What do coaches learn and can new knowledge be effectively applied?

QR Code

What do coaches learn and can new knowledge be effectively applied?

Bibliographic Details
Main Authors:	Quested, Eleanor, Appleton, P., Duda, J.
Format:	Book Chapter
Published:	2016
Online Access:	http://hdl.handle.net/20.500.11937/24896

Similar Items

A qualitative evaluation of coaches’ implementation of the Empowering CoachingTM approach
by: Quested, Eleanor, et al.
Published: (2011)

What does it really mean to be grounded in theory?: Illustrations from the PAPA Project and the Empowering CoachingTM intervention
by: Duda, J., et al.
Published: (2012)

Time for climate change? The “what”, “why” and “how” of a theory-based coach education intervention designed to foster quality motivation in sport
by: Quested, Eleanor, et al.
Published: (2011)

Observing the coach-created motivational environment across training and competition in youth sport
by: Smith, N., et al.
Published: (2016)

Development of a multi-dimensional measure of perceived empowering and disempowering coaching behaviours
by: Appleton, P., et al.
Published: (2011)

Examining the relationship between the objective and perceived coach created motivational climate in youth sport
by: Smith, N., et al.
Published: (2012)

Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C)
by: Appleton, P., et al.
Published: (2016)

The relationship between the objectively rated coach-created motivational climate, and athletes' basic psychological needs and sport enjoyment
by: Smith, N., et al.
Published: (2014)

Coach Provided Autonomy Support, Intrinsic Motivation and Enjoyment as Predictors of Objectively Measured Physical Activity Levels in Grassroots Footballers
by: Fenton, S., et al.
Published: (2012)

Team-referenced perceived coaching environment, needs satisfaction, and well-being in elite hockey players
by: Merrett, C., et al.
Published: (2011)

Coach autonomy support predicts autonomous motivation and daily moderate-to-vigorous physical activity and sedentary time in youth sport participants
by: Fenton, S., et al.
Published: (2014)

The creation and management of knowledge: what can we learn from applying the principles of economics?
by: Lange, Thomas
Published: (2006)

Development of an observational instrument assessing the coach-created environment
by: Tessier, D., et al.
Published: (2011)

The relationship between observed and perceived assessments of the coach-created motivational environment and links to athlete motivation
by: Smith, N., et al.
Published: (2016)

The what, why, how, and effectiveness of psychological skill and technique use by vocational ballet students
by: Woodcock, C., et al.
Published: (2012)

A review of observational instruments to assess the motivational environment in sport and physical education settings
by: Smith, N., et al.
Published: (2016)

Creating adaptive motivational climates in sport and physical education
by: Duda, J., et al.
Published: (2014)

Toward more empowering youth sport experiences: An introduction to the aims, methods and initial findings stemming from the European-wide ‘PAPA’ Project
by: Duda, J., et al.
Published: (2013)

Comparing the objective motivational climate created by grassroots soccer coaches in England, Greece and France
by: Tessier, D., et al.
Published: (2013)

Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors
by: Bhavsar, Nikita, et al.
Published: (2019)

What can we do with 1000 plastid genomes?
by: Tonti-Filippini, J., et al.
Published: (2017)

Engagement in classroom learning: Ascertaining the proportion of students who have a balance between what they can do and what they are expected to do
by: Cavanagh, Robert
Published: (2012)

What managers can do to keep women in engineering
by: Fernando, Dulini, et al.
Published: (2018)

What can seismic in hard rocks do for you?
by: Urosevic, Milovan
Published: (2013)

Why trees fall and what we can do
by: Teh, Christopher Boon Sung
Published: (2024)

A cross-cultural study testing the universality of basic psychological needs theory across different academic subjects
by: Erturan-Ilker, G., et al.
Published: (2018)

Applying mechatronics to improve the safety of children in vehicles - what can be done?
by: Haja Mohideen, Ahmad Jazlan, et al.
Published: (2017)

Revisiting practical Radiation protection. What Radiographers can do.
by: Zainuddin, Zainul Ibrahim
Published: (2018)

What Can We Do Better for Sustainability in an Uncertain Future?
by: Xu, Li, et al.
Published: (2017)

Preventing hepatitis C: what can positive injectors do?
by: Carruthers, Susan
Published: (2005)

What communities can do to prevent or limit drinking problems
by: Gray, Dennis
Published: (2012)

Conceptualization and measurement of an empowering climate in youth sport: A Review of recent developments
by: Quested, Eleanor, et al.
Published: (2013)

Measuring basic need satisfaction: Alternatives to confirmatory factor analysis when the three needs are highly correlated
by: Viladrich,, C., et al.
Published: (2013)

Supporting students’ mental wellbeing during the pandemic: what can we do in Teaching & Learning?
by: Crawford, Nicole
Published: (2020)

Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers.
by: Quested, Eleanor, et al.
Published: (2011)

Enhancing children’s positive sport experiences and personal development: A motivational perspective
by: Quested, Eleanor, et al.
Published: (2011)

Antecedents of burnout among elite dancers: A longitudinal test of basic needs theory
by: Quested, Eleanor, et al.
Published: (2011)

Setting the stage: Social-environmental and motivational predictors of optimal training engagement
by: Quested, Eleanor, et al.
Published: (2009)

Supporting recreational book reading in adolescents: What you can do
by: Merga, Margaret
Published: (2016)

Our country needs you: What can you do for Australia?
by: Marshall, Verena
Published: (2011)