An Integrative Definition of Coaching Effectiveness and Expertise

By J. Côté, Wade D. Gilbert. 2009

1,072 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/17d0bf6f23081aeb28f8d95b30f6838cd5213236

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Côté
2. D. Collins
3. C. Harwood
4. S. Vella
5. J. Denison
6. L. Oades
7. T. Crowe
8. Wade D. Gilbert

In Safety Research

1. S. Vella
2. Martin Camiré
3. T. Forneris
4. L. Oades
5. T. Crowe
6. J. Côté
7. C. Harwood
8. P. Trudel

In Social Psychology

1. J. Côté
2. Martin Camiré
3. S. Vella
4. T. Forneris
5. L. Oades
6. T. Crowe
7. D. Collins
8. C. Harwood

Citations in the corpus

• Reflection and reflective practice discourses in coaching: a critical analysis (2018, neutral): “…& Jones, 2003; Gallimore, Gilbert, & Nater, 2014; Gilbert & Trudel, 2001, 2006), considered a distinguishing feature of coaching effectiveness (e.g. Côté & Gilbert, 2009; Gilbert & Côté, 2013) and coach expertise (e.g. Cassidy et al., 2009; Irwin, Hanton, & Kerwin, 2004; Knowles, Borrie, &…”
• Sports’ disciplinary legacy and the challenge of ‘coaching differently’ (2017, background): “They also know that to be effective they need strong interpersonal and intrapersonal skills (Côté & Gilbert, 2009).”
• Examining coach-athlete interactions using state space grids: An observational analysis in competitive youth sport (2011, background): “Given the recent recognition of the uniqueness of different coaching contexts (determined by athlete age and competitive level; Côté & Gilbert, 2009), the present study provides justification for a range of previously unconsidered measures that may be useful in the analysis of these different…”
• The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, neutral): “Wording of the questions was guided by the conceptual framework provided by Côté and Gilbert (2009). Participants were contacted through local sporting clubs, and in one case, a coach was contacted through the local high school.”
• Relational coaching in sport: Its psychological underpinnings and practical effectiveness (2016, background): “While there are many definitions of sport coaching (see Côté & Gilbert, 2009), all agree that effective sport coaching is a fair, considerate, caring and helping practice/process where the focus is on maximising athletes’ potential.”
• A Pilot Test of Transformational Leadership Training for Sports Coaches: Impact on the Developmental Experiences of Adolescent Athletes (2013, background): “This is reinforced by the definition of coaching effectiveness as facilitating increases in key developmental areas including self-esteem, physical activity, interpersonal networks and moral decision making [12].”
• Taking the Next Step: Ways Forward for Coaching Science (2011, methodology): “This is an interesting development as it links with the requisite knowledge identified by both Abraham et al. (2009) and Côté & Gilbert (2009) (i.e., knowing the athlete and self, inter and intra personal skills), and other work on the social and political issues within coaching, a point we will…”
• The Application of Coach Leadership Models to Coaching Practice: Current State and Future Directions (2010, methodology): “Côté and Gilbert’s [25] integrative definition of coaching effectiveness stipulates that an International Journal of Sports Science & Coaching Volume 5 · Number 3 · 2010 427”
• Resilience in Youth Sport: A Qualitative Investigation of Gymnastics Coach and Athlete Perceptions (2015, background): “These clubs are based in a local community, and are not attached to a school or institute of sport, yet train and compete in a performance-oriented environment [32].”
• Parenting in youth sport: A position paper on parenting expertise. (2015, background): “…of coaches in the lives of young athletes, it is unsurprising that 5 extensive research attention has been given to understanding the components, development, 6 and outcomes of coaching expertise (e.g., Côté & Gilbert, 2009; Horton, Baker, & Deakin, 7 2005; Portrac, Jones, & Armour, 2002).”
• Relationship interdependence and satisfaction with important outcomes in coach–athlete dyads (2012, background): “One such context consists of the unique relationships within athletic communities, and of the various types of relationships that exist within athletic communities, the coach–athlete dyad is probably the most important (e.g., Côté & Gilbert, 2009; Lyle, 2002).”
• Examining how model youth sport coaches learn to facilitate positive youth development (2014, background): “As Côté and Gilbert (2009) stated, coaching is a complex social process and to be effective, coaches must integrate various sources of knowledge, understand the context in which they operate, and facilitate the development of youth.”
• The relationship between coach leadership, the coach–athlete relationship, team success, and the positive developmental experiences of adolescent soccer players (2013, positive): “This is reinforced by Côté and Gilbert (2009) who place the development of competence and self-esteem, along with the development of character and social engagement, as the athlete outcomes of effective coaching.”
• Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches (2012, background): “These findings support the work of Côté and Gilbert (2009) who argued that effective coaching requires that coaches understand how the needs of athletes vary across different contexts.”