Professionalism & Leadership Development in Ice Hockey
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
This qualitative research study investigated the Social Emotional Learning training experiences of ice hockey coaches in Atlantic Canada. Social Emotional Learning (SEL) and leadership in sport is an emergent field which has been gaining attention on a national level. The purpose of this study was to examine various aspects of SEL within coaching leadership training of Canadian ice hockey coaches in Atlantic Canada. Minor hockey coaches (n=8) were recruited to participate in semi-structured interviews. Five questions pertaining to hockey coaching background, leadership training, communication, and SEL training experiences were posed to participants. Interviews were offered both in person or virtually as an option for convenience. Analysis of data suggested that clear expectations and effective communication with players and guardians were valuable aspects for relationship building. Limited professional development opportunities surrounding aspects of SEL were noted by participants, training provided was outdated in certain aspects, and current topics of inclusion, diversity, and culture. Future recommendations for continued study within the field of SEL within ice hockey are offered.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| 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 | 0.001 |
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 it