Understanding the pedagogical practice in futsal teaching and learning process based on the TGfU approach

The aim of the current study is to understand the pedagogical practice of coaches of youth futsal players based on the TGfU approach. Action Research (AR) approach, developed according to the planning, teaching, observing and reflecting spiral steps, was applied for the teaching of futsal for 12 children aged 9–11 years. An eight-member research group (five student coaches, one research coach and two university professors) was subjected to the same practice. Information was collected from class planning meetings, diagnostic assessment and field diaries of participant and non-participant observers. Based on results, changes in the pedagogical practice were aimed at helping players understanding and using actions to support futsal improvements. AR application also highlighted the emerging understanding about student-coach practices, the influence of coaches who adopt reflective practices or not; and the relevance of using critical player observation at the time of reflecting on how to develop supportive pedagogical practices. Results have shown that the pedagogical practice of coaches has changed over time. The researcher-coach practice and the assistant coach (student-coach 1) was influenced by the perceptions of student-coaches and reflections made in meetings.

The Development, Articulation, and Implementation of a Coaching Vision of Multiple Championship–Winning University Ice Hockey Coaches

The purpose of this study was to explore the development, articulation, and implementation of a coaching vision and how this created and sustained a culture of excellence. Six multiple championship–winning men’s university ice hockey head coaches were interviewed. Their combined experience consisted of 20 national titles and over 4,100 wins at the university level. Data were analyzed using thematic analysis. The results indicated that these coaches established a vision that could be separated into three phases: development, articulation, and implementation. Notably, development included the life experiences, personal characteristics, and habits that assisted the development of the coaches’ vision, including apprenticing as an assistant coach. Articulation and implementation involved clearly communicating their vision to athletes, coaches, and personnel who then enacted the vision. Overall, these findings contribute to a better understanding of how championship-winning coaches organize, teach, and articulate their goals through their coaching vision.

870 Delineation of Burn Surgery Coaching Trees: Describing Generational Influences of Leadership in Burn Care

Introduction Genealogies, or family trees, provide graphic representations of family history, tracing lines of decent among its members. Professional sports, most notably the National Football League (NFL), have borrowed this concept in delineating “coaching trees”. Connections among coaches can be described by the head coach-assistant coach relationships and utilized to demonstrate philosophical influences among coaches. This project was an attempt to explore the application of this concept to the profession of burn surgery and see if it could provide insight into the relationships (i.e., mentorship) that have influenced generations of burn surgeons over the past fifty years. Methods The first step in the process was to examine data sources. This consisted of gleaning information from the American Burn Association (ABA) archives (1976–1996) housed at the National Library of Medicine, the digital archives of the ABA, relevant review of the peer-reviewed literature, the public domain (world wide web), and documentation from various burn programs. The next step was to consider varying methodological approaches to the construction of the tree. Results While coaching relationships in the NFL represent a complex adaptive network, the relationships in an burn surgical coaching tree represent an even more complex network and the analogies between the two systems break down. As an exploratory project, the decision was made to construct several different trees with relative simple relational lines, concentrating central nodes on various past association presidents, prominent burn directors, and robust burn fellowship programs. This was done to illustrate proof-of-concept and inform future iterations of the project. Conclusions Creating burn surgery coaching trees can be done demonstrating relatively simple relational lines and provide basic illustrations of the influences of leadership among generations and institutions. More advanced mathematical and social science methodologies can be applied to explore these relationships in greater depth and elucidate a more thorough understanding of successful relationships, mentorship, and leadership dynamics in this complex adaptive network. Applicability of Research to Practice The description of coaching trees provides important insights into the history of burn surgery and the process can be replicated for other professions represented on the burn care team. It validates the importance of maintaining robust archives for our posterity. The information thus organized may inform the approach of the organization and/or inclined individual leaders on how mentorship occurs within our profession.

Gender (Dis)Similarity in Mentorship Among Intercollegiate Coaches: Implications for Leader Development

Mentoring has been identified as an important antecedent for coaches’ professional and leadership development. I examined how the gender composition of head coach and assistant coach mentorship moderates the relationship between the quality of mentorship and assistant coaches’ leadership skills. The participants were 239 pairs of assistant and head coaches in U.S. college sports. The assistant coaches assessed the quality of mentorship with their head coaches, while the head coaches assessed their assistant coaches’ leadership skills. Mentorship quality was generally related to assistant coaches’ leadership skills, yet the relationships were positive and significant for dyads that involve female head coaches and not significant for dyads that involve male head coaches. The results indicate that gender composition may need to be considered in increasing the effectiveness of coaches’ mentorship. The findings inform the current practices in the implementation of mentoring for coaches’ leader development.

Great Opportunity

This chapter is about Joe B. leaving Regis after six years and transferring to Central Missouri. Then he receives a job offer from Coach Rupp to come to UK as first assistant coach. Joe, thrilled, accepts but soon learns that Rupp values him more as a recruiter. He starts UK’s first conditioning program―much to the dismay of the senior team members.

Beginning of the End, 1967

On athletic director Bernie Shively’s death, Harry Lancaster gives up his post as first assistant coach and takes Shively’s job. Coach Rupp has a difficult time without Harry at his side. Joe B. moves up to first assistant coach. This chapter describes Rupp’s many health problems and the stress he experiences regarding his upcoming forced retirement. Joe B. describes his own stress in view of Rupp’s treatment of him.

Florida A&M Develops a Sporting Congregation

This chapter examines the development of Florida A&M’s football program. From its beginnings in 1896 through the early 1930s, FAMU’s football teams were not very good. Ironically, FAMU’s football program improved during the Great Depression to propel the football program forward. Notably, FAMU launched its Orange Blossom Classic football game in 1933. This was followed by the hiring of William Bell as head coach in 1936, and Gaither as an assistant coach in 1937.

Always the Bridesmaid and Never the Bride: Coaching in College Sports

It has been well documented that Title IX opened up doors of opportunity for women to participate in sports at all levels. Similarly, players including Jackie Robinson and Sam “Bam” Cunningham paved the way for Black athletes to compete at all levels of sports. It is equally well documented that the world of college sports is, by and large, the world of white men. This paper examines the status of two “underrepresented groups” in college coaching and administration: women and Black men. Using Virginia as a case study, with references to NCAA data for comparison, our analysis reveals that despite increased participation for both women and Blacks, and the overall dominance of Black athletes in some sports, including basketball and track and field, in those same sports the majority of Black men and women are stalled at the ranks of assistant coach, never able to lead a team on their own, and never commanding the kinds of salaries associated with head coaches. Finally, the data in our case study demonstrate that football impacts opportunities for white women and Black men inversely. Cautiously we conclude in this research note by revealing that football increases some opportunities for Black men and suppresses some opportunities for white women.