Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

The Long Term Athlete Development (LTAD) model is an innovation created in response to the Canadian Sport Policy (Canadian Heritage, 2007). The LTAD is an “athlete centered, coach driven, and administration, sport science, and sponsor supported” (Canadian Sport Centres, 2006, p. 33) athlete-development model. Since little research has been completed focusing on this model (viz., Black & Holt, 2009) this thesis had the purpose to better understand the adoption of the LTAD by cross-country ski (XCS) coaches. Two articles present a case study of three XCS club’s coaches, and a descriptive qualitative analysis of XCS coaches (N=13). Both analyses used Rogers’ (2003) Diffusion of Innovations theoretical framework to structure the narrative-interview guide, coding structure, and thematic analysis. Two key results of the thesis were an understanding of the link between a club’s characteristics and a coach’s perceived attributes of the LTAD, and secondly a proposed classification system for XCS coaches.

The Long Term Athlete Development (LTAD) model is an innovation created in response to the Canadian Sport Policy (Canadian Heritage, 2007). The LTAD is an “athlete centered, coach driven, and administration, sport science, and sponsor supported” (Canadian Sport Centres, 2006, p. 33) athlete-development model. Since little research has been completed focusing on this model (viz., Black & Holt, 2009) this thesis had the purpose to better understand the adoption of the LTAD by cross-country ski (XCS) coaches. Two articles present a case study of three XCS club’s coaches, and a descriptive qualitative analysis of XCS coaches (N=13). Both analyses used Rogers’ (2003) Diffusion of Innovations theoretical framework to structure the narrative-interview guide, coding structure, and thematic analysis. Two key results of the thesis were an understanding of the link between a club’s characteristics and a coach’s perceived attributes of the LTAD, and secondly a proposed classification system for XCS coaches.

The purpose of this research was to explore how experienced Special Olympics (SO) coaches attempt to integrate the development of life skills into their coaching practice and how the coaches learned these strategies. Merriam’s (2009) basic interpretive qualitative approach was used to guide this research. Six experienced coaches from Ontario participated in this study. Data were collected through two sets of semi-structured interviews, non-participant observations, and document analysis. Data were analyzed both deductively and inductively using thematic analysis. Camiré, Trudel, and Forneris’s (2012) study on how high school coaches help athletes to develop life skills was used as a framework for life skill development strategies. The analysis uncovered that coaches use the following strategies: (a) having a coaching philosophy aimed at helping athletes to develop, (b) understanding athletes’ pre-existing makeup, (c) providing athletes with opportunities to show their skills, (d) modeling, (e) taking teachable moments, (f) using keywords, and (g) and volunteerism. Two inductive strategies were also found: (a) building strong coach-athlete relationships and (b) being stern and direct with athletes. Trudel, Culver, and Werthner’s 2013 chapter on coach learning was used to frame the learning pathways section of this study. Results from this portion of the study indicate that coaches learned through a variety of different means, including their experiences and through mediated and unmediated learning situations. As one of the first studies to explore the coach’s role in assisting Special Olympics athletes to develop life skills, we feel that this study makes a valuable contribution to the literature on coaching science, sport for people with disabilities, and athlete development. This study also highlights new areas for research that could further expand our knowledge of this topic.

The status of long term athlete development and monitoring programs (ADMP) in the United States is unsatisfactory. In part, this is due to a lack of coaching staff who possess a basic scientific background and a dearth of properly trained sport scientists. Additionally, it is rare to find sports medicine, sport science and strength and conditioning departments who sufficiently coordinate their efforts to develop athletes via scientifically grounded principles, monitor athletes with objective measures of performance, manage fatigue, reduce injuries and ultimately improve sport performance. As a result, there are few ADMPs in the U.S. at any level of competition. The goal of this symposium is twofold. First, describe the components of an ADMP which has been successfully implemented at the collegiate level. Second, advance the cause of sport science and provide a framework from which other institutions can develop similar programs. This symposium will be presented in four sections; 1) Organization - provide some historical perspective and detail roles for each department, 2) Lab testing - provide information regarding the frequency and type of testing (body composition, force plate measurements, biochemical analysis, etc.), 3) Field testing - detail on field testing procedures, describe how to quantify on field and weight room workloads (session RPE, heart rate workloads and volume loads) and discuss how this should influence the future direction of injury prevention research, 4) Data return and research - this will describe the process utilized to return data to coaching staff and how results are used to publish research.

No description available.

Considerable controversy and misguided information has surrounded the inclusion of weightlifting within youth-based strength and conditioning programs to develop strength, power, and speed. This article reviews the evidence to support its inclusion as a safe and effective means to enhance athletic potential. Guidelines are presented to provide coaches with a structured and logical progression model, which is associated with the theoretical concepts underpinning long-term athletic development. It is hoped that this review will serve as a useful tool to help strength and conditioning coaches integrate weightlifting exercises within training programs of young athletes in a safe and effective manner.

The purpose of this investigation was to quantify the magnitude of change in maximal strength and jumping abilities over approximately 1, 2, and 3 years of supervised sport and resistance training in National Collegiate Athletic Association (NCAA) division I women's volleyball athletes. This was an exploratory study on a cohort of women's volleyball athletes (n = 29) split into 3 groups based on the length of the time spent in a supervised resistance training program: Group 1 (n = 11): 0.7 ± 0.3 years, group 2 (n = 9): 1.6 ± 0.2 years, and group 3 (n = 9): 2.4 ± 0.6 years. Monitoring tests consisted of standing height (cm), body mass (kg), body fat (%), static jump height (SJH) and countermovement JH (CMJH) with 0-, 11-, and 20-kg loads (cm), and midthigh clean pull isometric peak force (IPF) and allometrically scaled IPF (IPFa) (Nkg 20.67). Increasing trends were observed for all variables from groups 1 to 2 to 3. Statistically greater improvements (p ≤ 0.05) with moderate to large effect sizes were found between groups 1 and 3 for SJH 0 (19.7%, d = 1.35), SJH 11 (23.8%, d = 1.23), SJH 20 (30.6%, d = 1.20), CMJH 11 (22.6%, d = 1.18), IPF (44.4%, d = 1.22), and IPFa (41.2%, d = 1.32). A combination of traditional resistance training exercises and weightlifting variations at various loads, in addition to volleyball practice, seem to be effective at increasing maximal strength by 44% and vertical JH by 20-30% in NCAA division I women's volleyball athletes after about 2.5 years of training. Furthermore, these characteristics can be improved in the absence of additional plyometric training outside normal volleyball-specific practice.

Critics of youth sports in the United States have lamented a system that creates issues of access and could be detrimental to the physical and mental health of its young participants. In response to these concerns, USA Hockey, using Long Term Athlete Development Theory (LTAD) as a key theoretical framework, created the American Development Model (ADM) to improve the delivery of youth hockey in the US. While USA Hockey has invested greatly in bringing ADM to scale across its constituents, it is not known to what extent the model is being implemented in its member organizations. Implementation fidelity of a prescribed treatment or curriculum is tied to better outcomes. This study leverages key concepts of program evaluation theory and survey development to produce a valid and reliable survey instrument that can be used to assess the implementation fidelity of ADM at the 12U age group across the nation. A survey instrument was developed through three waves of development. The first wave included local pilot testing and cognitive interviews. The second wave including a regional sample and utilized factor analysis coupled with item analysis to improve the instrument and to create composite scores of key constructs. The third and final wave included a national sample of 214 parents of 12U hockey players. The results of the survey produce psychometric properties indicating good reliability and validity of the instrument including face and content validity, internal reliability, and factor analysis. Analysis of composite scores for each construct of the model identified strong implementation of much of the on-ice components but was lacking in other areas such as physical development and mental skill development. The final ADM scale demonstrated statistically significant positive associations with two subscales of the Athlete Engagement Questionnaire, further validating the study and demonstrating an important association with the delivery model to key outcomes. The study concludes with a discussion of ADM’s implementation fidelity and policy recommendations regarding how the ADM curriculum may be improved given key findings.