Liderazgo y desarrollo de competencias académicas, profesionales y personales en estudiantes de Sociología

Este trabajo de investigación analiza los efectos que produce individualmente un proceso de coaching entre estudiantes de nuevo ingreso y de último curso del grado en Sociología de la Universidad de Alicante que, de forma voluntaria, han adquirido el compromiso de desarrollar sus valores personales y competencias académicas a través de esta herramienta. Partiendo de la metodología y datos obtenidos en la Trait Meta-Mood Scale (TMMS)-24, del grupo de investigación de Salovey y Mayer, se evalúa la Inteligencia Emocional. Este test se administra al inicio y al final del proceso a los estudiantes del curso 2014/2015. Además, se evalúan los datos resultantes de la aplicación de un modelo de cuestionario inicial, utilizado en coaching ejecutivo para el entorno empresarial y adaptado al contexto universitario, para conocer la situación de partida de cada estudiante. Se analizan comparativamente los resultados académicos obtenidos por los participantes en el proyecto durante los cursos 2013/2014 y 2014/2015.

Effects of a training program to enhance autonomy supportive behaviors among youth soccer coaches

This study aimed to evaluate the prevalence and implementation of a training emphasizing the use of autonomy supportive coaching behaviors among youth soccer coaches in game-play situations as well as evaluating its effects on motivational processes among athletes. Participants included youth sport soccer coaches and their intact teams. Coaches received a series of autonomy-supportive coaching training interventions based on successful programs in general and physical education (Reeve, Jang, Carrell, Jeon & Barch, 2004; Cheon, Reeve & Moon, 2012). Athletes completed questionnaires to assess perceived autonomy support, basic need satisfaction, and motivation (Harris & Watson, 2011). Observations indicated coaches were not able to significantly modify their behaviors, yet reflectively reported modest implementation of autonomy supportive behaviors. Coaches believed the training influenced their coaching style/philosophy in regards to the coach-athlete relationship and communication styles, emphasizing choice and rationales. Continued research is needed to enhance use of autonomy supportive behaviors with volunteer coaches in a youth sport environment.

Developmental Profiles of Successful High School Coaches

The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach’s developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete (M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.

Examining Adolescent Sport Dropout and Prolonged Engagement from a Developmental Perspective

This study examined youth sport dropout and prolonged engagement from a developmental perspective focusing on physical and psychosocial factors. Twenty-five dropout and 25 engaged adolescent swimmers, matched on key demographic variables, participated in a retrospective interview. Results indicated that dropouts were involved in fewer extra-curricular activities, less unstructured swimming play, and received less one-on-one coaching throughout development. Dropouts reached several developmental milestones (i.e., started training camps, started dry land training, and were top in club) earlier than engaged athletes. Dropouts were more likely to have had parents who were high-level athletes in their youth, were more likely to be the youngest in their training group, and were less likely to have a best friend at swimming. Findings are discussed in relation to past research; future directions and implications for researchers, sport programmers, coaches, and parents are suggested.

Understanding Dropout and Prolonged Engagement in Adolescent Competitive Sport

Objectives: The purpose of this study is to gain understanding of training patterns and roles of significant others (i.e. coaches, parents, peers, and siblings) in adolescent swimmers’ sport participation patterns. Design: The developmental model of sport participation [Côté, J., Baker, J., & Abernethy, B. (2003). From play to practice: A developmental framework for the acquisition of expertise in team sport. In J. Starkes, & K. A. Ericsson (Eds.), Recent advances in research on sport expertise (pp. 89–114). Champaign, IL: Human Kinetics; Côté, J., & Fraser-Thomas, J. (2007). Youth involvement in sport. In P. R. E. Crocker (Ed.), Introduction to sport psychology: A Canadian perspective (pp. 266–294). Toronto: Pearson Prentice Hall] was used as a framework. Method: Ten dropout and 10 engaged swimmers, matched on key demographic variables participated in a semi-structured qualitative interview. Results: Groups had many similar experiences (e.g. early training, supportive and unsupportive coaches, involved parents). However, only dropouts spoke of early peak performances, limited one-on-one coaching, pressuring parents during adolescence, lack of swimming peers during adolescence, and sibling rivalries. In contrast, only engaged athletes spoke of clubs’ developmental philosophies, coaches’ and parents’ open communication, school friends’ support, and siblings’ general positive influences. Conclusions: Findings highlight the importance of appropriately structured programs and the fragility of athletes’ relationships with significant others during the adolescent years. Implications for sport programmers, coaches, and parents are discussed.

Season-Long Examination of the Intervention Tone of Coach-Athlete Interactions and Athlete Development in Youth Sport

Objectives: Coaches are a primary influence on athletes' development in youth sport (Horn, 2008). However, the intervention tone of coaches' behaviour has not been directly observed. The purpose of this study was to examine associations between the intervention tone exhibited by youth sport coaches and athletes' individual developmental trajectories over the course of a season. Design: Short-term longitudinal study with behavioural observation. Method: Fifty-five athletes and their coaches from five youth volleyball teams were observed at three time points, and the intervention tone of interactive behaviour was systematically coded and organized by coach-athlete dyad. Athletes completed measures of the 4C's of athlete development (competence, confidence, connection, character) at each time point, which were used to create individualized developmental trajectories. Person-centred analyses were used to examine associations between athletes' developmental trajectories and their unique interactive experiences with their coach. Results: Cluster analysis revealed the presence of three distinct clusters based on athletes' developmental trajectories: 1) high and increasing, 2) low and decreasing, and 3) moderate and maintaining, with athletes from each team distributed across clusters. Analysis of dyadic interaction profiles revealed significant differences in interactive behaviour between clusters. Conclusions: Results suggest that differences in coach-athlete interactive experiences are associated with different developmental trajectories over the course of a season, even for athletes working with the same coach, highlighting the individualized nature of coaches' influence on young athletes. Practical implications for coaches include a critical awareness of their unique interactive relationship with each athlete independently, as well as the importance of fostering these relationships with regard to young people as more than just athletes.

Beyond Winning and Losing: Guidelines for Evaluating High Performance Coaches

This paper proposes a three-step method of evaluating high performance coaches involving feedback from the athletes. First, data are collected using an instrument such as the Coaching Behavior Scale for Sport (CBS-S: Côté, Yardley, Hay, Sedgwick, & Baker, 1999). Second, a summary report is prepared with descriptive information regarding the frequency of behaviors demonstrated by the coach that can be compared to previous results or to a criterion measure. The third step involves appropriate personnel reviewing the report and subsequently providing guidance for individual coach development. This three-step appraisal method provides useful evaluative feedback to coaches and has been used in several sport programs in Canada, the United States, and Australia.

Developmental Paths and Activities of Successful Sport Coaches

The purpose of this research report is to present an overview of an ongoing, international project designed to chart the developmental paths and activities of sport coaches. This brief report includes three sections: (a) conceptual framework used to guide the project, (b) project design and methodology, and (c) results from pilot studies with a sample of 15 successful coaches working in different sport contexts in the United States Unlike the findings for athletic profiles, where several trends across coaching contexts were evident, only one trend was found in how these diverse groups of coaches invested their time in coach developmental activities. In relation to other coaching activities very little time was devoted to formal coach education on an annual basis. The results reinforce the need to consider the coaching context when examining coach development and when designing coach development initiatives.

Coach Behaviors and Athlete Satisfaction in Team and Individual Sports

The coach can have a profound impact on athlete satisfaction, regardless of the level of sport involvement. Previous research has identified differences between coaching behavior preferences in team and individual sport athletes. The present study examined the moderating effect that an athlete's sport type (i.e., individual or team) may have on the relationships among seven coaching behaviors (mental preparation, technical skills, goal setting, physical training, competition strategies, personal rapport, and negative personal rapport) for predicting coaching satisfaction. Moderated multiple regression analyses indicated that each of the seven coaching behaviors were significant main effect predictors of coaching satisfaction. However, sport type (i.e., team or individual sports) was found to moderate six of the seven relationships: mental preparation, technical skills, goal setting, competition strategies, personal rapport, and negative personal rapport in predicting satisfaction with the coach. These findings indicate that high coaching satisfaction for athletes in team sports is influenced to a greater extent by the demonstration of these behaviors than it is for individual sport athletes.

Bullying Victimization and Perpetration Among Adolescent Sport Teammates

Purpose: Bullying is a specific pattern of repeated victimization explored with great frequency in school-based literature, but receiving little attention within sport. The current study explored the prevalence of bullying in sport, and examined whether bullying experiences were associated with perceptions about relationships with peers and coaches. Method: Adolescent sport team members (n = 359, 64% female) with an average age of 14.47 years (SD = 1.34) completed a pen-and-paper or online questionnaire assessing how frequently they perpetrated or were victimized by bullying during school and sport generally, as well as recent experiences with 16 bullying behaviors on their sport team. Participants also reported on relationships with their coach and teammates. Results: Bullying was less prevalent in sport compared with school, and occurred at a relatively low frequency overall. However, by identifying participants who reported experiencing one or more act of bullying on their team recently, results revealed that those victimized through bullying reported weaker connections with peers, whereas those perpetrating bullying only reported weaker coach relationships. Conclusion: With the underlying message that bullying may occur in adolescent sport through negative teammate interactions, sport researchers should build upon these findings to develop approaches to mitigate peer victimization in sport.

Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities

Background: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. Method Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. Results Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. Discussion Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.

The Dynamic Process of Development through Sport

This article presents a global vision for sport through a new framework that incorporates the elements necessary for a developmentally sound approach to youth sport involvement. This framework proposes that youth sport involvement includes three basic elements: (1) taking part in activities (what), while creating relationships with others (who), in a specific setting (where). When these three elements positively interact, it creates a context that, when repeated on a regular basis, leads to changes in the personal assets of the participants. Changes in individuals’ personal assets, such as Competence, Confidence, Connection, and Character (4 C’s), have long been associated with positive sport experiences, which in turn lead to long-term outcomes, including continued sport Participation, higher levels of Performance in sport, and Personal development through sport (3 P’s). Research linking the three basic elements of youth sport (activities, relationships, and settings) to positive changes in personal assets (4 C’s) and long-term outcomes (3 P’s) are discussed and the Personal Assets Framework is presented

Applied Research Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

Effective Behaviors of Expert Rowing Coaches: A Qualitative Investigation of Canadian Athletes and Coaches

Ten Canadian expert rowing coaches and 10 Canadian elite rowers were interviewed regarding their perceptions of effective coaching behaviors. The questions of the interview guide focused on coaches' behaviors in training, competition, and organization settings. Qualitative data analyses revealed seven behaviors elicited by coaches and athletes. Effective coaching behaviors perceived as important by both athletes and coaches were; 1) plan proactively, 2)create a positive training environment, 3)facilitate goal setting, 4)build athletes' confidence, 5) teach skills effectively, 6)recognize individual differences, and 7)establish a positive rapport with each athlete.

The Knowledge of High-Performance Gymnastic Coaches : Competition and Training Considerations

The purpose of this study is to report the knowledge used in training and competition by 17 expert high-performance gymnastic coaches. A qualitative research methodology was used to collect and inductively analyze the data. The knowledge elicited for the competition component was categorized as competition site, competition floor, and trial competitions. These categories indicated that the coaches are minimally involved with the gymnasts in competition. The knowledge of the coaches elicited within the training component were categorized as coach involvement in training, intervention style, technical skills, mental skills, and simulation. Properties of these categories that were extensively discussed by the expert coaches, such as teaching progressions, being supportive, and helping athletes to deal with stress,are consistent with the literature on coaching and on sport psychology. Other aspects considered important in the sport psychology literature, such as developing concentration skills, were not discussed as thoroughly by the expert coaches.