Elite Disability Sport Coaches’ Views on Sport Psychology
Bibliographic record
Abstract
Although the coach is a key element in the psychological preparation of the athletes, few is known about whatcoaches from disability sport context think about the importance of psychological preparation. Therefore, thisstudy aimed to explore: 1) the educational background of disability sport coaches, 2) the perceptions of thecoaches on the importance of psychological preparation for their athletes, and 3) the opinions of the coachesregarding the role of sport psychologists. Semi-structured interviews were conducted with Portuguese elitedisability sport coaches (n=10; male=8 and female=2; swimming =4, track and field=2, boccia=3 and rowing=1)included in the Paralympic Project London 2012. Standard qualitative methodology and content analysis wereused to analyse the data. The participants revealed an educational background in sport sciences and in sportpsychology. A high status of sport psychology and psychological preparation also emerged from the data. Fullreceptiveness to work with sport psychologists was exhibited, although some participants mentioned barriers tosport psychologists’ intervention (e.g., coach awareness, athlete receptiveness, time, finances). In general, thefindings of this study highlighted the importance of sport psychology in Portuguese disability sport.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".