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The motivational cycle is a key concept that explains how individuals are motivated to meet their needs. At its core, the cycle revolves around four distinct stages: need, drive, goal-directed behavior, and goal achievement. These stages respond to imbalances in the body or mind, prompting actions that restore balance.
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Stress Prevention and Stress Management Techniques IV01:26

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Coach Training Within the Covid-19 Pandemic: Challenges and Potential Pathways.

Fernando Santos1, António Cardoso2, Paulo Pereira2

  • 1Escola Superior de Educação, Instituto Politécnico do Porto e Viana do Castelo, inED Centre for Research and Innovation in Education, Porto, Portugal.

Frontiers in Psychology
|May 17, 2021
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Summary
This summary is machine-generated.

The Coronavirus Disease 2019 pandemic presented challenges for reorganizing coach training programs globally. This article offers strategies for coaches to navigate these changes and ensure meaningful learning despite obstacles like lower completion rates.

Keywords:
coach developerscoachesdevelopmentsportyouth

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Area of Science:

  • Sports Science
  • Educational Psychology
  • Organizational Behavior

Background:

  • The Coronavirus Disease 2019 (COVID-19) pandemic necessitated rapid adaptations in professional development.
  • Coach training programs faced unprecedented disruptions, impacting delivery and coach learning.
  • Stakeholders globally grappled with reorganizing educational structures under pandemic constraints.

Purpose of the Study:

  • To identify challenges faced by stakeholders in reorganizing coach training programs during the COVID-19 pandemic.
  • To suggest actionable strategies for enhancing coach learning amidst program disruptions.
  • To analyze the consequences and rationale behind changes in coach training curricula.

Main Methods:

  • Qualitative analysis of challenges and adaptations in coach training programs.
  • Review of stakeholder decisions regarding curriculum delivery and course formats.
  • Exploration of contextual variables influencing coach learning strategies.

Main Results:

  • Key challenges include lower course completion rates and pressure to deliver existing curricula.
  • Dilemmas arose concerning the optimal format for delivering coach training (e.g., online vs. in-person).
  • The need for context-specific strategies to ensure meaningful coach learning was highlighted.

Conclusions:

  • Adapting coach training requires acknowledging and addressing challenges like reduced completion rates and format dilemmas.
  • Developing context-aware strategies is crucial for fostering meaningful learning experiences for coaches.
  • Stakeholders must consider the long-term implications of pandemic-induced changes on coach development.