Storying surfing coaches’ experiences of life skills development
Bibliographic record
Abstract
In the present manuscript we explore three Portuguese surfing coaches' understandings and experiences of their roles and responsibilities concerning life skills development across youth, high-performance and master sport contexts. To achieve this aim, coaches and researchers forged a meaningful partnership over a two-year period, sharing experiences in an open and sincere manner, as well as embracing diversity of thought while rethinking life skills development across coaching contexts. Data collection was conducted through interviews (n = 12) and reflexive journalling. This partnership between researchers and coaches gave voice to coaches concerning athletes' life skills development throughout a range of coaching contexts. These coaches, independent of the coaching context, were influenced by social and cultural forces that made them disregard life skills development and transfer. They were also pressured to value winning and performance development, and positioned the development of life skills as unrealistic coaching pursuits. An interconnected portrait of coaches' roles and responsibilities across coaching contexts may help inform coach development and education programs that consider the diversity of sport programs being delivered in Portugal and elsewhere. Moving forward, more attention may need to be paid towards understanding how cultural, political and social variables influence coaching life skills.
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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 | 0.003 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".