported intensity. The training was further categorized as training without any shooting practice (NS) or as a combination of skiing and shooting (COMB). Duration, HR, TRIMP, and A v F N e t were analyzed in a linear mixed model for the different training modalities. Results: All training was similar in duration for LIT and HIT sessions (p =.0521) and NS and COMB sessions (p =.988). TRIMP did not differentiate between LIT or HIT training (p =.350) or for NS compared to COMB (p =.298). While A v F N e t decreased during COMB compared to NS during LIT sessions (p <.001) it remained similar during HIT training (p = 1.00). Conclusion: The study's findings indicated that there were no notable differences in internal training load (TRIMP) when comparing various training intensities and modes. However, the type of training had a significant impact on A v F N e t , especially leading to a decrease during COMB sessions under LIT conditions. Incorporating an external load metric could offer a fresh approach when prescribing and evaluating training, providing deeper insights into the training load. [ABSTRACT FROM AUTHOR]

This paper is a blend of my personal narrative and the practical strategies based on theoretical frameworks that I use in my work supporting young people in schools. My work is based on the powerful message from the short story the Starfish Thrower (Eiseley, 1979). The lesson I learned from this lovely story is that I may not be able to save the entire world, but I try to make a difference one young person at a time. [ABSTRACT FROM AUTHOR]

Background: There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose: The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods: Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent's perception of their child's enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings: Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent's perception of child's enjoyment (P < 0.05). Conclusions: The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Reflection is established as important in coaching and coach development, however, no research has developed an illustrative device depicting an understanding of reflection in coaching. Instead, the concept remains poorly defined, understood, practiced and supported by coaches and coach developers. The purpose of this research was to therefore produce a device to support coaches' thinking – their reflective practice. Methods: Data were collected over a two-year period during a high-performance coach education programme delivered by a National Sports Organisation. Using an ethnographic framework, methods included participant observation of eight three-day coach education workshops, and interviews conducted at the start and end of the programme with high-performance coaches (n = 11) and coach developers (n = 12). Findings and Analysis: Based on the principles of grounded theory, analysis led to the production of a heuristic device that captures an understanding of reflection across two axes: types of thinking and reflection content. Conclusion: On positioning the coaches' reflective practice data within the heuristic, opportunities for assessment and intervention to develop reflection in high-performance coach education are presented and discussed. [ABSTRACT FROM AUTHOR]

Background: The availability of information regarding neuropsychological tests threatens their confidentiality. This concern may be particularly relevant to Attention-Deficit/Hyperactivity Disorder (ADHD) considering its widespread online coverage. The present study explored simulators' online search strategies. Method: Simulators (n = 39) searched for information before undergoing an evaluation which included performing a continuous performance test (CPT). Their search strategies were analyzed, and their performance was compared to that of ADHD patients (n = 36) and healthy controls (n = 38). Results: Most simulators reached high-risk websites that provided written and video-based information regarding the test. Sixty percent, comprised mostly of 3rd-year students, reached Google Scholar. These students were also easier to detect as simulators. Common strategies included performing the CPT in accordance with typical ADHD symptoms and avoiding the endorsement of both unusual and stereotypical symptoms. Conclusion: Simulators can access online information that contains key test data. Higher education may increase the ability to reach academic research while decreasing the ability to convincingly feign impairment. While additional research is needed to examine coaching effects on neuropsychological testing, the risk to test security that many websites pose should be acknowledged and steps, including ones taken by test publishers, should be undertaken to minimize it. [ABSTRACT FROM AUTHOR]

The aim of this study was to conduct a comprehensive scoping literature review to provide an overview of the current state of research within women's futsal. We searched four electronic databases (SPORTDiscus, PubMed, Scopus, and Web of Science) up to December 2023. Inclusion criteria comprised original research published in peer-reviewed journals, available in English, Spanish, or Portuguese. The focus was on studies investigating women in futsal, encompassing both players and those in leadership positions, regardless of their age or skill level. The analysis included the authorship (location), population characteristics (number of participants, level of play, and age), themes explored, and primary findings. A total of 692 records were found, but only 175 met the selection criteria. The results highlighted a recent attention in the scientific literature, with the first publications emerging in 2005 and a notable increase since 2016. Strength and Conditioning topics constituted the most frequently explored area, comprising 32% of the studies. Notably, no studies focusing on coaching or management aspects were identified. In terms of the participant population, most studies concentrated on high-level (33%) and senior (84%) players. Few studies have investigated practitioners with disabilities or women in other positions such as coaches or managers. Most of the studies were conducted by Brazilian researchers (60%), indicating the need for investigations in different socio-cultural contexts. The recent academic attention and the upcoming inaugural edition of the FIFA Futsal Women's World CupTM in 2025 reinforce the need for further studies on women's futsal. This review contributes by identifying the scientific gaps that can be explored by future investigations. [ABSTRACT FROM AUTHOR]

The current commentary adopts a skill acquisition science perspective on the distinction between skill and technique, two constructs often confused in football science and practice. It first positions technique as a coordination pattern. It then argues that experts rarely (if ever) coordinate their neuromuscular system in the same way through evidence of inter- and intra-individual movement variability from football science and other domains of sport science. It concludes by asserting that skill distinguishes itself from technique by its requirement for functional and beneficial coordination patterns, meaning that coaches, sporting practitioners and researchers should consider skill as any technique that an athlete successfully applies to a situation that requires it. [ABSTRACT FROM AUTHOR]

Introduction: Soccer coaches are critical to academies as they are central to identifying players with the potential to succeed (i.e., talent). Research suggests coaches perceive skill as determining players' potential. Regardless, researchers only broadly explored their views and quantified players' skill using objective measures, which is problematic as coaches still rely on their subjective intuition. A plausible reason is that skill assessments do not meet coaches' needs. Objective: So,this study explored academy soccer coaches' perspectives on skilfulness. Methods: Participants required a minimum B-level AFC/FA Pro Coaching Licence and five years' experience for inclusion. Australian soccer coaches (n = 4) and academy directors (n = 7) (Mage = 35.90 ± 8.36 years; Mexperience = 14 ± 7.02 years) participated in semi-structured interviews (Mtime = 50.73 ± 7.33). Results: We analysed coaches' responses using reflexive thematic analysis, generating four themes describing skilful players as i) technically proficient, ii) adaptable, iii) effective decision-makers, and iv) influential to their team's success. We produced three themes on the situational and contextual nature of their views, perceiving skill through a v) developmental lens, relying on their vi) experiential knowledge, and their views were vii) context-specific. Conclusion: Additional research is needed to create a refined conceptual model for assessing soccer skilfulness. [ABSTRACT FROM AUTHOR]

Based on the work of Martindale, R. J., Collins, D., and Daubney, J. (2005, Talent development: A guide for practice and research within sport. Quest (Grand Rapids, Mich), 57(4), 353–375. https://doi.org/10.1080/00336297.2005.10491862) and Henriksen, K., Stambulova, N., and Roessler, K. K. (2010a, Holistic approach to athletic talent development environments: A successful sailing milieu. Psychology of Sport and Exercise, 11(3), 212–222. https://doi.org/10.1016/j.psychsport.2009.10.005), researchers have increasingly focused on environmental features influencing talent development in sport from an integrated, holistic perspective. These contributions led to a quickly evolving body of literature and a proliferation of findings related to facilitative and debilitative environmental features. With a timely appraisal of this work warranted, this review aims to coalesce salient results from talent development environment research. For this purpose, a holistic perspective is employed on (a) the environmental level, by considering the sport and non-sport domain and by identifying functional and dysfunctional features, as well as on (b) the outcome level, by considering wellbeing and personal development, alongside athletic development, as important athlete-related outcomes. Following a systematic search, 44 articles were identified and findings summarised by conducting a directed content analysis (Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687). Several functional and dysfunctional features were derived from the literature and grouped into the following main categories within a preliminary conceptual framework: Preconditions of the Sport Environment, Organisational Culture, Integration of Efforts, and Holistic Quality Preparation. The framework's contribution to a more systemic and holistic approach to talent development is discussed and critical future research directions are proposed. [ABSTRACT FROM AUTHOR]

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Introduction: The tennis serve is a complex motion with numerous rotations which are important to manage for performance. The main aim of this study was to investigate kinematic parameters, including the evolution of the center of gravity, and kinetic parameters correlated with racket velocity over all phases of the tennis serve. The secondary objective was to find out which of the correlated parameters differed between a slow and a fast serve. The advantage of such an approach would be to propose biomechanical parameters that coaches and teachers could use to optimize performance or learn how to serve. Methods: Quantitative analysis was carried out on 5 flat serves performed by four ranked players using an optoelectronic system (82 markers located on whole body and racket) composed of 10 infrared cameras (150 Hz) and two force platforms (750 Hz). Results: A descriptive statistical analysis highlighted 11 very large and almost perfect correlations with racket velocity: vertical ground reaction force of back foot in release backward, trunk axial rotation during loading phase, back and front knee flexions, dominant shoulder and hip mediolateral rotation during cocking phase, and center of gravity vertical velocity, dominant shoulder medial rotation velocity, dominant elbow flexion, trunk flexion/extension and axial rotation during acceleration phase. Differences were observed for some of the correlated parameters between slow and fast serve. Discussion: Consequently, all these correlated kinematic and kinetics parameters constitute information that coaches, instructors and athletes can use to improve, optimize or teach the tennis serve. [ABSTRACT FROM AUTHOR]