Background To understand the multiple and wide-ranging impacts of intensified youth sport, the need for a holistic approach to athlete development has recently been advocated. Sports schools are an increasingly popular operationalisation of intensified youth sport, aiming to offer an optimal environment for holistic development by combining sport and education. Yet, no study has systematically explored the impacts associated with sports schools. Objectives The aims of this mixed method systematic review were to (1) determine the characteristics and features of sports schools; (2) identify the methods used to evaluate sports school impacts, and (3) evaluate the positive and negative holistic athlete development impacts associated with sports school programme involvement. Methods Adhering to PRISMA guidelines, eight electronic databases were searched until the final return in February 2021. Forty-six articles satisfied the inclusion criteria, were analysed thematically, and synthesised using a narrative approach. The methodological quality of included studies was assessed using the Mixed Methods Appraisal Tool. Results Findings indicated (1) sports school student-athletes receive considerable support in terms of academic and athletic services, more intensified training and competition schedules with high-level training partners, but regularly miss school; (2) multiple methods have been used to evaluate student-athlete impacts, making comparison across studies and developing consensus on the impacts of sports schools difficult; and (3) there are a multitude of immediate, short- and long-term positive and negative impacts associated with the academic/vocational, athletic/physical, psychosocial and psychological development of sports school student-athletes. Conclusions This study is the first to systematically review the research literature to understand the impacts associated with sports schools in terms of holistic athlete development. Practitioners should be aware that they can promote (positive) and negate (negative) health impacts through the design of an appropriate learning environment that simultaneously balances multiple training, academic, psychosocial and psychological factors that can be challenging for youth athletes. We recommend that practitioners aim to design and implement monitoring and evaluation tools that assess the holistic development of student-athletes within their sports schools to ensure they are promoting all-round and healthy youth athlete development.

Motor competency is integral to the long-term athletic development of youths. Strength and conditioning (S&C) coaches are recommended to deliver motor competency interventions, yet no studies have investigated their perceptions and practices for developing motor competency in youths. Sixty-seven male, and 4 female S&C coaches completed an initial and follow up questionnaire using a 5-point Likert scale, rating 1] the importance of developing competence, and 2] how frequently they developed competence across 90 motor competencies. Over 55% of S&C coaches reported a broad range of "important" (69/90) and "frequently developed" (48/90) motor competencies. The most important motor competency was "deceleration" (4.9 ± 0.3), whilst "hip hinge (bilateral)" was the most practised (4.4 ± 0.5). S&C coaches targeted upper body pushing and pulling competencies more than their perceived importance, whilst agility (e.g., turning) competencies were targeted less than their importance. Further analysis showed S&C coaches who delivered 3-4 sessions per week targeted 15-18% more competencies compared to ≤ 2 sessions per week. Overall, these findings have strong implications for youth motor competency development including the reflection of important vs. practised competencies, coach education programmes, and consideration for how S&C coaches should seek to optimise motor competency development within youths.

This case study was designed to examine the coaching philosophy of J Robinson, one of the most respected and successful NCAA wrestling coaches in the United States, and the founder of J Robison Intensive Wrestling Camps. Recent research has that shown that his camps foster short and long term psychological development in its youth participants (Authors, 2016). He has established a well-delineated system for developing psychological skills in young athletes. The researchers were therefore interested in understanding the link between his coaching philosophy and coaching behavior, and in identifying factors that have influenced the development of this coaching philosophy over his lifetime. Using a case study approach, in-depth interviews at several points in time with Robinson were conducted. These were supplemented with interviews with camp staff and observations of the camp and Robinson's coaching at the camp. Results revealed that Robinson had a clearly defined philosophy, is very intentional in terms of developing mental skills, and has clearly thought out rationales that guide his coaching actions.The coaching philosophy and approach to developing youth psychologically evolved over 35 years of implementing these camps and from Robinson's own life experiences. Implications for studying coach development and delivering coaching education are provided. Key Words: Coaching, Psychological Skills Training, Coaching PhilosophyRunning head: COACHING PHILOSOPHY COACHING PRACTICE LINK 3 How an Elite Coach's Philosophy Drives His Coaching to Facilitate Psychological Skills Development of Young Athletes: A Case Study of J RobinsonA coaching philosophy is defined as those beliefs, principles, and values that guide behavior and characterize one's coaching practice (Jenkins, 2010). Hardman and Jones (2013) also contend that any coaching philosophy should focus on four philosophical concepts: axiology (what a coach values), ethics (what a coach judges as moral or immoral), ontology (the meaning of coaching), and phenomenology (thoughts about the experience of being a coach). So in a practical sense, a coach's philosophy is his or her orientation or world view of coaching.The development of a sound coaching philosophy has been acknowledged as being critical to coaching success (Burton & Raedeke, 2008;Hardman & Jones, 2013; Martens, 1996) because values and beliefs help coaches set priorities and guide their coaching actions and behaviors. For example, Martens (1996) contends that the emphasis coaches place on winning, fun and development influences their coaching actions and interaction with their athletes.Furthermore, if a coach has well thought out values and beliefs he or she is going to be more consistent in his or her actions. Hardman and Jones (2013) also suggest that that taking the time to reflect and articulate ones coaching philosophy helps guide coaches ethical choices and the determination of what moral values to emphasize. For all these reasons, most coaching education programs use the development of a...

The implementation of long-term athletic development (LTAD) aims to improve health, physical activity and performance of all youth. Contemporary LTAD models suggest that a broad range of physical and psycho-social competencies should be developed in youth, but few resources are available for coaches that describe 'how' to achieve these outcomes. This paper overviews a coaching session framework called RAMPAGE (Raise, Activate, Mobilise, Prepare, Activity, Games, Evaluate). The framework provides practitioners with information on what can be planned and delivered and when within a coaching session, across multiple ages and stages of development within multiple contexts (e.g., physical education, talent development). ( 38)) have been published to facilitate these pathways and outcomes. Recently, these development models have been critiqued (18,23,40) highlighting the partial focus or subset perspectives (i.e., only physical or psychological) of participant and performer development that they offer. However, evidence (e.g., (3,53)) has demonstrated the multidisciplinary nature of human development for both sports participation and talent development resulting in recent development models (e.g., Composite Youth Development model ( 40)) that aim to encompass the holistic (i.e., physical, psycho-social, technical and tactical) and long-term development of youth.An example of this increased focus on holistic development is the concept of athleticism (Figure 1). It is well established that developing athleticism is important for health, physical activity, sporting performance and injury risk reduction (5, 37). Athleticism has been defined as 'the ability to repeatedly perform a range of movements with precision and confidence in a variety of environments, which require competent levels of motor skills, strength, power, speed, agility, balance, co-ordination and endurance' ((37) p. 1491). This definition demonstrates the multi-disciplinary nature of athleticism that encapsulates both health-and skill-related physical fitness (e.g., strength, speed, endurance, motor skill) alongside psycho-social factors (e.g., confidence). Similarly, most development models (e.g., (4,38,40)) advocate for the development of physical literacy. Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life (64). Physical literacy encompasses physical capacities embedded in perception, experience, memory, anticipation and decision making (67). With this view, holistic participant development requires the development of physical, technical, tactical and psycho-social skillsets. The emergent understanding that long-term athletic development (LTAD) is vital not only for elite young athletes in talent development programs, but for all youth to ensure lifelong participation in sport and physical activity (16,40), has led to increased awareness of LTAD principles within the fields of youth sport, sport science, strength and...

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