Sports Coaching – Page 5 – The Sport Journal

Difficult Promotion

Authors: Barry Shollenberger

Corresponding Author:
Barry Shollenberger, Ed.D.
5204 Merion Court
Valrico, FL 33596
bshollenberger@verizon.net
(813) 653-9207

Dr. Barry Shollenberger holds the position of Associate Professor of Sports Management in the American Public University System. He is a former head Baseball Coach at The University of Alabama (15 years) and, in 1997, completed a two-week coaching symposium titled, “Sport Coaching Methodology” in Bangkok, Thailand as a consultant for the United States Sports Academy.

Difficult Promotion

ABSTRACT
On August 17, 1920, Ray Chapman, shortstop for the Cleveland Indians, was hit behind the left ear by a pitched baseball and died as a result. He remains the only Major League baseball player ever killed on the field of play. To replace Chapman, the Indians promoted Joe Sewell from their minor league system. Thus began a Hall-of-Fame career that spanned twelve seasons with the Indians and New York Yankees. Mr. Sewell later scouted for the Indians and spent the last six years of his baseball career as Baseball Coach at The University of Alabama.
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U.S. Sports Academy2018-07-09T08:53:22-05:00August 7th, 2018|Commentary, Sports Coaching|Comments Off

Factors Triggering Pressure on Basketball Coaches’ In-Game Decision-Making

Authors: E. Nicole McCluney, Bryan A. McCullick, Paul G. Schempp

Corresponding Author: Bryan A. McCullick, Ph. D.
355 Ramsey Center
Department of Kinesiology
University of Georgia
Athens, GA 30602
bamccull@uga.edu
706-542-3621

E. Nicole McCluney is a doctoral candidate at the University of Georgia. Bryan A. McCullick is a Professor in the Department of Kinesiology at the University of Georgia. Paul G. Schempp is a Professor in the Department of Kinesiology at the University of Georgia.

Factors Triggering Pressure on Basketball Coaches’ In-Game Decision-Making

ABSTRACT
High-stakes decision-making has been long studied in psychology and business, however, scholars have only recently begun to focus attention towards this type of decision-making in the coaching field. Coaches make a multitude of decisions many of which may be high-stakes (22), but there has yet to be an empirical investigation of coaches’ in-game decision-making under pressure. The purpose of this study was to determine which performance-related factors (stressors) create the greatest pressure (strain) on basketball coaches’ in-game decision-making. Male and female basketball coaches (N=205) with an average of 19.77 years’ experience were asked to separately rate 14 stressors based on whether it caused intense (1), moderate (2), or low (3) pressure on in-game decision making. Descriptive statistics were calculated to determine which stressors caused intense, moderate, and low pressure on coaches’ in-game decision making for the entire sample and based on gender, years of experience, current coaching position, educational level, gender of athletes coaching, and level of athletes coaching. Stressors rated as creating the most intense pressure on these coaches’ in-game decision-making were Expectations of Self, Importance of Eventual Outcome, and Quality of Preparation. The stressors rated as creating low pressure were Others’ Expectations, Venue, and Your Physical Well-Being. Coaching position, gender of coach, years of experience, and the gender of athletes coaching, all rated Expectations of Self, Quality of Preparation and Importance of Eventual Outcome as the stressors creating the most intense pressure. The level of athletes being coached yielded a minor difference as more high-school level coaches rated Amount of Preparation as creating intense pressure as opposed to college coaches who rated Importance of Eventual Outcome as creating intense pressure in their in-game decision-making. The results provide some of the first data regarding which factors create the most pressure on coaches’ in-game decision-making. Differences between high-school and college coaches may be indicative that the type of decision, whether high-stakes or not, significantly impacts the level of pressure experienced by coaches during competition. These data are important as they can provide guidance to researchers in how to design studies of coaches’ pressurized, in-game decision-making processes.
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U.S. Sports Academy2018-05-24T14:17:21-05:00June 28th, 2018|Research, Sports Coaching|Comments Off

Sports Coach Mentoring – Impacts on the Mentors, not the ‘Mentees’. A Case Study of the Active Sussex Coach Support Officers Scheme.

Authors:Philippe Crisp
University of Chichester
College Lane, Chichester, West Sussex
PO19 6PE, United Kingdom
e) phil.crisp@chi.ac.uk, tel.) 01243 816000

Abstract

In the field of learning theories associated with coach education, there exists an understanding that the use of informal learning has a greater impact and importance on the development of coaching practice than that of formal coach education (10, 17, 21). Many National Governing Bodies (NGBs), sports providers, and sports clubs have increasingly turned to the use of mentoring as a learning and support strategy for their coaches. There is now much literature supporting the positive effects that mentoring programmes can have on those mentored (2, 8, 33). However, there is to date relatively little literature concerning the effect that the mentoring programmes may have on the mentors themselves.

This study presents data accrued from a collaborative mentoring project developed by the author and Active Sussex, one of the 45 County Sports Partnerships (CSP) in England that act as part of the Sport England delivery system. The key findings from the study are threefold and suggest that 1) formalised mentoring programmes can benefit both the mentee and mentor through shared experience and problem solving; 2) that developing communities of learning for the mentors helps support and contextualise problems with others in similar positions and facilitates time and space to maximise learning through social interaction; and 3) that working together not only helps the coaching practice of the mentors, but likewise can also help with an increase in their professional profile and differences in how external agencies viewed their practice and perceptions of them as ‘experts’ – because of their involvement in the scheme.
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U.S. Sports Academy2018-04-26T10:43:17-05:00May 17th, 2018|Research, Sports Coaching|Comments Off

Leadership Development Method: A literature review of leadership development strategy and tactics

Authors: Christopher P Johnson

Corresponding Author:
Christopher P Johnson, MS
Cpjohnson.students@ussa.edu

Christopher P. Johnson is a college lecturer and co-founder/ head strength and conditioning coach at Boston Strength and Conditioning, llc in Newton, Ma. He received his Masters of Management degree as well as his Bachelors of Science Degree in Sports Science from Lasell College, and is currently pursuing a terminal degree through the Academy.

Leadership Development Method: A literature review of leadership development strategy and tactics

ABSTRACT
This article is intended to provide young and new coaches with a comprehensive overview of existing research of a leadership development method for improving their leadership skills regardless of field. A broad range of existing literature related to leadership was compiled, examined, analyzed, and disseminated. The examined research findings suggest correlations between leaders of different fields can be made and used as advice for emerging leaders. Furthermore, existing research clearly supports a strong positive correlation between learning through experience and the art of followership as well as benefits of a method by which to teach these skills. A leadership development method serves as an excellent tool to further engage coaches desiring to improve their leadership knowledge and skills. By developing an understanding of the concepts identified and incorporating the practices prescribed within this essay, coaches may establish strategies that effectively expose them to the appropriate mentors and mentorships.
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U.S. Sports Academy2018-03-15T10:53:22-05:00March 15th, 2018|Commentary, Sports Coaching|Comments Off

Incorporating Professional and Executive Coaching with Sport Coaching

Authors: Jonathan Armold

Corresponding Author:
Jonathan Armold
1721 Riviera Drive
Plano TX, 75034
Jarmold24@gmail.com
954-261-8851

Jonathan Armold is a current professional baseball coach in the Texas Rangers baseball organization. He has graduated with a Master’s Degree in Organizational Behavior with a specialty in Professional and Executive Coaching from the University of Texas at Dallas.

Incorporating Professional and Executive Coaching with Sport Coaching

ABSTRACT
Sport coaching has long been a very traditional and dogmatic field that is often directive-oriented with a base of instruction that is very “one-size fits all.” Undoubtedly, there have been incredible improvements in the past couple of decades as it relates to sport and exercise sciences; our physical training methods and techniques have been enhanced as we develop world-class athletes at higher and higher levels. While the systems and methods for athletes’ physical development have been improved by coaches, the traditional method of coaching has remained somewhat unchanged. Through my own experiences as a former amateur and professional athlete, as well as a former amateur and current professional coach, sports athletes are often very specifically told what to do and how to do it, rather than allowed the freedom to learn and discover for themselves. While this type of coaching and instruction still may lead to success, as indicated by the wide number of professional athletes across multiple sports who have been coached and instructed in such a fashion, it is my contention that this coaching model is neither the most effective nor the most enjoyable for the athlete. Contrary to the generic, traditional method of coaching that occurs in sport coaching, executive and professional coaching is an inquiry-based approach to personal and professional development that aims to allow for self-discovery and awareness, eventually creating action and growth.
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U.S. Sports Academy2018-01-24T08:24:44-06:00February 1st, 2018|Research, Sports Coaching|Comments Off