Coaching effectiveness in the sport domain.

By T. Horn. 2008

479 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e9a1933cf0f82a5aab29a9461dacfc58c65f1384

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Citations in the corpus

Transformational and Transactional Leadership in Martial Arts (2006, background): “E-mail: rowold@psy.uni-muenster.de 312 Chelladurai, 1990; Horn, 2002, for reviews).”
Exploring the multiple dimensions of social support among elite female adolescent swimmers (2010, background): “Given the importance of athlete perceptions and interpretations of coaching behaviors (Horn, 2002), the finding of rumination that takes place following coach support tactics is not well researched and highlights the importance of understanding mechanisms involved in fostering motivation in elite sp”
Youth Sports (2011, unknown): “…& Honea, 2006; McCormack & Chalip, 1988) • Orientations and actions of peers, parents, coaches, and program administrators (Fredricks & Eccles, 2004; Horn, 2008; Kay & Spaaij, 2011; KremerSadlik & Kim, 2007; Laurer, Gould, Roman, & Price, 2010; Schinke et al., 2010; Smoll & Smith, 2002;…”
The Application of Coach Leadership Models to Coaching Practice: Current State and Future Directions (2010, methodology): “COACHING EFFECTIVENESS MODELS Horn [24] has proposed the working model of coaching ef fectiveness as an alternative to leadership and relationship models.”
Relationships among Coach Leadership, Peer Leadership, and Adolescent Athletes’ Psychosocial and Team Outcomes: A Test of Transformational Leadership Theory (2013, background): “Theory-driven research provides compelling evidence that certain coaching behaviors promote positive psychosocial and behavioral outcomes among athletes (see Amorose, 2007; Horn, 2008).”
The relation of coaching context and coach education to coaching efficacy and perceived leadership behaviors in youth sport. (2012, methodology): “Models of both the coaching process (Horn, 2008) and CE (Feltz et al.”
An Integrative Definition of Coaching Effectiveness and Expertise (2009, methodology): “Several other lines of research also focus on how coaching behaviors affect athletes’ sport-specific competence through paper-and-pencil instruments or observational methods (for reviews see [11, 12, 66]).”
Peer Leadership in Sport: Relationships among Personal Characteristics, Leader Behaviors, and Team Outcomes (2011, unknown): “Second, considerable research has demonstrated the importance of coach leadership on athlete outcomes (see Amorose, 2007; Horn, 2008, for a review), but coach and peer leaders may provide different forms of leadership and differentially affect individual and team outcomes.”
Peer Leadership in Sport: Links with Friendship, Peer Acceptance, Psychological Characteristics, and Athletic Ability (2006, background): “Comparing this to similar conceptions of coach leadership could be helpful for examining antecedents and outcomes of peer leadership (see Horn, 2002).”
Expanding the Interpersonal Dimension: Closeness in the Coach-Athlete Relationship (2007, background): “In addition, given that scholarships are a salient aspect of the Division I athletic landscape, compared (arguably) to the more holistic developmental focus of Division III, combined with previous literature indicating gender and sport type influence the nature and function of the coach-athlete rela”
Students’ Perceptions of Teacher Feedback and Physical Competence in Physical Education Classes: Gender Effects (2006, background): “, Harter, 1998; Roberts, 2001), the majority of the coaching feedback research has adopted the perspective that athletes ̓perceptions of coach s̓ behavior have a direct infl uence on the athletes ̓psychological responses (Horn, 2002).”
A Pilot Test of Transformational Leadership Training for Sports Coaches: Impact on the Developmental Experiences of Adolescent Athletes (2013, background): “Many conceptualisations of coaching have specified the positive psychological and social growth of young athletes as basic elements of effective practice [7-8].”
Positive Youth Development: A Measurement Framework for Sport (2012, background): “Effective coaching should result in either positive sport performance or psychosocial outcomes in athletes [13].”
Coaching Efficacy and Coaching Effectiveness: Examining Their Predictors and Comparing Coaches’ and Athletes’ Reports (2008, background): “This result is not consistent with models of coaching effectiveness that propose that athletes’ sex may affect perceptions of coaching behaviors (Horn, 2002) and with research that has reported differential perceptions of coaches’ leadership behaviors as a function of athletes’ sex (e.g., Holembeak…”
A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches (2009, unknown): “Of these, perhaps one of the most important is the influence of the coach (see Horn, 2002; Amorose & Anderson-Butcher, 2007).”
It's Not What They Do, It's How They Do It: Athlete Experiences of Great Coaching (2009, unknown): “In conjunction with Horn’s definition, research has relied heavily on quantitative instruments (i.e., questionnaires and observational methods) to examine the coaching process [e.g., 2-9].”
‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “…and low self-perceptions) and behavioural (e.g. physical and verbal aggression) outcomes within particular sport contexts, such as those characterised by a high performance climate, controlling coaching styles and antisocial team norms (see Amorose 2007, Horn 2008, Weiss et al. 2008, for reviews).”
Exploring the Contribution of the Caring Climate to the Youth Sport Experience (2010, background): “(Marx, 2003, p. 43) Researchers have long investigated the role the coach plays in providing a positive experience for youth sport participants (See Duda & Ntoumanis, 2005; Horn, 2008; Mageau & Vallerand, 2003; Smith & Smoll, 2002; Treasure, 2001; Weiss, 2008 for reviews of this work).”