Coaching Science and Coaching Studies courses are appearing in increasing numbersin many universities. The textbooks used in most of these courses are either theoretically based sports science texts or practically based coaching books. The former are generally lacking in application while the latter rarely have any scientific input. The reader is, therefore, left to make the links themselves.

Coaching Science will bridge that gap covering both theory and practice and, most important, showing how theory informs practice. The book will be multi- and, to some extent, inter-disciplinary, as it is not possible to examine the interaction between coach, performer and task from a single discipline perspective.

Each chapter will include overviews of the main theories, but the bulk of the material will be concerned with how such theories can be applied in practice. Good and frequent use of examples will be provided. Throughout, the student will be given problems to solve. At the end of each chapter there will be revision notes, recommended readings and questions on chapter content.

Using their experiences as coaches, McMorris and Hale (motor behavior and sport science, U. of Chichester, UK) provide a textbook on coaching theory and its practical application for first and second level students in coaching science/studies and physical education in the UK, in addition to coaches and those studying for national governing body awards. First addressed are socio-psychological factors and the psychology of skill acquisition from a coaching point of view, rather than lab research. Subsequent sections discuss exercise physiology, developmental factors, and the integration of physical, technical, tactical, and psychological training and practice. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)

Professor Terry McMorris, University College, Chichester, UK

Professor Tudor Hale,University College Chichester, UK

Series Preface.

Preface.

I SOCIO-PSYCHOLOGICAL FACTORS.

1 Motivation.

2 Leadership and Cohesion.

3 Anxiety, Arousal and Performance.

4 Coaching and Learning Styles.

II SKILL ACQUISITION.

5 Learning.

6 Practice.

7 Observation and Feedback.

III PHYSIOLOGICAL FACTORS.

8 Physiological Demands of Track Athletics.

9 Factors that Limit Performance.

10 Principles of Physical Training.

IV DEVELOPMENTAL FACTORS.

11 Cognitive and Social Development.

12 Physiological and Motor Development.

V INTEGRATED FACTORS.

13 Developing Annual Programmes.

14 Integrated Warm-Up.

15 Integrating Practice and Training. 

References.

Index.