ORCID Profile
0000-0002-6071-1002
Current Organisation
University of Queensland
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Publisher: Informa UK Limited
Date: 25-04-2023
Publisher: SAGE Publications
Date: 17-02-2022
DOI: 10.1177/17479541221076247
Abstract: Youth sport coaches play an important role in shaping the sport experience and positive development of youth athletes. One salient approach to examining how the interpersonal behaviours of coaches influence young athletes has been through the lens of leadership theories. However, there is limited understanding surrounding the underlying processes associated with coach leadership behaviours, such as how and why behaviours are applied. This study sought to examine why do youth sport coaches use specific leadership behaviours and what are their intended outcomes when using these behaviours? Eleven coaches ( M age = 42.3, SD = 14.5) were recruited from competitive youth soccer and volleyball clubs (athletes’ M age = 15.8, SD = 1.9). Coaches participated in a video-stimulated recall interview, during which coaches reflected upon their own coaching behaviours and provided insight into the application of leadership behaviours in youth sport. Findings of the study revealed that contrasting leadership behaviours (e.g. transformational vs. transactional) are associated with distinctive coach objectives (promoting confidence vs. establishing respect). This study can serve to facilitate knowledge mobilization by strengthening our understanding of coaches’ intentions for the implementation of leadership behaviours in a real-world setting.
Publisher: Elsevier BV
Date: 09-2021
Publisher: SAGE Publications
Date: 06-2018
Publisher: SAGE Publications
Date: 11-11-2016
Abstract: Coach development, coach development programmes are conducted to change coach behavior in a specific domain. To facilitate understanding of this growing field, the current synthesis review of coaching literature was conducted to generate classifications of coach development programme types. To identify coach development programmes described within academic research, a supplemental search of an earlier systematic review was conducted. In addition, a broad Internet search was used to identify publically available descriptions of coach development programmes. After extracting information describing the resulting 285 coach development programmes, the research team distinguished 16 coach development programme domains of focus, classified within professional, interpersonal, or intrapersonal domains. Five organizational contexts were also identified in relation to “where” and “why” coach development programmes were conducted, and the coaching context and mode of delivery were also classified. As an effort to bridge applied and empirical realms, the continued use and development of these classifications will facilitate the further progress and synthesis of coach development literature.
Publisher: Elsevier
Date: 2020
Publisher: American Psychological Association (APA)
Date: 05-2021
DOI: 10.1037/SPY0000254
Publisher: Routledge
Date: 19-07-2023
Publisher: Elsevier BV
Date: 07-2020
Publisher: American Psychological Association (APA)
Date: 08-2022
DOI: 10.1037/SPY0000295
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2019
DOI: 10.1519/SSC.0000000000000490
Abstract: Imagery is a frequently used mental performance skill that has been advocated as an invaluable tool by athletes, coaches, and sport psychology professionals. As such, athletes competing in powerlifting can benefit from the use of imagery toward the improvement of in idualized mental and physical skills. To provide coaches and athletes with a theoretical and practical understanding of the imagery–performance relationship this article (a) provides an overview of the PETTLEP model, (b) reviews the benefits of imagery on both the physical and psychosocial outcomes for powerlifting athletes, and (c) provides recommendations for practical use in strength and conditioning contexts.
Publisher: SAGE Publications
Date: 17-07-2020
Abstract: The current approaches used to develop coaches within many sport organisations extend beyond merely the professional knowledge related to sport-specific aspects. Effective coaching notably entails intrapersonal skills related to learning through experience and developing one’s own approach, and these skills are often targeted in coach development. Recognising that researchers have delivered Coach Development Programs (CDPs) that use strategies like reflective practice to foster coaches’ strategies and attitudes toward reflection, reviewing research in this domain could inform the development of our field. We conducted the current review to examine nonformal intrapersonal CDPs within the academic literature with goals of summarising existing CDPs, while also identifying factors related to their implementation. Method: The PRISMA guidelines informed our search strategy, including a database search along with supplemental strategies to identify studies. In addition to describing the CDPs generally, each study was also coded for: (a) potential to be implemented and maintained in sport contexts, (b) behaviour change techniques (BCTs), and (c) risk of bias. Results: After screening the full-texts of studies, we identified 10 unique intrapersonal CDPs. Most CDPs entailed pilot investigations of small s les, involving both qualitative and quantitative methods focused on coaches’ experiences when using reflective strategies. The majority of CDPs were conducted in-person and in one-on-one contexts. The most frequently used BCT was self-monitoring of behaviour, and low-to-moderate information was reported regarding internal and external validity. Conclusions: Whereas reflective practice may enable coach development, researchers must seek opportunities to design higher-quality intervention studies that are designed to enhance both internal and external validity.
Publisher: Informa UK Limited
Date: 04-06-2021
Publisher: Informa UK Limited
Date: 17-11-2022
Publisher: Human Kinetics
Date: 2020
Abstract: The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.
No related grants have been discovered for Jordan Lefebvre.