Future Directions in Coaching Life Skills: Understanding High School Coaches' Views and Needs

By D. Gould, Yong-chul Chung, N. Carolina., P. Smith, Jack White. 2006

102 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2057c2ac0a1843ed7e71638838d6291fb999bc06

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

1. Martin Camiré
2. N. Holt
3. T. Forneris
4. P. Trudel
5. K. Tamminen
6. S. Carson
7. Lisa N. Tink
8. Larry Lauer

Citations in the corpus

• Coaching Life Skills through Football: A Study of Award Winning High School Coaches (2007, background): “Interestingly, in a study of high school coaches (Gould, Chung, Smith, & White, 2006) from a number of different boys and girls varsity sports, coaches reported that helping athletes take more responsibility and being more accountable for their actions was one of the largest problems facing…”
• An interpretive analysis of life skills associated with sport participation (2009, background): “( 2006 ) surveyed 154 varsity high school coaches about how they perceived their roles and responsibilities as a coach.”
• Examining how model youth sport coaches learn to facilitate positive youth development (2014, background): “…coach’s needs are being met because coaching education courses focus mainly on elements such as performance enhancement, technical and tactical knowledge, and injury prevention while little attention is given to PYD (Cushion, Armour, and Jones 2003; Gould et al. 2006; Vella, Oades, and Crowe 2011).”
• Life skills development through sport: current status and future directions (2008, background): “( 2006a ) found that failure to take personal responsibility for one's self and one's actions, poor communication and listening skills, and lack of motivation and work ethic were three of the areas that youth most needed to develop.”
• High school athletes’ perspectives on support, communication, negotiation and life skill development (2009, background): “Coaches in regular sport programmes receive little or no training on how to teach life skills and create positive environments (Gould et al , 2006a , Smith and Smoll, 1997 ) as opposed to the leaders in life skill programmes who receive training and are equipped with tools to teach this type of m”