The perceptions of expert coaches about effective leadership in sport

Research on effective leadership in sport has identified a number of characteristics and situations that impact on coaching effectiveness. These include coach effect on athlete satisfaction and performance, self-esteem and trait anxiety. This research has focused on athletes' perceptions of or preferences for specific leadership behaviors and actual coach behaviors identified by observing coaches. Few studies have recognized the views of the expert coach as a potentially valuable source of information regarding effective leadership and the coaching process. The present study investigated expert coaches' perception and interpretation of the leadership process. Twenty successful coaches working with Australian junior elite sport participants were purposefully sampled to cover a diversity of sports (team and individual) and provide a gender balance across sports. Through in-depth interviews, based on Grounded Theory, the study examined three aspects of coaching, which provided the basis of the interview guide. These were coaching history and influences, effective coaching behaviors, and coach training and accreditation. Eight major themes emerged: (a) influence of history on coaching behaviors, (b) knowledge of the sport, (c) pedagogy skills, (d) coaches' personal qualities, (e) coach-athlete relationships, (f) coaches' evaluation of the athlete, (g) coach and athlete outcomes, and (h) enjoyment of the coaching process. The results highlight the important role coaches play in future coach development, the impact of coach self-efficacy attributed to athlete self-efficacy, and how coach-related outcomes drive the coaching process. These results have noteworthy implications for coach education programs.

Testimony and memory : re-writeable video memoirs

In Chris Marker’s Sunless (1985), the narrator states: “We do not remember, we re-write memory much as history is rewritten.” This presentation considers the ways in which my parents’ stories have been (and can be) re-written. In 1996, my father and mother engaged in a process of remembering, narrating and re-considering their histories when their video testimonies were recorded for the Survivors of the Shoah Visual History Foundation. They experienced much of World War II in different locations – only re-united after many months. For these video testimonies, they were recorded separately – once again, with a distance of many months between. Whenever there is an attempt to protect a story from interruption and contradiction, narrative multiplicity arises. By comparing and analysing their separate stories in terms of what was said, what was not said, what was unspeakable, and what was unknowable, I am interested in the uncertainties, the gaps, and the different ways in which they attempted to re-make their own histories whilst in the midst of storytelling. I am also interested in re-editing these memoirs into a multi-perspectival family video album, in which the stories and storytellers re-inhabit a shared and re-writeable space of storytelling.

Third-generation responses to holocaust video-testimony

This research investigated responses of grandchildren of Holocaust survivors ("third generation") to Holocaust video-testimony. The analysis revealed that video-testimony can transmit memories of survival experiences to viewers, enabling them to "work through" their positions as witnesses and make active decisions relating to remembrance.

Video testimony : the generation and transmission of trauma

My mother experienced the final part of the Second World War displaced and separated from her family and particularily her husband. (His name was on Oscar Schindler's List; her name was, and then wasn't). This dislocation from her husband was one trauma within a larger set of daily traumas. In 1997, as part of the Shoah Foundation Visual History series, my mother narrated her individualized video testimony, once again, separated from her family. This paper examines the methodologies of this video testimony in relation to two connected questions: was my mother re-traumatized by the process of providing her testemony, and by narrating and recording her video testimony, did she, unwittingly, 'transmit' her traumas, and those of her generation to my generation?