Exploring Leadership and Cultural Training Experiences of Ice Hockey Coaches
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
Within the competitive sport of ice hockey, coaches are instrumental in motivating, communicating with and supporting players to reach their full potential.To enhance coaching skills and training to meet the needs of an evolving sport, many minor and professional associations examine various professional development types necessary to respond to culture and diversity.This study examined ice hockey coaches' coaching leadership and cultural training experiences in the province of Nova Scotia, Canada.Leadership is a fundamental factor influencing the performance of sports teams.Leadership can be provided by coaches, assistant coaches or other staff on sports teams.This leadership capability is essential for hockey coaches who are tasked with providing cohesion and effective communications within the team unit, thus impacting overall performance.In many cases, this team unit may comprise players representing two or three languages, various skill abilities, and interest or motivation to play hockey.This qualitative study (n=25) included 19 male and 6 female coaches.Participants coached youth aged 5 to 18 years.The study aimed to investigate the leadership and cultural training experiences of minor hockey coaches who volunteered with Hockey Nova Scotia, a member of the national association, Hockey Canada.Participants completed semi-structured, in-person and/or online interviews, consisting of 5 open-ended questions.The findings indicated that participants did not recall receiving professional training specific to leadership and cultural development.Results demonstrated specific areas of training need, such as supports for behaviour, communication and disability may enhance performance.Additionally, results indicated that a preferred format of leadership and cultural training would be in-person sessions compared to online delivery.These interventions could potentially support overall team performance, communication and engagement.Findings were analyzed using a thematic approach, and the research team assisted in developing gaps in training to prepare and implement future professional development opportunities for coaches with Hockey Nova Scotia.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it