About this Research Topic
Coaches play a critical role in the holistic, biopsychosocial development of athletes. Although the influence of coaches varies across sports, cultures, and stages of development, proper coaching is essential. Hence, it is warranted to understand how coaches learn and enhance their coaching knowledge and practices. Moreover, technological advancements and the COVID-19 pandemic have drastically affected how sports coaches design and deliver lessons and interact with athletes. For instance, coaches and athletes have begun to embrace digital devices (e.g., wearable technology, GPS trackers, and performance analysis software) and online delivery as a component of coaching and learning. Sport coaching scholars must begin to harness the power of digital devices to advance coaching research, education, and practice.
Much of the existing sports coaching research related to digital devices has focused on athlete performance. Limited studies have investigated how coaches use technology to develop their coaching knowledge and practices, particularly related to coaches' reflection, coach-athlete interactions and athlete holistic development. Moreover, scholars have made a strong call to harness digital devices to advance sports coaching research, especially after the COVID-19. As such, this Research Topic aims to collate evidence-based research that highlights the use of technology in sports coaching. Special consideration will be given to research focused on coach learning, coaching knowledge and/or practices, and athlete biopsychosocial development.
This Research Topic focuses on, but is not limited to, addressing the following research areas in various coaching contexts: community-based recreation, competitive youth sport, high-performance, and elite sport, e-sport, and sport for development. Example research may include:
• What are the strengths and limitations, as perceived by coaches, for using technology for coach learning experiences (e.g., self-reflection, coach education)?
• How do coaches’ attitudes influence the adoption of, and efficacy for, using digital devices to enhance coaching knowledge and/or practices?
• What are the strategies to motivate and support coaches in using digital devices to enhance their coaching knowledge and/or practices?
• How does the use of technology by coaches influence coach-athlete communication and, in turn, how does coach-athlete communication impact athlete biopsychosocial development (e.g., development of values, transfer of life skills, socially just behaviour)?
Much of the existing sports coaching research related to digital devices has focused on athlete performance. Limited studies have investigated how coaches use technology to develop their coaching knowledge and practices, particularly related to coaches' reflection, coach-athlete interactions and athlete holistic development. Moreover, scholars have made a strong call to harness digital devices to advance sports coaching research, especially after the COVID-19. As such, this Research Topic aims to collate evidence-based research that highlights the use of technology in sports coaching. Special consideration will be given to research focused on coach learning, coaching knowledge and/or practices, and athlete biopsychosocial development.
This Research Topic focuses on, but is not limited to, addressing the following research areas in various coaching contexts: community-based recreation, competitive youth sport, high-performance, and elite sport, e-sport, and sport for development. Example research may include:
• What are the strengths and limitations, as perceived by coaches, for using technology for coach learning experiences (e.g., self-reflection, coach education)?
• How do coaches’ attitudes influence the adoption of, and efficacy for, using digital devices to enhance coaching knowledge and/or practices?
• What are the strategies to motivate and support coaches in using digital devices to enhance their coaching knowledge and/or practices?
• How does the use of technology by coaches influence coach-athlete communication and, in turn, how does coach-athlete communication impact athlete biopsychosocial development (e.g., development of values, transfer of life skills, socially just behaviour)?
Keywords: Technology, reflection, coaching knowledge, coach learning
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
