Role of the Coach: How Model Youth Team Sport Coaches Frame Their Roles

By Wade D. Gilbert, P. Trudel. 2004

174 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2903c28c06219e61f0145746d26095894e7909cc

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. P. Trudel
4. D. Fletcher
5. J. Denison
6. Zoe Avner
7. Martin Camiré
8. Robyn L. Jones

In Physical Therapy, Sports Therapy and Rehabilitation

1. Martin Camiré
2. T. Forneris
3. P. Trudel
4. J. Denison
5. D. Collins
6. Zoe Avner
7. D. Fletcher
8. J. Côté

In Social Psychology

1. J. Côté
2. Martin Camiré
3. D. Collins
4. T. Forneris
5. P. Trudel
6. D. Fletcher
7. Wade D. Gilbert
8. J. Denison

Citations in the corpus

• An Integrative Definition of Coaching Effectiveness and Expertise (2009, background): “One of the most comprehensive studies on coach reflection was Gilbert and Trudel’s [22, 50, 51] research examining how good coaches translate experience into knowledge and skills.”
• Positive Organizational Psychology in Sport: An Ethnography of Organizational Functioning in a National Sport Organization (2012, background): “This has been supported by a steady increase in research illustrating the benefits of ethnography for exploring group dynamics (Holt & Sparkes, 2001), coach-athlete relationships (Poczwardowski, Barott, & Henschen, 2002), and coach roles (Gilbert & Trudel, 2004).”
• Positive Coaching: Ethical Practices for Athlete Development (2011, methodology): “As Gilbert and Trudel (2006) argued, this type of professional, or declarative knowledge, which is often bounded in the sport sciences, has tended to define what good coaching is and has subsequently become the focus of coach education”
• Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches (2012, methodology): “The purpose of the current study was to examine, using Gould and Carson’s (2008) model of coaching life skills through sport, the philosophies and strategies employed by model high school coaches to coach student-athletes life skills and how to transfer these skills to other life domains.”
• Youth sport volunteer coach motivation (2010, background): “Even model coaches struggle with balancing emphases on positive youth development (i.e. character building, skill building, and fun) with winning (Gilbert and Trudel, 2004).”
• Examining how model youth sport coaches learn to facilitate positive youth development (2014, background): “Gilbert and Trudel (2004) argued that in order to improve coaching practice through research, studying model coaches is important and represents a logical place to study effective coaching.”
• Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help? (2006, background): “General agreement exists that the dynamic and intricate nature of the work in teaching, guiding and managing athletes precludes any paint-by-number plans that practitioners can easily follow (e.g. Saury & Durand, 1998; Gilbert & Trudel, 2004; Jones & Wallace, 2005).”
• Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…past experiences and interactions with and within the ever changing social milieu they inhabit and the way they frame their role, will (or at least should) screen or filter information which is most salient to them (Schempp & Graber, 1992; Gilbert & Trudel, 2004; Grecic & Collins, in press).”
• Using Ethnography in Applied Sport Psychology (2005, background): “For example, in a study of youth sport coaches, Gilbert and Trudel (2004) used several sources of documentation, including coach generated materials, media reports, and documents from the sport association.”