Development and Acquisition of Knowledge of Youth Parasport Coaches.

The purpose of this study was to understand the learning experiences and acquisition of knowledge of youth parasport coaches. Five able-bodied male participants (M = 39 years old), who coached youth with a physical disability for an average of 7.4 years, participated in individual interviews. An inductive thematic analysis identified patterns within and across the data, allowing for description and interpretation of the meaning and importance of the themes. The results showed that coaches learned mostly from informal experiences, particularly through mentoring, trial and error, or use of technology. In addition, these learning opportunities were influenced by personal, environmental, and social factors. These findings can help to guide current and future generations of coaches of youth participants with a physical disability by highlighting available resources and addressing several barriers and facilitators to their learning.

Dynamic Elements of Sports DEVELOPMENT: Perceptions of Basketball Coaches / Elementos Dinámicos del Desarrollo Deportivo: Percepciones de los Entrenadores de Baloncesto / Elementos dinâmicos do desenvolvimento esportivo: percepções de treinadores de basquetebol

The aim of this study was to verify coaches' perceptions about the importance of dynamic elements in sports development of youth basketball players. Eleven basketball coaches from Santa Catarina (Brazil) participated in semi-structured interviews about youth engagement in activities, quality relationships, and appropriate settings for sports development. A deductive thematic analysis indicated that all coaches recognized the importance of diversified participation in physical and sports activities, gradually increasing the demands and specialization starting from the age of 13 years old. Although reporting the importance of play and tactical development in basketball, coaches also focused on developing specific technical skills. Concerning interpersonal relationships, coaches perceive themselves as responsible for athletes' development and emphasized the importance of peers in building positive relationships in sport. The coaches also reported the need for structured environments and resources for basketball development and highlighted the role of schools as settings that were conducive for developing general motor skills. In conclusion, coaches in the present study focused on basketball development and emphasized systematized environments, although also recognizing the influence of other the dynamic elements in the sports development process

El objetivo de este estudio fue verificar las percepciones de los entrenadores sobre la importancia de los elementos dinámicos en el desarrollo deportivo de los jóvenes jugadores de baloncesto. Once entrenadores de baloncesto de Santa Catarina (Brasil) participaron en entrevistas semiestructuradas sobre la participación de los jóvenes en actividades, calidad de las relaciones y contextos apropiados para el desarrollo deportivo. Un análisis temático deductivo indicó que todos los entrenadores reconocieron la importancia de la participación diversificada en actividades físicas y deportivas, aumentando gradualmente las demandas y la especialización a partir de los 13 años de edad. Aunque informaron sobre la importancia del juego y el desarrollo táctico en el baloncesto, los entrenadores también se enfocaron en desarrollar habilidades técnicas específicas. Con respecto a las relaciones interpersonales, los entrenadores se perciben a sí mismos como responsables del desarrollo de los atletas y enfatizan la importancia de los compañeros en la construcción de relaciones positivas en el deporte. Los entrenadores también informaron la necesidad de contextos estructurados y recursos para el desarrollo del baloncesto y destacaron el papel de las escuelas como contextos propicios para el desarrollo de habilidades motoras generales. En conclusión, los entrenadores en el presente estudio se centraron en el desarrollo del baloncesto y enfatizaron los entornos sistematizados, aunque también reconocieron la influencia de otros elementos dinámicos en el proceso de desarrollo deportivo

O objetivo deste estudo foi verificar as percepções dos treinadores sobre a importância dos elementos dinâmicos no desenvolvimento esportivo de jovens jogadores de basquetebol. Onze treinadores de basquete de Santa Catarina (Brasil) participaram de entrevistas semiestruturadas sobre engajamento de jovens em atividades, qualidade das relações e cenários apropriados para o desenvolvimento esportivo. A análise temática dedutiva indicou que todos os treinadores reconheceram a importância da participação diversificada nas atividades físicas e esportivas, aumentando gradativamente as demandas e a especialização a partir dos 13 anos de idade. Embora relataram a importância do jogo e do desenvolvimento tático no basquetebol, os treinadores também se concentraram no desenvolvimento de habilidades técnicas específicas. No que diz respeito às relações interpessoais, os treinadores percebem-se como responsáveis pelo desenvolvimento dos atletas e enfatizam a importância dos pares na construção de relações positivas no esporte. Os treinadores também relataram a necessidade de ambientes e recursos estruturados para o desenvolvimento do basquetebol e destacaram o papel das escolas como cenários propícios ao desenvolvimento de habilidades motoras gerais. Em conclusão, os treinadores do presente estudo tiveram como foco o desenvolvimento do basquetebol e enfatizaram ambientes sistematizados, embora também reconhecessem a influência de outros elementos dinâmicos no processo de desenvolvimento esportivo

Career Development and Learning Pathways of Paralympic Coaches With a Disability.

The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.

Coaches' Perceptions of Team Cohesion in Paralympic Sports.

The purpose of this study was to investigate Paralympic coaches' perceptions of team cohesion. Seven head coaches of summer and winter Canadian Paralympic sport teams participated in the study. Four participants coached individual sports and 3 coached team sports. Data were collected using semistructured interviews and analyzed using thematic analysis. The results addressed the coaches' perceptions of cohesion in the Paralympic sport setting and strategies used to foster cohesion with their teams. Participants described using techniques and strategies for enhancing cohesion that were similar to those in nondisability sport, such as task-related activities, goal setting, and regularly communicating with their athletes. They also listed how cohesion was distinct to the Paralympic setting, such as the importance of interpersonal activities to build social cohesion. The implications of these results for coaching athletes with a disability are also presented.

An examination of concussion education programmes: a scoping review methodology.

OBJECTIVES: The primary purpose was to review the literature on concussion education programmes. The secondary purpose was to inform knowledge translation strategies for concussion researchers and practitioners. DESIGN: Research on concussion education programmes is relatively new. As a result, the current study implemented a scoping review methodology, which is a type of literary search used to provide a preliminary assessment of the size and scope of a body of literature, as well as identify strengths, weaknesses and gaps in the research. METHODS: A five-stage process for conducting a scoping review was followed for this study: (a) identifying the research questions, (b) identifying relevant studies, (c) identifying the study selection criteria, (d) charting the data and (e) reporting the results. RESULTS: Concussion education programmes have been developed and implemented with populations ranging in age from 9 to 49 years and have used interactive oral presentations, educational videos and computer-based learning programmes. Although the content of these programmes varied, the topics generally addressed salient aspects of concussion injury and recovery. Quantitative instruments have been the preferred methods for assessment. CONCLUSIONS: Education programmes aimed at improving participants' long-term concussion knowledge, behaviours and attitudes of concussions are needed. Researchers must consider using a knowledge translation framework to enhance concussion education programmes. The application of such a framework can lead to novel and interesting ways of disseminating information about concussive injury and recovery.