The 10 golden principles for coaching children: introducing the ICOACHKIDS pledge

Lara-Bercial, Sergio; Hodgson, Gary; North, Julian; Veldhoven, Nicolette Schipper-van

doi:10.1007/s43594-022-00082-9

Cited by 2 publications

(3 citation statements)

References 21 publications

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“…These findings strongly match existing guidelines for youth sports. For example, they align with the principles of the ICOACHKIDS pledge [27], specifically principle 4 'make it fun and safe', principle 5 'prioritize the love for sport over learning sport' and principle 8 'plan progressive programs'. Moreover, they are in accordance with the coaching guideline from the IOC recommendations for youth athletic development; i.e., 'provide a challenging and enjoyable sporting climate that focuses on each athlete's personal assets and mastery orientation' [28].…”

Section: Discussionmentioning

confidence: 99%

What Moves Youth?—A Survey to Explore the Motivation and Barriers of Dutch Young Adolescents (12–15 Years) to Participate in Sports

Faber,

De Greeff,

Bostelaar

et al. 2023

Youth

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It appears to be a challenge to keep young adolescents involved in sports, while motivation has been confirmed as a key determinant for sport participation. Consequently, the aim of this study was to get a better insight into the motivational aspects and barriers of young adolescents while paying attention to the various contexts of youth sports in the Netherlands (i.e., club, commercial and urban sports). In total, 741 young adolescents (ages 12–15) filled in a questionnaire about the motivation and barriers to participate in sports and starting a new sport. The most important motivational factor in all sports contexts appears to be ‘fun/pleasure’. Additionally, they like the atmosphere of sports, and are motivated by learning new skills and becoming better at sports. Furthermore, young adolescents value a positive atmosphere, a skilled trainer and being able to participate at their own level (with others) when starting a new sport. Identified barriers are ‘liking other activities’, ‘a lack of time’, and that ‘sport is not fun anymore’. Nevertheless, the young adolescents surveyed, even those not active in sports, generally do not experience a high degree of barriers to participate in sports. The findings provide directions for developing future interventions that improve sport participation and prevent dropout.

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Section: Discussionmentioning

confidence: 99%

What Moves Youth?—A Survey to Explore the Motivation and Barriers of Dutch Young Adolescents (12–15 Years) to Participate in Sports

Faber,

De Greeff,

Bostelaar

et al. 2023

Youth

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show abstract

“…Second, an understanding of existing educational provision for these coaches, and the subsequent identification of knowledge gaps was key in guiding us towards key themes. Third, the existence of clear and comprehensive reference documents such as the ESCF (Lara-Bercial et al, 2017a) and the ECCC (Lara-Bercial et al, 2017b) proved to offer vital guidance during this early development phase. Fourth, even though we had been personally involved in the development of these key documents, there was significant effort in bringing them to life and using them in this 'real scenario'.…”

Section: [Please Insert Table 1 Here]mentioning

confidence: 99%

“…One of ICK's primary objectives it thus to support the development of a specialist children and youth sport coaching workforce globally by providing a range of free and easily accessible education and development opportunities. To date ICK has delivered a broad range of outputs including: 1) the ICK Literature Review (Fix et al, 2017); 2) the ICK European Coaching Children Curriculum (Lara-Bercial et al, 2017b); 3) the ICOACHKIDS Pledge (Lara-Bercial et al, 2017c;Hodgson & Lara-Bercial, under…”

Section: Introductionmentioning

confidence: 99%

The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses

Lara-Bercial

Hodgson

Bercial

et al. 2023

International Sport Coaching Journal

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The role of the coach developer (CD) has broadened over the last two decades. Today CDs fulfil multiple functions, such as tutor, facilitator, expert, or mentor. They also play a significant part as learning designers. CDs are normally not trained to perform this role. This practical advances paper provides an overview of the role and required skills of learning designers, specifically in the context of the creation of an online coach development resource: the ICOACHKIDS massive open online courses. The paper offers a novel description of the development process. It describes four stages, including: (a) agreeing on target audience and learning outcomes, (b) choosing the pedagogical model, (c) selecting technological solutions and partners, and (d) content development. For each stage, the working parameters, associated challenges, and the learning gained by CDs are described. Each of these phases presents unique challenges and requires different competences. We conclude that learning design, especially in relation to massive open online courses (and perhaps, more broadly, online), must become part of the CD development curriculum going forward.

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The 10 golden principles for coaching children: introducing the ICOACHKIDS pledge

Cited by 2 publications

References 21 publications

What Moves Youth?—A Survey to Explore the Motivation and Barriers of Dutch Young Adolescents (12–15 Years) to Participate in Sports

What Moves Youth?—A Survey to Explore the Motivation and Barriers of Dutch Young Adolescents (12–15 Years) to Participate in Sports

The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses

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