Titlebook: Coaching for Human Development and Performance in Sports; Rui Resende,A. Rui Gomes Book 2020 Springer Nature Switzerland AG 2020 Sports an

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https://doi.org/10.1007/978-981-97-2815-2ces. It is therefore unsurprising to see that coach education and development has been subject to considerable investigation (e.g., Chesterfield, G., Jones, R. L., & Potrac, P., Sport Educ Soc 15:299–314; 2010; Nelson, L., & Cushion, C., Sports Psychol 20:174–183; 2006; Piggott, Phys Educ Sport Peda

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Gustavo A. Crespi,Alessandro Maffiolicongruence between the conceptual cycle of leadership and the practical cycle of leadership and also by considering the leadership styles assumed by coaches and the moderating influence of the antecedent factors of leadership. This chapter discusses how these three elements of the model (leadership

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智力高

Dirk Meissner,Vitaly Roud,Mario Cervanteshis standpoint, coaching work entails much more than the routine application of pre-packaged knowledge and methods. It also requires coaches to carefully consider (and reflect upon) their interactions with others, inclusive of how they manage and display various emotions within the coaching environm

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Oleg Karasev,Konstantin Vishnevskiy for individuals interested in benefiting from formal training that stimulates the pleasure and challenges of sports, stimulates learning and developing of life/sports skills, stimulates the benefits of being physically active, and that are not necessary interested in sports for competition purpose.

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Max Weber: Science, Technology and Vocatione in developing athletic skills and performance. The multifaceted role of the adventure sports coach is a result of a demanding and risky environment and the socio-cultural nature of the practice. Considering that all these variables influence the adventure sports coaching, the purpose of this chapt

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Estrella Trincado Aznar,José María Vindel for sport, and who engage in training to prepare for competitions. While this cohort of athletes is the one of the fastest growing cohorts in sport, research is only beginning to uncover the nuances involved in successfully and effectively coaching them. In this chapter, we first discuss the empiri