Career progression, roles, responsibilities, and relationships of successful full-time assistant coaches in Canadian university football
Notice bibliographique
Résumé
Coaches play a crucial role in the development of athletes of all age and ability levels. In order to fulfil their numerous roles, coaches rely on their support staff for assistance. Gilbert and Trudel (2004) noted that assistant coaches are involved in player evaluations, competition strategies, and the organization and planning of practices. In football, assistant coaches are particularly important due to large roster sizes and the specialization of playing positions. In Canadian University football, most coaching staffs have up to nine assistant coaches in addition to the head coach and three coordinators. Additionally, it is not uncommon for teams to have four or more of their football coaches hired on a full-time basis. Despite the important role of assistant coaches, the topic has been underrepresented in the coaching science literature. The purpose of the current study was to explore the career progression, roles, responsibilities, and relationships of full-time head assistant coaches in Canadian University football. Semi-structured open-ended interviews were conducted with six successful Canadian University football assistant coaches who had been serving in this position for a minimum of five years and who were recommended by a panel of experts familiar with this sport as among the best in their profession. According to the participants, their athletic careers helped them acquire both the knowledge and access that led to an assistant coaching position in Canadian University football. Once they started coaching, their progression was facilitated by attending various coaching clinics and interacting with professional coaches on a regular basis. A large part of their roles and responsibilities related to their appointment as unit coordinators (offence, defence, or special teams). Additionally, development and implementation of the team's vision along with involvement in the recruiting process of prospective student-athletes were all described as key elements of the job. The participants also explained the key relational aspects of their jobs with student-athletes, the head coach, and other members of the coaching staff. In sum, these results represent one of the first empirical accounts of the career progression, roles, responsibilities, and relationships of assistant coaches in team sports from the perspective of the assistant coach. The outcomes could lead to curriculum advancements of the National Coaching Certification Program (NCCP) with regards to the development and coaching responsibilities of assistant coaches.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,015 | 0,003 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».