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An Exploration of Coaching Research in Journal of Applied Sport Psychology from 1989 to 2017

机译：1989年至2017年应用体育心理学杂志探索研究探索

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This article seeks to examine the treatment of coaching research within Journal of Applied Sport Psychology (JASP) and, specifically, to explore whether the Association for Applied Sport Psychology's mission in recognizing the coach as a performing "other" is being adopted in the field. The study followed a 3-phase design. In Phase 1, an exhaustive search was conducted to identify all coach-related research published in JASP from 1989 to 2017. Phase 2 consisted of accessing the 101 identified articles from a total of 690 articles that had been published in JASP during the review period. In Phase 3, articles were categorized into the multidisciplinary sport and exercise psychology (M-SEP) and contemporary multidisciplinary sport and exercise psychology (C-SEP) periods, and analysis of the articles was completed. Main results indicated that articles that focused on coach perceptions about different topics related primarily to SEP decreased in focus from 40% in the M-SEP period to 23% in the C-SEP period. A prominent focus in both periods was the impact of coaches (often interpersonal behaviors) on their athletes' performance (M-SEP = 35%, C-SEP = 46%). A coach performance focus was coded in only 10% of articles in both periods. Articles decreased in their explicit discussion of how research applied to consulting from 60% to 44% across periods. The findings suggest that currently the literature in JASP does not directly provide SEP professionals with effective knowledge application for working with coaches as a performer within the sport context. This review emphasizes the lack of research positioning of coach as a performing "other" within JASP and may increase awareness of viewing the coach as a performer within the field of applied sport psychology. Lay Summary: This study was a review of research articles published within the Journal of Applied Sport Psychology (JASP) between 1989 and 2017. Only research with a main focus in coaching was included in the review. A multiple-step process was used to examine the articles and pinpoint the type of research about coaches that was being published in JASP. Results showed a large focus on how coaches contribute to their athletes' performance, however, a lack of research examining aspects of the coach themselves and how they might enhance their own performance as a coach.
机译：本文旨在探讨应用运动心理学（JASP）杂志的辅导研究的治疗，具体而言，探讨应用运动心理学协会是否在该领域采用了作为表演“其他”的识别教练。该研究遵循了三相设计。在第1阶段，进行了详尽的搜索，以识别jasp发表的所有教练相关的研究从1989年到2017年。第2阶段由在审查期间的总共690篇文章中获得101条所确定的文章。在第3阶段，文章被分类为多学科运动和运动心理（M-SEP），当代多学科运动和运动心理（C-SEP）期间，并完成了物品的分析。主要结果表明，专注于主要与SEP相关的不同主题的教练看法的文章在M-SEP期间的40％下降到C-Sep期间的40％。两个时期的突出重点是教练（通常是人际行为）对运动员的表现（M-SEP = 35％，C-SEP = 46％）的影响。教练性能重点仅在两个时期的10％内编码。他们明确讨论了研究如何在期间咨询60％至44％的研究。调查结果表明，目前JASP的文献并不直接提供具有有效知识申请的SEP专业人士，以便在体育背景中作为表演者合作。本综述强调了教练的研究定位，作为JASP中的表演“其他”，可能会提高对在应用运动心理学领域的表演者视为观察教练的意识。 LATE摘要：本研究是在1989年至2017年期间在应用运动心理学（JASP）杂志中发表的研究文章的综述。只有在审查中才包含主要重点的研究。使用多步骤过程来检查文章并查明关于在JASP上发布的教练的研究类型。结果表明，教师如何为运动员的表现做出巨大的焦点，但是，缺乏教练本身的研究方面以及如何将自己的表现提升为教练。

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