{"id":6453,"date":"2019-05-23T08:00:26","date_gmt":"2019-05-23T13:00:26","guid":{"rendered":"http:\/\/thesportjournal.org\/?p=6453"},"modified":"2019-05-23T08:00:27","modified_gmt":"2019-05-23T13:00:27","slug":"the-role-of-emotion-in-sport-coaching-a-review-of-the-literature","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/the-role-of-emotion-in-sport-coaching-a-review-of-the-literature\/","title":{"rendered":"The Role of Emotion in Sport Coaching: A Review of the Literature"},"content":{"rendered":"\n

Authors:<\/strong> Eric D. Magrum, Bryan A. McCullick<\/p>\n\n\n\n

Corresponding Author:<\/strong>
Eric D. Magrum
University of Georgia
Department of Kinesiology
219 Ramsey Center
Athens, GA 30602
Magrum@uga.edu
419-356-8541<\/p>\n\n\n\n

Eric D. Magrum is doctoral student at the University of\nGeorgia. <\/p>\n\n\n\n

The Role of<\/strong> Emotion in Sport\nCoaching: A Review of the Literature <\/strong><\/h3>\n\n\n\n

ABSTRACT<\/strong><\/p>\n\n\n\n

The purpose of this paper was to review the literature regarding the role of emotion in sport coaching and identify avenues for future studies. SPORTDiscus, ERIC, PsycArticles, PsychINFO, and SocINDEX databases were mined using combinations of the following keywords: \u2018emotion,\u2019 \u2018coach,\u2019 and \u2018coaching\u2019 for articles pertaining to the role of emotion in sport coaching. The search resulted in 23 peer-reviewed articles and a thematic analysis revealed four groups of studies focused on emotion and its role in: a) coach effectiveness, b) coach-athlete interaction, c) development of emotional intelligence, and d) navigating job related stress, pressure and burnout. Key findings of the included studies indicated coaches are more effective if they are able to recognize and comprehend their emotions, those of others, and the probable after-effects of their relations. Furthermore, it appears that emotional competence may be an essential skill for coaching effectiveness. Future research should aim to identify and develop the social, emotional, and coping skills underpinning coach effectiveness. Moreover, researchers should examine the relationship between coaches\u2019 emotional skills, coaching effectiveness, talent identification, recruitment, and coaching expertise. <\/p>\n\n\n\n\n\n\n\n

Keywords<\/strong>:\u00a0\u00a0\u00a0\u00a0 Emotions, coaching
<\/p>\n\n\n\n

INTRODUCTION<\/strong><\/p>\n\n\n\n

When asked about one of legendary coach John Wooden\u2019s greatest qualities, a former player recalled \u201cwe started out way behind like, 18-2- just getting killed. I\u2019d look over at Coach, and there he\u2019d sit on the bench with his program rolled up in his hand-totally unaffected, almost like we were ahead. And I\u2019d think to myself, \u2018Hey, if he\u2019s not worried, why should I be worried?\u2019\u201d (20). To him, it was a clear example that Wooden believed in and exemplified the notion that steady, reliable, and complete effort was essential for high-level performance. From Wooden\u2019s perspective, the outward expression of emotion, more often than not, evoked ups and downs that were counterproductive to the team\u2019s mission (20). Moreover, he clearly understood his actions, as a leader, would set the boundaries of acceptable behavior for the team. This is not suggesting Coach Wooden was devoid of emotion, but rather, he strategically controlled and concealed his feelings to produce what he felt was an ideal, a model for which his team could strive. Players who operationalized this model behavior were not lacking emotion, but in full control of their emotions, both on and off the court. Nevertheless, Wooden was not above exposing his love for those under his guidance (21). <\/p>\n\n\n\n

While Wooden demonstrated an array of emotions during his coaching career, he also illustrated how sport coaches utilized emotion in their roles. However, although Wooden presented an admirable example, coaches engage and employ emotions differently. <\/p>\n\n\n\n

For example, Bob Knight expressed emotions\nand behaviors that were paradoxical to Wooden\u2019s perspective. Very public and\neasy to interpret displays of emotion were commonplace for Knight. Despite this\ndiametric opposition, both Knight and Wooden achieved historic success\u2019 and few\nwould argue they are among the top coaches in history. Although vastly\ndifferent, one aspect is strikingly clear between both Wooden and Knight\u2019s\nphilosophies: they understood their emotions and the magnitude to which their\nexpression would incite players, assistant coaches, officials,<\/ins>\nand others was essential to success. <\/p>\n\n\n\n

Other coaches such\nas Phil Jackson, Gregg Popovich, Mike Krzyzewski, Bobby Bowden, and Jim Tressel\nabsorbed and even stressed the importance of expressing emotion with their\nplayers (3, 12, 18, 19). More specifically, these coaches openly demonstrated\ncare for their athletes. Caring means to connect with and is an emotion that demonstrates\nconcern. Thus, collectively, these high caliber coaches have pinpointed the\nability to connect emotionally with their athletes as a crucial element in\ntheir coaching. In other words, these top-tier coaches understand that human\nemotion is inseparable from and often amplified in sporting contexts. Therefore,\nthose select coaches who are able to identify, understand, and regulate their\nown and other\u2019s emotions, may be more effective. <\/p>\n\n\n\n

While a plethora\nof high-profile examples exist that testify to the significance of emotion in\nsport coaching, it is important to sift through the contemporary scholarship for\nempirical evidence that underscores its\u2019 importance. Recent studies report\nfindings that support the testimonials above and stress the ability to\nperceive, manage, and control emotion as an essential skill for successful\nsport performance in both athletes and coaches (8). More specifically, coaches\nmust be skilled in emotional management, as they are performers in their own right\n(5). Their performance can influence their ability to form relationships,\nprotect their well-being, and influence athletes\u2019 own emotional management and\nperformance (8).  More recent scholarship\nsupports this notion and posits that elite coaches tend to be athlete centered,\naware of their own, as well as others\u2019 emotions, able to understand emotions\nand their influences, and lastly, are able to manage their own emotions and\nthose of their athletes (9).  Therefore,\nthe existing scholarship endorses the notion that emotions are critical to a\ncoaches\u2019 success.<\/p>\n\n\n\n

While the\nsignificance of emotion in sport has been unveiled, a fundamental and\nconsensual understanding of emotion, has yet to be discussed. Derived from the\nLatin root word motere<\/em>, emotion means,\n\u201cto move.\u201d With the presence of an \u201ce\u201d, the translation of emotion is, \u201cto move\naway.\u201d Therefore, the word itself implies every emotion may elicit action (4).\nThis could have large implications for a coach whose job is to direct improvements\nin behavior toward a desired goal. Conceptually, if one is in control of their\nemotions, he or she may then control impulses to act and the resu<\/ins>ltant<\/ins> actions. Agreeing with\npreviously mentioned findings, it would seem then that coaches who are able to\nperceive, understand, and regulate their own and others\u2019 emotions, may be more\neffective.  <\/p>\n\n\n\n

While a seemingly\nsound argument with a few scholarly forays, there remains an insufficient body\nof research focusing on emotion\u2019s role in coaching. Much of the contemporary\nscholarship examining emotion in coaching takes a leadership perspective (2)\nand an analysis of the existing literature is warranted. Therefore, the two-fold\naim of this paper was to: (a) identify and analyze the existing studies\nexamining the role of emotion in coaching, and (b) provide directions for\nfuture studies in the area. <\/p>\n\n\n\n

METHOD<\/strong><\/p>\n\n\n\n

The authors\u2019\nperformed an exhaustive search of the existing scholarship on emotion\u2019s role in\nsport coaching. The first step in this process was to mine and locate the\nliterature. Due to a predicted paucity of literature on this particular\nsubject, no specific timeframe for publication was set as a parameter. Using\ncombinations of the following keywords: \u2018emotion\u2019, \u2018coach\u2019, and \u2018coaching,\u2019 the\nSPORTDiscus, ERIC, PsycArticles, PsychINFO, and SocINDEX databases were\ninventoried. Results were confined to peer reviewed articles, published in the\nEnglish language, and focused on coaching.<\/p>\n\n\n\n

The initial catalogue resulted in 892 articles for potential inclusion.\nDue to the general nature of the original search terms, a wide variety of\nscientific fields were identified. For example: executive coaching was\nrecognized in many of the database searches. <\/p>\n\n\n\n

Therefore, the second step entailed a\nscreening of the articles to only those containing information directly\npertaining to emotion in sport<\/em> coaching.\nThis screening process cut the list of qualified articles to 23 from 13 distinct\njournals. The journals represented six disciplines including: biology,\npsychology, coaching, sociology, sport science, and motivation & emotion.\nInterestingly, only three coaching journals were represented. <\/p>\n\n\n\n

 Those articles remaining after the purge were\nthe basis for the third step, identifying categories and trends. At this stage,\neach article was read twice and coded for classification. Categorization was\nbased on the aims and variables investigated. Once the aims and variables were\nitemized, categorization of the scholarship took place. Each piece of\nscholarship was exclusively earmarked for one category. <\/p>\n\n\n\n

The fourth and final step was to\nidentify the most salient findings in the literature. To do this, authors re-read\nthe scholarship and pinpointed the recurring results. Findings from each study\nwere then assembled and compared with other findings. Collective findings were\nthen analyzed and deduced into salient findings from each category.   <\/p>\n\n\n\n

RESULTS<\/strong><\/p>\n\n\n\n

The results are presented in four sections. Each section describes the results of the thematic analysis which revealed that the literature could be classified into four categories regarding emotion and its role in: a) coach effectiveness, b) coach-athlete interaction, c) the development of coaches\u2019 emotional intelligence, and d) navigating job related stress, pressure and burnout. Each of those sections contains a sub-section that provides the salient findings from that group of studies.<\/p>\n\n\n\n

Emotion and Coach Effectiveness<\/em><\/strong><\/p>\n\n\n\n

Unsurprisingly,\nthe first theme describing the studies on emotion in coaching focuses on\neffectiveness. Studies within this theme dealt with elite, Olympic, individual\nand team sport coaches, along with a range of other coaches in gender, age,\ncoaching experience and sport. Additionally, two of the studies sampled both\ncoaches and athletes in an effort to triangulate findings. Other examinations\nadded to the current understanding but may have provided further benefit from\nthe inclusion of assistant coach or supporting staff perspectives.\nAdditionally, studies employing cross-sectional samples may have benefitted\nfrom using a longitudinal design. Studies within this theme did provide\nvaluable insights on future scholarship.<\/p>\n\n\n\n

Within this group\nof studies, two evident themes were found to enhance coach effectiveness. The\nfirst, is a coach\u2019s ability to identify, understand, and manage emotions. This\nskillset permits coaches to access emotional information, whether explicitly or\nimplicitly within themselves and others. Gathering this information allows\ncoaches to make informed decisions and maximize effectiveness. Secondly,\nstriking a balance between striving to achieve exceptionally high standards and\nrecognizing when these strivings have begun to overtake and undermine other\nimportant areas is vital for a coach\u2019s effectiveness. <\/p>\n\n\n\n

Together, findings\nindicate emotions represent a critical aspect of coaching effectiveness.\nSpecifically, the coaches\u2019 ability to identify and understand his\/her own\nemotions and recognize if or when expectations become unreasonable. In\naddition, evidence from this body of research provides insights for coaches and\nathletes long term sport participation. Interacting with players in a positive\nmanner requires a coach to understand the individual athletes, his\/her own, parents,\nand others\u2019 emotions. Saying or acting in an inappropriate fashion can generate\na \u201cbad taste\u201d in young athletes, and negatively impact their sporting\nexperience, before it truly takes off. Being aware of and knowing how to\nregulate emotion may be a fundamental element, particularly for youth coaches.  Therefore, future research should aim to\nexamine the influence of emotional skills in coaching. <\/p>\n\n\n\n

Emotion and Coach-Athlete Interaction<\/em><\/strong><\/p>\n\n\n\n

The role of\nemotion within coach-athlete relationships was the second theme to emerge from\nthe analysis.Evidence suggested the\ncloseness between a coach and athlete plays an important role in producing\nconfident athletes and regulating athletes\u2019 emotions (1, 6). Mutual trust,\nrespect, and support represent other mainstays in any successful coach-athlete\nrelationship (10, 11, 16). <\/p>\n\n\n\n

Coaches\u2019 use and\nunderstanding of emotions is critical when dealing with athletes. Evidence\nsuggests emotions can have a major effect on athletes\u2019 performance (7).\nTherefore, it would be in the best interest for coaches to possess the skillset\nto detect and potentially re-direct athlete\u2019s behavior in a desired direction. <\/p>\n\n\n\n

Evidence within\nthis theme highlighted the positive uses of emotion in coaching, in addition to\nthe unfortunate and unnecessary negative effects. Coaches must understand their\nown, as well as others\u2019 emotions, and learn how these biological forces direct\naction and affect others over the short and long-term. <\/p>\n\n\n\n

Studies provided\ninitial insights and advanced the current understanding of others.\nParticularly, Braun (1) executed a well-designed study which employed multiple\ncoaches and athletes, as well as, different data collection methods including\ninterviews, audio diaries, and follow up interviews ensuring the data\u2019s\ncredibility. This uncovered a novel, bidirectional relationship between a\ncoach\u2019s emotional regulation strategies and the coach athlete relationship.\nHowever, one large limitation is the participation of only female athletes,\nwhich may limit the generalizability of the findings. Other investigations\nwithin this theme sought to identify relationships between coaches and teams,\nbut only employed a consensus of four athletes per team. Moreover, other investigations\nused interviews to collect perceived effects of emotional abuse. <\/p>\n\n\n\n

Collectively, the\nrecurring theme originating from this category was the profound influence\ncoaches demonstrate on an athlete\u2019s life through their interactions. While this\nis usually cast in a positive light, these interactions can also lead to negative\noutcomes for the athlete. Specifically, the manner in which coaches interact\nwith athletes has been linked to performance outcomes, training effects,\npsychological effects, moral development, and emotional abuse. Findings\nindicate coaches understand how vital it is to recognize athletes’ emotion. However,\nthe link between a coaches’ emotional state and athlete outcomes were not\ndrawn. Therefore, coaches are urged to critically assess and reflect upon their\nactions and the potential implications for athletes.<\/p>\n\n\n\n

Future research in\nthis area should take a deep dive into the influence of coaches\u2019 actions and\nbehaviors on athlete outcomes from both coach and athlete perspectives.\nMoreover, future inquiries may move the coaching profession forward by\nquestioning coaches about their emotional states in situations where positive\nand negative athlete outcomes occurred. <\/p>\n\n\n\n

Development of Emotional Intelligence<\/em><\/strong><\/p>\n\n\n\n

Beyond domain\nspecific skills and competence, coaching requires the ability to lead. Critical\nto leadership is the ability to appraise, express, regulate and direct behavior\nin oneself and in others, otherwise known as emotional intelligence (EI) (17). Although\nEI has been found to be desirable in a variety of disciplines, there was only limited\nevidence to support this claim within coaching. <\/p>\n\n\n\n

 The third theme encompassed a wide array of coaches\nrepresenting many countries and sports. Examinations used qualitative and\nquantitative methods to investigate this construct and included not only\nself-perceptions of EI, but also athlete perceptions of coaches EI. Both\nqualitative and quantitative inquires provided useful information on the\nrelationships between EI and other variables, such as coach efficacy and\nleadership style, but also the practical relevance of the construct in a\nprofessional coaching setting. Although the present investigations are\ninsightful, a major limitation of the examinations is the inconsistent use of\nEI measures between studies. Furthermore, while a theoretical explanation of EI\nmodels is beyond the scope of this text, it is important to highlight the limitation\nof the various methods used. While previous research indicates all three models\nof EI measure performance equally well, these inquiries may have studied\nslightly different constructs (15).<\/p>\n\n\n\n

Several recurring findings appeared within this scholarship. Emotionally competent coaches were: a) found to have a superior sense of coach efficacy or the confidence to bring about a desired result in athletes, b) better equipped to cope with stresses associated with coaching, c) superior self and athlete motivators, and lastly, d) possessing an inflated perception of their EI when compared to their athletes\u2019 perceptions.\u00a0\u00a0 <\/p>\n\n\n\n

Salient findings from\nthis group of studies supports the theorized importance of EI in sport coaching.\nHowever, while current results are thought-provoking, the existing evidence remains\ninsufficient and inconclusive. Thus, to propel the coaching professional\nforward, future research should identify the relationship between EI and\ncoaching behavior, effectiveness, and athlete outcomes. <\/p>\n\n\n\n

Emotion\u2019s Role in Navigating Stress,\nPressure, and Burnout<\/em><\/strong><\/p>\n\n\n\n

Especially at\nhigher levels, coaching is fraught with pressure. That pressure, if not\nmanaged, can lead to stress and, eventually burnout. Burnout has been defined\nas a \u201csyndrome of emotional exhaustion and cynicism that occurs frequently\namong individuals who do \u2018people-work\u2019 of some kind\u201d (13, p. 99).  As coaching is the ultimate in \u2018people-work\u2019\nstudies on the role of emotion and the navigation of the pressure and stress\nleading to burnout was the fourth theme to emerge.<\/p>\n\n\n\n

The investigations\nin this area shed valuable light on an important topic. A variety of coaches\nwere examined herein including: volunteer, club, national, and Olympic level\ncoaches. Due to the subjective nature of stress and burnout, the qualitative\nmethods utilized to understand coaches\u2019 experiences were justified. Olusoga\n& Kentta (14) interviewed two elite coaches about their experiences and\nstories of burnout and withdrawal from the sport. Although the information\ncontained within is informative, had authors included the perspectives of their\nsignificant others, who were noted as being affected, the study may have\nprovided a more realistic view of how the emotions of others affect coaches.\nAdditionally, including the perspectives of assistant coaches or other\nsupporting staff may have revealed information not presently displayed. Future\nresearch should not only dive into the stresses and pressures within coaching,\nbut should also include the perspectives of those supporting the coach.<\/p>\n\n\n\n

Somewhat\nsurprisingly, expectation appeared to be the recurrent source of the examined\ncoaches\u2019 negative cascade of events. Following suit, burnout was the product of\nenvironments with few resources and high expectations. Unexpectedly, coach\u2019s burnout\nwas not confined to their profession, but also impeded their home life.\nExpectations had a revolving effect on stress levels of coaches. Coaches cited\nbecoming stressed immediately after accepting high profile positions, which\nlead to increased tension and agitation. In turn, this was observed by athletes\nand adversely affected their performance. Likewise, coaches felt their stress\nhindered their own effectiveness. Finally, coaches were found to experience the\nmost stress on game days as opposed to non-game days. <\/p>\n\n\n\n

CONCLUSIONS<\/strong><\/p>\n\n\n\n

The present investigation sought to examine the existing literature pertaining to emotion in sport coaching. The primary conclusion indicates coaches are more effective if they are able to recognize and comprehend their emotions, the emotions of others, and the potential aftereffects of their interactions. Anecdotally, some of the best coaches, of all time, understood that people are emotional beings and to understand people, we must understand emotion. Taking the empirical and anecdotal evidence into account, if scholars wish to push the coaching profession forward emotion should continually be a topic of inquiry. <\/p>\n\n\n\n

Future investigations should be geared toward identifying and developing the social, emotional, and coping skills required to be an effective coach along with investigating the relationship between EI, coaching effectiveness, talent identification, recruitment, and coaching expertise. Furthermore, potential studies should aim to encapsulate emotionally charged moments where coach and athlete connect. These studies should incorporate multiple perspectives including: coaches, athletes, administrators, and others who may provide insight into the emotional demands and outcomes of coaches. A portion of this scholarship should be directed toward protecting the future coaches from emotional exhaustion and burnout by identifying current coaches with these symptoms and attempting to combat them with recovery modalities.<\/p>\n\n\n\n

APPLICATIONS IN SPORT<\/strong><\/p>\n\n\n\n

Coaches must understand their role and influence within sport and the development of productive citizens. Understanding emotions, how they affect us, and how we can control their influence, is a fundamental skill. Therefore, coaches are urged to read material pertaining to emotions, emotional regulation, and emotional intelligence, reflect on their daily interactions and coaching activities, and discuss these experiences with others. Evidence suggests those who are more emotionally competent are more successful in a multitude of different endeavors. Thus, the authors recommend coaches and athletes strive to become more emotionally competent. This will serve to produce documented benefits for the individual in sport, as well as their professional and person life. <\/p>\n\n\n\n

Coach educators would be wise to educate coaches on the importance of emotion in coaching. At present, coaching education is based primarily on technical and tactical competency. However, this may be null in void if coaches cannot establish a quality relationship with athletes. The coach-athlete relationship is critical to coaching effectiveness and efficacy. <\/p>\n\n\n\n

Furthermore, educating future\ncoaches is only beneficial if they are able to withstand the demands of the job\nand continue coaching. Hence, coaching education should create educational\nmaterial detailing the importance of work life and stress-recovery balance.\nPremediated recovery and\/or help seeking strategies may help reduce burnout in\ncoaches. After all, in order to educate the next generation of coaches there\nmust be skilled, experienced, and well-educated coaches available to do so.\nThis will ensure the profession moves forward.<\/p>\n\n\n\n

REFERENCES<\/strong><\/p>\n\n\n\n

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    Authors: Eric D. Magrum, Bryan A. McCullick Corresponding Author:Eric D. […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[295],"tags":[101,1102],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-1G5","jetpack-related-posts":[{"id":2322,"url":"https:\/\/thesportjournal.org\/article\/teaching-coaching-the-challenges-and-conflicts-of-dual-roles\/","url_meta":{"origin":6453,"position":0},"title":"Teaching & Coaching: The Challenges and Conflicts of Dual Roles","date":"March 10, 2015","format":false,"excerpt":"Submitted by Dr. Christopher Saffici* 1* Department of Education, Florida Memorial University, Miami Gardens, Florida 33054 Dr. Saffici is an Associate Professor at Florida Memorial University in the field of Education, with a specialization in Physical Education. He serves as President Elect of the Faculty Senate. He has served as\u2026","rel":"","context":"In "Sport Education"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7026,"url":"https:\/\/thesportjournal.org\/article\/getting-it-right-for-everyone-sport-coaching-and-the-adult-participation-domain\/","url_meta":{"origin":6453,"position":1},"title":"Getting it right for everyone: Sport coaching and the adult participation domain","date":"May 8, 2020","format":false,"excerpt":"Authors: John Lyle Corresponding Author:Professor John LyleCarnegie School of SportLeeds Beckett UniversityCV106, Headingley CampusLeedsLS6 3QSUnited Kingdomj.w.lyle@leedsbeckett.ac.uk00 44 (0)7590108098 John Lyle is Professor of Sport Coaching in the Carnegie School of Sport at Leeds Beckett University. Getting it right for everyone: Sport coaching and the adult participation domain ABSTRACT Sport provision\u2026","rel":"","context":"In "Sports Coaching"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":2293,"url":"https:\/\/thesportjournal.org\/article\/the-coachs-role-in-sport-concussion-care-developing-high-school-and-youth-coaches-through-the-concepts-of-deliberate-practice\/","url_meta":{"origin":6453,"position":2},"title":"The Coach\u2019s Role in Sport Concussion Care: Developing High School and Youth Coaches through the Concepts of Deliberate Practice","date":"March 5, 2015","format":false,"excerpt":"Submitted by Brandon D. Spradley1, EdD*, Fred Cromartie2, EdD* 1* Acting Director of Continuing Education at the United States Sports Academy, Daphne, Alabama 36526 2* Director of Doctoral Studies at the United States Sports Academy, Daphne, Alabama, 36526 Dr. Brandon Spradley is the Acting Director of Continuing Education at the\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":2866,"url":"https:\/\/thesportjournal.org\/article\/high-school-coaches-continuing-education-delivery-preferences\/","url_meta":{"origin":6453,"position":3},"title":"High School Coaches\u2019 Continuing Education Delivery Preferences","date":"July 15, 2015","format":false,"excerpt":"Submitted by\u00a0Brooke E. Forester, Ph.D.1*;\u00a0Shelley L. Holden, Ed.D.2*;\u00a0Christopher M. Keshock, Ph.D.3* 1*\u00a0Assistant Professor of Health, Physical Education and Leisure Studies, University of South Alabama 2*\u00a0Associate\u00a0Professor of Health, Physical Education and Leisure Studies, University of South Alabama 3*\u00a0Associate\u00a0Professor of Health, Physical Education and Leisure Studies, University of South Alabama Dr. Forester\u2019s\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":8476,"url":"https:\/\/thesportjournal.org\/article\/title-ix-and-its-impact-on-opportunities-for-women-in-ncaa-coaching-and-administrative-leadership\/","url_meta":{"origin":6453,"position":4},"title":"Title IX and Its Impact on Opportunities for Women in NCAA Coaching and Administrative Leadership","date":"March 13, 2023","format":false,"excerpt":"Authors: Elisa Van Kirk Department of Education, St. Lawrence University, Canton, NY, US Corresponding Author: Elisa Van KirklSLU- 23 Romoda Dr.Atwood Hall 21Canton, NY, 13617evankirk@stlawu.edu860-919-3274 Dr. Elisa Van Kirk is a Visiting Assistant Professor in the Department of Education at St. Lawrence University in Canton, NY. Van Kirk played Division\u2026","rel":"","context":"In "Commentary"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":380,"url":"https:\/\/thesportjournal.org\/article\/evidence-that-support-equality\/","url_meta":{"origin":6453,"position":5},"title":"Evidence That Support Equality: Credential Characteristics of Georgia Female High School Coaches","date":"July 9, 2010","format":false,"excerpt":"Willie Burden, Trey Burdette, Drew Zwald, Daniel R. Czech, and Tom Buckley Abstract The purpose of this study was to increase awareness and understanding concerning gender differences in high school athletic coaches in terms of coaching characteristics. The authors conducted a more comprehensive follow-up study to their 2007 survey in\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/6453"}],"collection":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/comments?post=6453"}],"version-history":[{"count":2,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/6453\/revisions"}],"predecessor-version":[{"id":6455,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/6453\/revisions\/6455"}],"wp:attachment":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/media?parent=6453"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/categories?post=6453"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/tags?post=6453"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}