Coaches’ influence on team dynamics in sport: A scoping review

Hague, Chris; McGuire, Cailie S.; Chen, Jordan; Bruner, Mark W.; Côté, Jean; Turnnidge, Jennifer; Martin, Luc J.

doi:10.1080/21640629.2021.1874096

Cited by 9 publications

(9 citation statements)

References 94 publications

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“…These results show that these instruments can aid coaches to reflect about their behaviors during competitive moments and to improve coach-athlete interactions, at a time of special difficulties, such as before competitive moments since there is variability according to these factors between coaches. These results are consistent with previous research (Keatlholetswe and Malete, 2019;Hague et al, 2021), as the cycle of expectationsbehavior-perception/reflection can be determined for a more effective communication process, while bearing in mind the variability across coaches.…”

Section: Discussionsupporting

confidence: 92%

“…Several studies have been developed aiming to understand coaching instructions (Smith and Cushion, 2006;Santos and Rodrigues, 2008;Santos et al, 2012Santos et al, , 2014b and coaching feedback (Mason et al, 2020) in competitive moments. However, Hague et al (2021) have indicated that there is still a need for more research related to the technical information inherent in sport coaching. Thus, how coaches communicate feedback and technical strategies as a mean to maximize athlete's abilities is a key aspect that needs more investigation (Kim and Park, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The coaching behavior is a combination of previously made decisions and reflexive thinking (Moreno and Alvarez, 2004). The perception of coaches about how they communicate can be important for a reflection on the strategies to be used in future competitive moments (Hague et al, 2021). The ability coaches perceive and analyze their instruction behavior following a reflective thinking is of enormous value for the development of learning experiences and increase quality of coaching behavior (Araya et al, 2015;Keatlholetswe and Malete, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…In exploring the factors inherent in each of the instruments under analysis, practitioners and coaches can assess coach preparations (expectations) and reflections (perception) related to instructional behavior, as well as the relationship between the three moments (before, during, and after the competition). As result, researchers are more prone to understand coaches' communication strategies and how coaches prepare their interventions during competitive situations and how they can enhance coaching behaviors (Araya et al, 2015;Keatlholetswe and Malete, 2019;Kim and Park, 2020;Hague et al, 2021). In addition, training programs are re-evaluated according to coaching expectations and reflections for coaches to develop more effective instructional behaviors in the competition team direction (Moreno et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Mixed Method Research on Football Coaches’ Competitive Behavior

Rodrigues

Resende

et al. 2021

Front. Psychol.

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ObjectiveThe purpose of this study was to present the reliability of three validated measures, namely the System of Analysis of Instruction in Competition, the Questionnaire on Coach Instructional Behavior Expectations, and the Questionnaire on Coach Instructional Behavior Perception that could be used in a mix-method approach.MethodsThree instruments underwent a robust process of construct and reliability analysis. Inter− and intra-observer reliability was tested for the observational instrument using Cohen’s k-agreement measure. Reliability values above 0.85 were considered as a good agreement between and within observers. To verify the internal consistency of the questionnaires, the correlation coefficients were considered.ResultsThe results related to intra-observer and inter-observer reliability showed that intra-observer reliability k-agreement values ranged between 0.912 and 1 for observer 1, and 0.82 and 1 for observer 2. For inter-observer reliability, k-agreement values ranged between 0.885 and 1 between observers. Thus, values for reliability are above acceptable. The correlation coefficient values recorded for the questionnaires on instruction expectations in the competitive moment were above 0.82 and significant (p < 0.05), and for the questionnaire on instruction perception in competition above 0.88 and significant (p < 0.05). The pilot study showed some divergent results across expectations, behavior during competition, and perception about the instruction behavior.ConclusionThe observational system and the expectations and perceptions questionnaires, used in a complementary way, can be considered as a mix-method approach for studies aiming to examine coaches’ competitive behavior.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mixed Method Research on Football Coaches’ Competitive Behavior

Rodrigues

Resende

et al. 2021

Front. Psychol.

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“…Importantly, however, there is a lack of consensus on how best to foster collaboration and communication between coaches and SSSM teams. 4,6,7,26 Indeed, managing stakeholders and their varied perspectives, personalities, and disciplinary traditions often poses challenges. The dynamics between coaches and practitioners are influenced by various factors such as, but not limited to, program philosophy, leadership support, structural organization, and individual characteristics.…”

Section: Introductionmentioning

confidence: 99%

Coaches’ experiences of performance support teams

Burns,

Collins,

Nolte

2024

International Journal of Sports Science & Coaching

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Supporting high-level performance is increasingly seen as a team game, reflected in the growth in support services. Coaches and management must work effectively with various practitioners to deliver the required support to athletes. To date, how coaches experience these support teams has yet to be explored. Accordingly, we utilized a qualitative research design with semistructured interviews to examine coach-consumers’ perceptions of more or less effective practice. Eight high-level coaches were recruited, and data was analyzed using reflexive thematic analysis. Key themes generated included the make-up and conduct of high-performing teams, prioritizing coach–practitioner relationships, and professional development considerations for both coaches and practitioners. Data suggest that practitioners are seen as playing a crucial role in elite sports performance, and coaches generally have a positive view of the contributions of sports science teams. Notably, however, several challenges were identified, including communication issues, conflicts over the allocation of resources, recruitment of, and the need for sports scientists to understand the demands of sports and the coaching process. Findings have practical implications for support teams and coaches working in high-performance sports; specifically, in the recruitment and development of sports science and medicine practitioners and coaches.

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