Sports Coaching Concepts: A Framework for Coaches' Behaviour

By J. Lyle. 2002

644 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7b80b25b14b0963fffc65f5dd79e6181068d34f0

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In Applied Psychology

Citations in the corpus

The Delivery of Video-Based Performance Analysis by England Youth Soccer Coaches: Towards a Grounded Theory (2011, methodology): “The analysis of athletic performance has been located within recent coaching discourse (Lyle, 2002; Stratton, Reilly, Williams, & Richardson, 2004).”
Applied Research Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development (2007, background): “This suggests a fundamental difference between competitive- and noncompetitive-sport coaching (Côté, Young, North, & Duffy, 2007; Lyle, 2002; Trudel & Gilbert, 2006).”
The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, neutral): “Prominent coaching scholars Lyle (2002) and Cushion and colleagues (2003) both contend that the current form of coaching education is neither informative nor influential.”
Rethinking Giftedness and Talent in Sport (2006, background): “Bearing in mind that intrapersonal catalysts can also interact directly with the environment (Gagné, 2003), the possibility exists that the relationship between the personalities of coach and gifted individual might be signifi cant (Lyle, 2002).”
What motivates the motivators? An examination of sports coaches (2012, background): “ances (Lyle 2002) and therefore may be skeptical of too much (if any) athlete involvement in the coaching process.”
How Youth-Sport Coaches Learn to Coach (2007, background): “As Lyle (2002) said, “Education and training depends on a mix of formal and informal provision, and understanding how learning and preparation is taking place is important in analyzing practice” (pp. 275-276).”
Modelling the Complexity of the Coaching Process (2007, methodology): “This includes a model for coaching (idealistic representation) and a model of coaching (based on empirical research) [2, 4].”
Beyond Winning and Losing: Guidelines for Evaluating High Performance Coaches (2006, background): “Performance coaches, and in particular coaches working with elite athletes (high performance), undertake work that differs from participation coaches (Lyle, 2002).”
Sports’ disciplinary legacy and the challenge of ‘coaching differently’ (2017, background): “In a similar argument to the one we are making here concerning the challenge of empowering individuals within an overarching disciplinary framework, McDonald and O’Callaghan (2008) critiqued the ‘truth claims’ or promises of the positive psychology movement ‘to redress the balance in psychology from”
When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport (2013, background): “In the past decade, numerous researches have highlighted the crucial role of the quality of the coacheathlete relationship for athletes’ optimal functioning (e.g. Jowett, 2005; Lafrenière et al., 2011; Lyle, 2002).”
Insights from Ecological Psychology and Dynamical Systems. Theory can underpin a philosophy of coaching. (2009, background): “It has been suggested that all coaches need to base their practice on a philosophy of coaching otherwise they will lack direction and succumb to external pressures (Lyle, 2002; Martens, 2004).”
Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help? (2006, background): “…this duty list to include responsibility over the general well being of athletes (Borrie, 1998), the universal management of the coaching process (Lyle, 2002), the quality and direction of each athlete’s individual sporting experience, in addition to the overall success or failure of team…”
Coaching knowledge and success: going beyond athletic experiences. (2009, result): “Nonetheless, these results are similar to the coaching literaUire which has interpreted the role of the coach as being synonymous with an expert pedagogue (e.g., Abraham & Collins, 1998; Chelladurai & Kuga, 1996; Jones, Housner, & Komspan, 1997; Lyle, 2002).”