High Performance coaching/Training Portfolio

Jacob Solseth

Dr. Douglas

University of Northern Colorado

2. Arrese, A. L., Urdiales, D. M., & Izquierdo, D. M. (2013). Home advantage and sports

performance: Evidence, causes and psychological implications. Universitas

Psychologica, 12(3) http://xt9lp6eh4r.search.serialssolutions.com/?ctx_ver=Z39.88-

2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-

8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt

%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Home+Advantage+and+Sports+

Performance%3A+Evidence%2C+Causes+and+Psychological+Implications&rft.jtitle=Univ

ersitas+Psychologica&rft.au=Alejandro+Legaz+Arrese&rft.au=Diego+Moliner+Urdiales&

rft.au=Diego+Mungu%C3%ADa+Izquierdo&rft.date=2013-07-

01&rft.pub=Editorial+Pontificia+Universidad+Javeriana&rft.issn=1657-

9267&rft.volume=12&rft.issue=3&rft.externalDocID=3975633951&paramdict=en-US

This study aims to prove that in sporting events playing on a home court is a real

advantage. The main five reasons that have been found in previous studies are: Crowd,

Familiarity, Travels, Rules, and Territoriality. Other studies include factors such as psychological

influences that effect coaches,

officials and referees. This study

reviews the literature and tries to

summarize the home field

advantage phenomenon. This study

relates to the class topic of

“characteristics of high performance

athletes/coaches” because it goes into detail on how athletes and coaches are at peak

performance when they are at home. It relates to professional athletes in huge games like the

World Series, or the NBA Finals because you can clearly see an advantage to teams when they

get to play at home. I might use these finding in my future coaching by letting me know how to

get peak performance out of my athletes and how to schedule games for maximum advantage.

3. Artioli, G. G., Gualano, B., Franchini, E., Batista, R. N., Polacow, V. O., & Lancha, J., Antonio

Herbert. (2009). Physiological, performance, and nutritional profile of the brazilian

olympic wushu (kung-fu) team. Journal of Strength and Conditioning Research, 23(1), 20-

25. doi:10.1519/JSC.0b013e318187687a https://search-proquest-

com.unco.idm.oclc.org/docview/213060120?pq-origsite=summon

This article studies the fitness of the Brazilian Olympic Kung-Fu team. “Thus, the

purpose of the present study was to determine physiological, nutritional, and performance

profiles of elite men and women Olympic Wushu (Kung-Fu) athletes submitted to laboratory

tests and training

conditions.” They used six

different tests, including:

“body composition,

nutritional assessment,

upper-body Wingate Test,

vertical jump, lumbar

isometric strength, and flexibility.” They found that these elite athletes have similar body types

to other grappling sport athletes. This relates to the “Characteristics of high performance

athletes,” and “Fitness and nutrition” topics we covered in class because it goes into depth

about what attributes elite Kung-Fu athletes have and what fitness and nutrition levels they

have. I could use this information in my future coaching by modeling fitness and nutrition

programs for my athletes after these elite combat sport participants.

4. Benczenleitner, O., Bognár, J., Révész, L., Paksi, J., Csáki, I., & Géczi, G. (2013). Motivation and

motivational climate among elite hammer throwers. Biomedical Human Kinetics, 5(1), 6-

10. doi:10.2478/bhk-2013-0002 https://search-proquest-

com.unco.idm.oclc.org/docview/1618794623?pq-origsite=summon

This article delves into the motivation of elite hammer throwers. “The purpose of the

study was to explore the characteristics of the motivational factors and the motivational

climate of elite hammer throwers in the most prestigious and most successful club in Hungary.”

They interviewed athletes from

Hungary and found that what

motivated the athletes was to be

the best thy could be. They all

wanted to be better than they

were yesterday. This relates to the

class topic of “Goal setting and

commitment” because it finds out what makes athletes want to compete and what motivates

them to improve. This will help in the future because it will let coaches know what they need to

do to motivate athletes and gives a peak into what motivates elite athletes to perform.

5. Gould, D., & Maynard, I. (2009). Psychological preparation for the Olympic Games. Journal of

Sports Sciences, 27(13), 1393-1408. doi:10.1080/02640410903081845 http://www-

tandfonline-

com.unco.idm.oclc.org/doi/full/10.1080/02640410903081845?scroll=top&needAccess=

true

This article was a review of literature on the psychological preparation for the Olympic

games. This goes into depth on psychological characteristics that result in Olympic performance

success. This article represents the class topic of

“Characteristics of high performance athletes

and/or coaches” the most because it details what

Olympic athletes commonly due in preparation to

have a successful performance. Athletes with a

more positive mood tend to exhibit better outings

than those that were tense, angry, depressed and

confused. By using what this article says you can

become a better coach by knowing have to get your athlete in the right mindset to perform

their best.

6. Issurin, V. B. (2010). New horizons for the methodology and physiology of training

periodization. Sports Medicine, 40(3), 189-206. doi:10.2165/11319770-000000000-00000

https://search-proquest-com.unco.idm.oclc.org/docview/229577604?pq-origsite=summon

This article talks about the concept of training periodization. “A number of specialized

principles were proposed by Matveyev[25] and popularized in further publications on training

theory. One of the basic

tenets determining the

general concept of

periodized training is the

'principle of cyclical

training design'. This

principle applies to periodic cycles in athletic training. Over a long period, the many

components of long-term training repeat and return periodically. The rationales for this

approach pertain to: an habitual rhythm of working days and vacation; the cyclical character of

adaptation that presupposes periodical regeneration of adaptability; the sharing of main tasks

that allows the development of general and sport-specific motor abilities, technical and tactical

skills; and the competition schedule, which strongly determines the apexes of athletes'

preparation and periodic changes in the training programme.” This relates to the “Fitness and

Nutrition” topic in class we talked about. It explains the science behind periodization, why and
how it works and what benefits it provides to athletes in a training program. I could use this in

the future as a coach by developing a training regime that best suits my athletes needs and

helps them perform their best.

7. Lemonidis, N., Tzioumakis, Y., Karypidis, A., Michalopoulou, M., Gourgoulis, V., & Zourbanos,

N. (2014). coaching behavior in professional basketball: Discrepancies between players'

and coaches' perceptions. Athletic Insight, 6(1), 65. https://search-proquest-

com.unco.idm.oclc.org/docview/1623319396?pq-origsite=summon

“The aims of this present investigation were firstly, to elicit the views of professional

basketball players on the behavior of their coach and secondly, to examine whether there are

differences in perceptions of coaching behavior between players and coaches.” This article gets

the perspective of professional

basketball players and how they

react to the behaviors of their

coaches. This relates to the class

topic of “Strategies and

techniques for coaching HP

athletes” as it tells how actual high-performance athletes react to different strategies their

coaches use. I can use this in my future coaching by being able to relate, and use strategies that

work best for my athletes, so that they respond in a positive manner and become the best they

can.
8. Stewart, C. C. (1994). parents and coaches: Expectations, attitudes, and

communication.Physical Educator, 51(3), 130.

http://xt9lp6eh4r.search.serialssolutions.com/?ctx_ver=Z39.88-

2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-

8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt

%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=PARENTS+AND+COACHES%3A+

EXPECTATIONS%2C+ATTITUDES%2C+AND+COMMUNICATION&rft.jtitle=Physical+Educat

or&rft.au=Stewart%2C+C.+Craig&rft.date=1994-10-

01&rft.pub=Phi+Epsilon+Kappa+Fraternity&rft.issn=0031-8981&rft.eissn=2160-

1682&rft.volume=51&rft.issue=3&rft.spage=130&paramdict=en-US

This article goes into depth about how parents affect athletes and coaches, and how to

properly deal with them. It states that parents will usually be the hardest part of the coaching

experience. Athletes have trouble when they see adults they look up to in conflict, and when

their coaches and parents

disagree, it often has negative

effects. They need to maintain a

healthy relationship to have

ultimate success in the sport, “To

develop that relationship,

coaches, administrators and

parents must work together to

identify the common philosophies, goals and objectives of their sport programs.” This relates to

several of the class topics including “Interpersonal communication,” “Providing an athlete-

centered environment” and “Coach and support staff development.” It relates to these topic in

particular because it talks about how to be a good communicator with athlete’s parents, so

everyone gets the most out of the game and experience. It talks about using administrators to

come up with a plan and goal that parents agree with, so you can focus on what really

important, the athletes and their success and development. This resource will be helpful in the

future when I’m coaching and have nosey parents and/or parents that are being a detriment to

their child’s success, by allowing me to communicate with them better, and make a specific and

goal-oriented plan that everyone can be on board with. It will help me get past the “hardest

part of coaching.”

9. Vescovi, J. D., & Mcguigan, M. R. (2008). Relationships between sprinting, agility, and jump

ability in female athletes. Journal of Sports Sciences, 26(1), 97-107.

doi:10.1080/02640410701348644 http://www-tandfonline-

com.unco.idm.oclc.org/doi/full/10.1080/02640410701348644?scroll=top&needAccess=

true
 This research study looked into female athletes and their ability to complete various

field test including; sprinting, agility and jump ability. They tested high school and college

soccer players, as well as college lacrosse players in series of tests to see if sprinting ability

correlates with agility

and jumping ability.

They found that the

female athletes that

performed higher in one

test performed higher in

all tests. This shows that

the faster a female

athlete is the more agile and higher and farther she can jump. This relates to class topics of

“Coaching males versus female” and “Characteristics of high performance athletes” because it

shows characteristics that make female athletes better. This can be used in the future for

coaching female athletes by knowing what makes them better and what things can be done to

improve their overall game.

10. Webster, C. A., Hunt, K., & LaFleche, M. (2013). Are winning coaches more autonomy-

supportive? examining the context of varsity boys' soccer. Journal of Sport

Behavior, 36(2), 209. https://search-proquest-

com.unco.idm.oclc.org/docview/1354317353/fulltextPDF/61B71934DF104DEDPQ/1?ac

countid=12832
 This study followed multiple high school varsity soccer coaches, some with high-winning

percentage and others with low-winning percentage, to find if coaches who were more

autonomy-supportive had higher success. They found that there was a minimal difference in

coaches, however the more-

winning coaches were found to

be less autonomy-supportive

during games. This relates to

the class topic of “Attributes of

the expert coach” because it

gives details on how coaching

styles lead to sporting success. Coaches who give athletes freedom during practice and control

decisions during games have a better winning percentage. This will help in future coaching

experiences by knowing how athlete best react to coaching styles. It will help me make better

decisions for my athletes and help them see more success.