Motivational personality factors play a significant role in performing and directing one's activities towards selected goals in life. The structure and intensity of temperamental traits, individual differences, all that helps and hurts us, what motivates us for various activities, all these are highly specific. Sports are significant, socially and developmentally relevant activities, and temperament plays an essential role in the way people engage in them. Coaches and instructors possess specific personality characteristics that set them apart from general population. Some of them are as follows: higher stress resistance and coping abilities, emotional stability, flexible decision-making, ability to face failure, the ability to cope with pressure from media, the ability to cope with popularity, positive influence on development and training of young athletes and the ability to remain in control of one's negative emotional reactions. These presumptions led us to the idea of evaluation and measurement of personality traits and motivational factors in future judo instructors (license type B), with special interest in the relevance of our findings for occupational choice in this direction.

• MeSH
• bojové sporty * MeSH
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• motivace * MeSH
• osobnost * MeSH
• průzkumy a dotazníky MeSH
• senioři MeSH
• statistika jako téma MeSH
• tělesná výchova * pracovní síly   MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mužské pohlaví MeSH
• senioři MeSH
• ženské pohlaví MeSH

BACKGROUND: Verbal coach encouragement is a key motivational strategy that enhances skill development, game strategy execution, and team cohesion. In youth basketball, where players are still developing technical and decision-making abilities, coach encouragement can play a crucial role in sustaining effort, improving focus, and fostering resilience under small-sided games (SSGs). This study investigated how coach encouragement (CE) influences young basketball players' technical performance and psychophysiological responses during competitive gameplay. METHODS: Sixteen male basketball players (age = 15.19 ± 1.05 years) voluntarily participated in the study. Heart rate, ratings of perceived exertion, mood states and technical activities were recorded with coach encouragement and without coach encouragement during SSGs. RESULTS: The results showed that SSGs with coach encouragement were associated with significantly higher heart rate (p ≤ 0.05, d = 1.69), maximum heart rate percentage (p ≤ 0.05, d = 1.15), ratings of perceived exertion (p ≤ 0.05, d = 1.69), enjoyment (p ≤ 0.007, d = 0.86), technical abilities (e.g., successful passes and shots; p ≤ 0.05, d ranging from 1.08 to 1.25), and fatigue (p ≤ 0.03, d = 1.47). CONCLUSION: The findings of this study highlight the importance of CE in improving the psychophysiological and technical abilities of young basketball players during SSGs. CE improves coach-athlete relationships and increases game performance.

• Publikační typ
• časopisecké články MeSH

Data analytics are an increasingly popular method for talent identification, and are used for a variety of decision making purposes, such as rotations and playing time. However, coaches often rely on their perceptions and experiences to identify talent and player attributes that are important to success. Therefore, the purposes of this study were to evaluate differences between coach perceptions of player ability against actual performances as well as to determine whether these perceptions differed as a head or assistant coach. Participants were six (two head; four assistant) college coaches who were asked to collectively identify the five most important attributes when evaluating a basketball player. Then, before the season began, all coaches were asked to independently score each of their athletes on these attributes using a 100mm Visual Analog Scale. These scores were compared to player performances during the season. Results were mixed, and while there were correlations between some player performance variables and coach perceptions, they varied wildly, and coaches’ perceptions of their athletes had little consistent correlation to their performances. Furthermore, there were few agreements between head coaches and their assistants or between assistants. Findings suggest that while coach perceptions and talent identification have their place, the use of data analytics in sports may provide additional support when making coaching decisions such as playing time. Therefore, coaches should recognize their own limitations of player talent and balance these “feelings” with statistical evidence.

• MeSH
• basketbal psychologie   výchova   MeSH
• lidé MeSH
• mentoring metody   statistika a číselné údaje   MeSH
• sportovní výkon klasifikace   psychologie   statistika a číselné údaje   MeSH
• vizuální analogová stupnice MeSH
• Check Tag
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH

Východiska: Rozvoj všech sportovních odvětví je z velké míry založen na množství a kvalitě trenérů, kteří se pravidelně věnují začínajícím sportovcům. Otázkami "Proč je u nás stále nedostatek trenérů?" a "Jaké faktory mají zásadní vliv na jejich rozhodnutí býti aktivním trenérem?" se zabývá tato studie, která se snaží identifikovat klíčové aspekty a motivaci jedince na cestě stát se sportovním trenérem. V závislosti na cíli práce je potřeba v první fázi provést selekci dostupných zdrojů (vědeckých článků a literatury) zabývajících se trenérstvím a cestou k němu. Tyto zdroje následně analyzovat a identifikovat faktory a aspekty, které ovlivňují jedince na jeho cestě ke sportovnímu trenérství. Cíle: Cílem studie bylo na základě obsahové analýzy vybraných vědeckých článků vymezit základní aspekty při rozhodování stát se trenérem. Metodika: Základní výzkumnou metodou byla obsahová analýza vybraných vědeckých článků dostupných v mezinárodních vědeckých databázích Scopus a Web of Science. Tato studie využívala přehledové studie a vědecké články zabývající se cestou k trenérství a zahrnující rozhovory a dotazníky, na jejichž základě byly rozklíčovány významné faktory cesty k trenérství. Výsledky: K zásadním faktorům, které determinují rozhodnutí stát se sportovním trenérem, patří členové rodiny, záliba ve sportu, studium na univerzitě, práce s lidmi, budoucí povolání, pohybová aktivita, aktivní účast při sportu, touha předávat zkušenosti, doplňková aktivita k zaměstnání, udržování vlastní kondice, finanční zajištění, zdravotní důvody a trenérské vzory. Závěry: Uskutečněná obsahová analýza vybraných vědeckých článků ukazuje, že hlavním faktorem na cestě k trenérství je pozitivní vztah ke sportu. Ten vzniká již v dětství prostřednictvím lidí, kteří budoucí trenéry obklopují, a událostí, které prožívají.

Background: The development of all sports areas is based in a great measure on the number and quality coaches who regularly devote themselves to beginning athletes. This study deals with questions "Why do we still lack on coaches?" and "Which factors influence fundamentally their decision to be active coaches?" It aims at the identification of key aspects and motivation of an individual to become a sports coach. Depending on the target of this work, the selection of available sources (scientific articles and resources) concerning coaching and the path towards it must be done in the first phase. These sources shall be then analysed and factors and aspects influencing individuals on their path towards sports coaching shall be identified. Objectives: The aim of this study is to define the key factors underlying the decision to becoming a sports coach based on the content analysis of selected scientific articles. Methods: The basic research method was a content analysis of selected scientific articles available in the international scientific databases Scopus and Web of Science. This study used other review studies and scientific articles, which include interviews or questionnaires in order to identify important factors in the path to coaching. Results: The key factors determining the decision to become a sports coach include family members, sports enthusiasm, university studies; work with people, prospective occupation, physical activity, participation in sports, desire to pass on experience, complementary activity to employment, maintenance of own fitness, financial security, health reasons and coaching patterns. Conclusions: The decision to become a coach is a long-term process. Research results show that this is a positive attitude to sport. The positive approach appears already in early childhood thanks to people around them, as well as events in their lives.

• MeSH
• lidé MeSH
• motivace MeSH
• profesní mobilita MeSH
• sporty * výchova   MeSH
• tělesná výchova MeSH
• volba povolání * MeSH
• Check Tag
• lidé MeSH

Sports organizations are complex. In addition to the actual coaching of athletes, many utilize a myriad of different administrative and sport science departments or areas of expertise to aid in the achievement of success. Examples include sports administration, nutrition, strength and conditioning, sport psychology, counseling, athletic training, to name a few. Consequently, there are many voices within the organization, and communication and effectiveness may be affected by silos, fear of voicing opinions, or other chal¬lenges that come from the stresses and rigors of athletic competition. Anecdotally, we have noticed the often-informal introduction of an individual into some sports organizations and teams to help support the overall organization and its personnel. This individual does not necessarily have decision-making pow¬ers, but serves as a conduit of information, a supporter, and an advisor to all parties. To date, a specific title for this position has not been formally recognized, nor have its roles or responsibilities been defined. There¬fore, the purpose of this conceptual article is to propose a name for this position, which we have termed Athletic Consul (AC). Further, we outline why such a position is valuable, its fit within an athletic program, the roles and responsibilities of the position, and why it is necessary for such this position be formalized.

Background: Increases in early sport specialization, professionalization of youth sports, and leisure opportunities have led to growing numbers of youth dropping out of competitive sport. Understanding youth sport motivation and reasons for dropout is essential to crafting national federation policy, finance, and strategy decisions, as well as for clubs in aiding youth to reach their maximum potential. Objective: The study explored the leisure constraints perceived by former Czech youth football players as their main reasons for dropout. Based on leisure constraints theory, the hierarchical relationship between structural, intrapersonal, and interpersonal constraints was analyzed.Methods: A modified Czech version of Gould et al.'s Questionnaire of Reasons for Attrition (1982) was used to survey former Czech football players who dropped out between the ages of 13 and 18 years old. Data were analyzed using exploratory factor analysis and structural equation modeling to determine the relative prevalence of, and hierarchical relationship between, leisure constraints. Results: The participants' reasons for attrition were grouped into six factors corresponding to intrapersonal constraints (Low interest, Perceived low skills), interpersonal constraints (Team climate and the coach, Peer relationships) and structural constraints (Lacking family resources, External costs/low rewards). The participants most frequently reported interpersonal constraints (Team climate and the coach) and intrapersonal constraints (Low interest and Perceived low skills). Peer relationships significantly predicted intrapersonal constraints, including Perceived low skills (β = .482, p = .050) and Low interest (β = .914, p = .013); and Team climate and the coach significantly predicted Perceived low skills (β = .245, p = .036). Conclusions: Our results emphasize the importance of intrapersonal constraints and interpersonal constraints related to the team climate as the most significant reasons for dropout in Czech youth football. Based on these findings, we conclude that the coach, including coaching education, is the best place for the federation and clubs to address attrition in Czech football.

• MeSH
• fotbal * MeSH
• lidé MeSH
• mladiství MeSH
• sportovci MeSH
• volnočasové aktivity MeSH
• zběhnutí ze studií * MeSH
• Check Tag
• lidé MeSH
• mladiství MeSH
• mužské pohlaví MeSH

• MeSH
• psychologie MeSH

• Konspekt
• Psychologie
• NLK Obory
• psychologie, klinická psychologie
• NLK Publikační typ
• kolektivní monografie

Autor odhaluje v praktické studii sportovních her podstatu konceptu expertního výkonu, který je výsledkem dlouhodobé spekulativně řízené praxe. Zabývá se hlavními příčinami ustrnutí praxe, mezi něž zařazuje především neporozumění funkci dovedností a podceňování složky výchovy, vágní určenost taktiky techniky, nesprávné chápání vztahu dovednosti a kondice.Praktický výklad herního výkonu zakládá na konceptu otevřených dovedností. Zdůrazňuje potřebu retroanalýzy vývoje výkonu hráče. Za kritická dovednostní kritéria považuje percepci, efektivní rozhodnutí a provedení.V případě rané sportovní specializace doporučuje bezpodmínečně stálou kompenzaci pohybové jednostrannosti. Podmínkou realizace efektivního modelu dlouhodobého sportovního vývoje je vzdělaný a pozitivní kouč.

In his practical study concerning the team games the author reveals the concept of expert performance as a result of deliberate practice. He reveals the main reasons of the practice stagnation which includes the misunderstanding of the function of skill, underestimating the education, the vague determination of the technique and tactics, erroneous understanding the relation of technique and athleticism.His practical explanation of the individual game performance is based on the concept of open skills. He stresses the retroanalysis of the individual game performance development. He considers the perception and decision as the most important factors preceding the skill execution. In the case of early sport specialization he recommends unconditionally the permanent compensation of the motor onesidedness. Without an educated and positive coach the idea of long term athlete development is not realizable.

• Klíčová slova
• individuální herní výkon, expertní výkon, promyšleně řízená praxe, ustrnutí praxe, koncept otevřené pohybové dovednosti, retroanalýza, percepce a rozhodování, kompenzace v rané sportovní specializaci, vzdělaný a pozitivní kouč,
• MeSH
• hokej fyziologie   psychologie   výchova   MeSH
• lidé MeSH
• pohybová aktivita MeSH
• sporty psychologie   výchova   MeSH
• tělesná výkonnost MeSH
• výkonnost MeSH
• Check Tag
• lidé MeSH

Zkvalitnění činnosti volejbalových sportovních středisek mládeže v České republice (SpS) vyžaduje profesionalitu všech činností, manažersko-ekonomickou oblast nevyjímaje. Cílem studie je získat poznatky o činnosti trenérů v SpS se zaměřením na řízení a financování. Pro tyto účely byl vytvořen nestandardizovaný dotazník zaměřený na aktuální oblasti činnosti SpS. Dotazník byl zaslán 18 trenérům chlapeckých družstev SpS (návratnost 100 %). V příspěvku jsou analyzovány oblasti „Trenéři a jejich činnost“ „Řízení oddílu“ a „Finanční zajištění SpS“. Z výsledků vyplývá, že většina trenérů SpS věnuje pozornost plánování činnosti a získávání informací využitelných pro zkvalitnění tréninkového procesu. Trenéři rovněž doceňují význam spolupráce se školami. Rezervy lze hledat ve vnitřním řízení, resp. v komplexní manažerské „gramotnosti“ trenérů a ve spolupráci s rodiči hráčů. Z hlediska zdrojů financování jsou rozhodující oblastí příjmů dotace (64 %) a členské příspěvky (23 %), rezervy lze spatřovat v získávání sponzorských příspěvků. Rozhodujícími náklady na činnost jsou mzdy (37 %) a náklady na dopravu (23 %). Výsledky šetření mohou poskytnout objektivní podněty pro zkvalitnění činnosti SpS.

To improve the results of volleyball youth sports centres in the Czech Republic (SpS) professionalism in all activities, management-economic realm not excepting, is required. The aim of the study is to obtain information on the activities of SpS coaches focusing on the management and financing. For this purpose a survey was developed and sent to 18 coaches of male teams incorporated to SpS. 18 coaches responded (response rate 100%). The paper analyses three areas, Coaches and their activities, Management of the club, and Financial Resources of SpS. The results show that majority of coaches closely follow planning of the training process and obtaining helpful information to improve the training process. Coaches also appreciate fully the importance of cooperation with schools. There is space for improvement in the internal management, or more precisely in a comprehensive management „literacy“ of coaches, and in partnership with players´ parents. In terms of sources of financing subsidies (64%) and membership fees (24%) are the most important sources of income. There´s still some space for improvement in sponsorship. The decisive costs are wages (37%) and transport costs (23%). The results of the survey can provide objective suggestions for of SpS functioning improvement.

• Klíčová slova
• řízení, financování, trenér, dotazník,
• MeSH
• financování - konstrukce * organizace a řízení   MeSH
• lidé MeSH
• mladiství MeSH
• průzkumy a dotazníky MeSH
• sporty * ekonomika   trendy   MeSH
• volejbal * ekonomika   trendy   MeSH
• výchova neprofesionální * ekonomika   metody   organizace a řízení   MeSH
• Check Tag
• lidé MeSH
• mladiství MeSH
• Publikační typ
• práce podpořená grantem MeSH

Emotional Intelligence (EI) was initially proposed as an organized theory by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was popularized in the general media by Goleman (1995). EI refers to a set of abilities for using emotional information in adaptive ways. This psychological construct is important and relevant to leadership since emotional factors play a role in personal well‐being, interpersonal relationships, motivation, workplace adjustment and learning processes. EI can be applied to educational leadership since the school leader must continually work with individuals and groups (i. e. school personnel such as teachers, teaching aids, school psychologists, counselors, other administrators as well as students and parents). Using emotions adaptively is critical for effective interpersonal relationships as well as for creating an emotional ‐toned environment in the school context. Two models of EI are presented. The first model (Mayer & Salovey, 1997) is the ability‐model that considers four major emotion skill sets (perception, facilitation, understanding and managing). The second model (Goleman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion recognition & regulation) and application domains (toward self & others). There is some overlap between these models with regard to emotional perception (recognition) and regulation (managing). The Mayer’s and Salovey’s (1997) model is distinct for its abilities to use emotional concepts and the use of emotions to facilitate decision‐making and emotional planning. Goleman and colleagues’ (2002) model includes organizational and social intelligence features. Research on the relationship between EI and effective leadership will be reviewed. Generally, studies have found predictive correlations between EI and effective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker, 2009). A useful model proposed by Guillen & Florent ‐Treacy (2011) divides leadership behaviors into two groups: Getting along (with others) and getting ahead (meeting organizational goals). Goleman’s (2011) six styles of EI leadership will be discussed as approaches to educational leadership with an examination of the strengths, limitations and emotional dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader‐determined standards); Visionary (creating inspirational purposes); Affiliative (leading through relationships); Participative (using democratic consensus building) and Coaching (helping individuals develop). These styles are further described in terms of the previously mentioned leadership categories of getting along or getting ahead. In addition, the styles are determined to be either dissonant or resonant with regard to the emotional tone they create in the organization. The necessity of advocating for EI in school contexts will be emphasized. The potential for various professionals (such as school psychologists and school counselors) to take on leadership functions as facilitators of emotional processes in the school settings will also be considered. Educational leaders (whether formally as administrators or functionally as school counselors and psycholo‐ gists), can have a positive impact on school personnel and students as well as the larger school context through the application of EI capacities and through considering the emotional dynamics in leadership styles.