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Université de Bordeaux - Service Audiovisuel et Multimédia (Production), Université de Bordeaux - Service Audiovisuel et Multimédia (Publication), Université de Bordeaux - Service Audiovisuel et Multimédia (Réalisation), Chris G. Harwood (Intervention)
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Creative Commons (BY NC)
DOI : 10.60527/45p3-a744
Citer cette ressource :
Chris G. Harwood. Univ Bordeaux. (2011, 8 avril). Building Coaching Efficacy in Developing Psychological Skills: The 5 C’s intervention programme , in Journées nationales d'études de la SFPS. [Vidéo]. Canal-U. https://doi.org/10.60527/45p3-a744. (Consultée le 19 septembre 2024)
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Building Coaching Efficacy in Developing Psychological Skills: The 5 C’s intervention programme

Réalisation : 8 avril 2011 - Mise en ligne : 21 décembre 2015
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Descriptif

Journées Nationales d’Etudes de la Société Française de Psychologiedu SportPsychologie des activités corporelles et de la performance sportive :regards croisés

The purpose of this presentation is to introduce practitioners and applied researchers to the specific details of a developmental sport psychology program and coaching intervention that was first conducted in a professional football (soccer) academy in Great Britain. Drawing on a positive youth development agenda, initial consulting work involved players and parents as part of an education and reflection process related to five key intrapersonal and interpersonal skills - termed the 5C’s: Commitment, Communication, Concentration, Control and Confidence. This stage of work was subsequently followed-up with an educational and behavioral coaching intervention related to integrating the 5C’s in training/practice situations in soccer. Six coaches responsible for the development of 95 young players aged 9-14 years were involved in the program. Prior to the intervention, coaches completed baseline assessments of their coaching efficacy in relation to integrating psychological strategies (related to 5C outcomes) in their sessions. Then, every two to three weeks, an educational workshop focused on each separate ‘C’ was delivered. This workshop raised awareness and knowledge around each psychological construct and explored coaching behaviours and strategies that would shape specific responses in young players. Coaches were then tasked to plan, integrate and self-monitor their coaching strategies related to that specific C for the following three to four sessions. Following this period, coaching efficacy was reassessed before the consultant and coaches moved collaboratively onwards to the next ‘C’. In this respect, coaches were exposed to a ‘learn and practice’ formula for each ‘C’ across the program duration. Selective results of the intervention for coaching efficacy and for perceived player development will be presented. In addition, pertinent social validation insights gained from post-intervention interviewing with the coaches will serve to facilitate a critical appraisal of this method of implementing sport psychology in youth sport settings.

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