Menu
Search

The Modern Performance Coach: Integrating Metacognitive Traits into Coaching Ecosystems

Abstract

Sports performance is a complicated phenomenon wherein multiple biological subsystems interact with each other in a context-specific manner. The modern performance coach coaches athletes through the complex and indeterministic sports world to optimize performance and minimize injury risk. Unfortunately, the artistic and sociable flank of coaching is under researched, leading to a hegemonic perspective of reductionistic empirical studies—mostly of cause-and-effect. In this article, the author reiterates the significance of the performance coach as a social role model, according to a system thinking perspective. For the coach, broadening the lens and embracing system thinking, as it harmonizes with the complexity of human biology, allows the coach to construct an explicit mental model, which should include ethical decision-making and teaching sportsmanship. Even though artistic qualities are prioritized, performance coaches must validate their practice with statistical techniques. Coherently, these components are pivotal to evolving as a modern performance coach and assist in composing an ecosystem where athletic excellence is nurtured.

The Modern Performance Coach: Integrating Metacognitive Traits into Coaching Ecosystems

2024.12.10

Wesley Kuijpers

The Modern Performance Coach: Integrating Metacognitive Traits into Coaching Ecosystems

References

See all references
  1. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, inc.
  2. Berryman, J. W. (2010). Exercise is Medicine: A Historical Perspective. American College of Sports Medicine. 9(4), p. 1-7.
  3. Cheville, A. L., Smith, S. R., Basford, J. R. (2018). Rehabilitation Medicine Approaches to Pain Management. Haematological Oncology Clincal North America. 32(3), p. 469-482.
  4. Halperin, I., Pyne, D. B., Martin, D. T. (2014). Threats to Internal Validity in Exercise Science: A Review of Overlooked Confounding Variables. International Journal of Sports Physiology and Performance. 10(7), p. 823-829.
  5. Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management. 7(1), p. 5-27.
  6. Hoffman, S. (2011). Careers in Sport, Fitness, and Exercise: The Authoritative Guide for Landing the Job of Your Dreams. Champaign, IL, Human Kinetics.
  7. Jeffreys, I. (2015). Evidence-Based Practice in Strength and Conditioning – Reality or Fantasy? Journal of Professional Strength and Conditioning. 39, p. 7-14.
  8. Jimenez, M., Fernandez-Navas, M., Alvera-Cruz, et al. (2019). Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style. International Journal of Environmental Research and Public Health. 16(24), p. 1-8.
  9. Kröger, S., Watkins, B. (2021). Muscle Spindle Function in Healthy and Diseased Muscle. Skeletal Muscle. 11(3), p. 1-13.
  10. Martens, R. (2012). Successful Coaching. Champaign, IL, Human Kinetics.
  11. Moore, R. A., Derry, S., McQuay, H. J., et al. (2010). Clinical Effectiveness: An Approach to Clinical Trial Design More Relevant to Clinical Practice, Acknowledging the Importance of Individual Differences. Pain. 149(2), p. 173-176.
  12. Plisk, S. (2003). Principle-based Teaching Practices. Strength and Conditioning Journal. 25(5), p. 57-64.
  13. Sackett, D. L., Rosenberg, W. M. C., Gray, J. A. M., et al. (1996). Evidence Based Practice: What is it and what it isn’t. British Journal of Medicine. 312, p. 71-72.
  14. Seungmo, K., Tsz, C. P., Sanghyun, P. (2019). The Effects of Coaching Styles on Artistic Swimmers’ Intention to Continue Athletic Career. Research in Dance and Physical Activity. 3(2), p. 31-43.
  15. Shemshack, A., Spector, J. M. (2020). A systematic Literature Review of Personalized Learning Terms. Smart Learning Environment. 7(33), pp. 1-20.
  16. Weinberg, R. S. (2013). Goal Setting in Sport and Exercise: Research and Practical Application. Revista da Educação. 24(2), p. 171-179.