Exploring the Influence and Practical Development of Coaches' Psychosocial Behaviors in Strength and Conditioning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT RESEARCH SUGGESTS THAT PSYCHOLOGICAL CHARACTERISTICS AND SOCIAL BEHAVIORS (E.G., COGNITIVE, PERSONAL, BEHAVIORAL, AND ETHICAL COMPETENCIES) CONTRIBUTE TO THE DEVELOPMENT OF COACHING EFFECTIVENESS AND AS SUCH SHOULD NOT BE NEGLECTED BY STRENGTH AND CONDITIONING (S&C) COACHES. THIS REVIEW EXAMINES THE CURRENT LITERATURE ON THE INFLUENCE OF PSYCHOSOCIAL CHARACTERISTICS AND BEHAVIORS OF THE S&C COACH ON ELITE ATHLETE DEVELOPMENT. IN ADDITION, THIS REVIEW PROVIDES PRACTICAL SUGGESTIONS AND GUIDELINES TO COACH DEVELOPERS AND COACH PRACTITIONERS TO DEVELOP SUCH PSYCHOSOCIAL BEHAVIORS USING CONSTRUCTIVIST LEARNING THEORIES IN RELATION TO REFLECTION, STORIES, MENTORSHIPS, AND INTERNSHIPS.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it