| 1. | Coach Logic and Athlete Learning | 612 | 205 |
| 2. | Athlete-centred coaching: An applied example from junior international field hockey | 521 | 1213 |
| 3. | Seeking consensus regarding the characteristics of expertise and development requirements across five domains of netball coaching in the United Kingdom | 397 | 241 |
| 4. | Investigating the Culture of Coach Education in the UK: The Supporting and Promoting Inclusive Coach Education (SPICE) Project | 387 | |
| 5. | Evaluating Good Practice in Coaching Delivery between Governing Bodies of Sport and County Sports Partnerships UK | 354 | 149 |
| 6. | Servant Leadership and Sports Coaching | 324 | 277 |
| 7. | #Stargazing – Transformational Leadership in Netball | 318 | 5 |
| 8. | Appropriateness Assessment and Identifying the Risk Factors of Oral Non-prescription Drugs Use Among University Students in the United Arab Emirates | 317 | 7 |
| 9. | Exploring How Well UK Coach Education Meets the Needs of Women Sports Coaches | 314 | 846 |
| 10. | Collaborative Evaluation of Individual and Team Performance in Training and Match Environments using the Coach Logic Online Platform | 291 | 697 |
| 11. | Exploring Coach Behaviours, Session Contexts and Key Stakeholder Perceptions of Non-linear Coaching Approaches in Youth Sport | 287 | 25 |
| 12. | Identifying Risk Factors for Incautious Use of Non-Prescription Drugs Among Higher Education Institutions' Students in Emirates | 282 | 75 |
| 13. | Value Creation in a Coach Developer Social Learning Space: Stories of openness and making a difference | 270 | 198 |
| 14. | Investigating the Value Created through a Selective Talent and Performance Coach Development Programme | 267 | 2 |
| 15. | NJ Watson and A Parker (eds), Sports and Christianity: Historical and Contemporary Perspectives, Routledge: Abingdon, 2013 (Book Review) | 263 | 289 |
| 16. | Vygotsky and Sports Coaching: Non-linear Practice in Youth and Adult Settings | 259 | 433 |
| 17. | The Physical Education Predisposition Scale: Preliminary Development and Validation | 246 | 3 |
| 18. | The realities of utilising participatory research and
creative methods to explore the experiences of
non-heterosexual coaches | 240 | 115 |
| 19. | Investigating the Relationship Between Student Engagement and Transition | 238 | 231 |
| 20. | Christian sports coaches and servant leadership | 231 | 223 |
| 21. | Youth Sport, Physical Activity and Play: Policy, Intervention and Participation | 231 | |
| 22. | ‘Teeing’ Up Games for Understanding (TUGfU): a golf coach’s perception and application of a game-based approach | 221 | 22 |
| 23. | Sports Coaching, Professional Learning and Boundary Crossing | 216 | 63 |
| 24. | Influences of Playing Position and Quality of Opposition on Standardized Relative Distance Covered in Domestic Women’s Field Hockey: Implications for Coaches | 207 | 596 |
| 25. | “I’ve had a magical journey”: understanding how international sports coaches learn through cross-sport boundary encounters | 205 | 238 |
| 26. | Looking Beyond 2012 - Ethical Conflicts for Coaching: A Review of Key UK Sport-based Policy | 203 | 357 |
| 27. | Exercise, Service and Support: Client Experiences of Physical Activity Referral Schemes(PARS) | 203 | 239 |
| 28. | Position-specific Performance Indicators that Discriminate between Successful and Unsuccessful Teams in Elite Women’s Indoor Field Hockey: Implications for Coaching | 199 | 893 |
| 29. | Systematic Review of Sport Coaches’ and Teachers’ Perceptions and Application of Game-Based and Constraints-Led Pedagogy: A Qualitative MetaStudy | 194 | 220 |
| 30. | What Drives Using Antibiotic without Prescriptions? A Qualitative Interview Study of University Students in United Arab Emirates | 188 | 73 |
| 31. | Moving Forward from the Physical Education, School Sport and Young People Strategy | 187 | 769 |
| 32. | Understanding the Leadership and Environmental Mechanisms in a Superleague Netball Club | 186 | 123 |
| 33. | The Physical Education and School Sport Environment Inventory: Preliminary Validation and Reliability | 182 | 4 |
| 34. | Value creation in the coach developer landscape | 181 | 2 |
| 35. | Penalty Corner Routines in Elite Women’s Indoor Field Hockey: Prediction of Outcomes based on Tactical Decisions | 179 | 952 |
| 36. | Investigating Games-Centred Pedagogies to Enhance Athlete Decision Making in Elite Coaching Contexts | 174 | 332 |
| 37. | “You can stay now, you are trusted”: navigating qualitative fieldwork in sport coaching | 174 | 55 |
| 38. | Introduction: Youth Sport, Physical Activity and Play | 172 | 174 |
| 39. | Evaluating Good Practice in Coaching Delivery Between Governing Bodies of Sport and County Sports Partnerships in the United Kingdom | 170 | |
| 40. | Sports Coaching and Young People in the Twenty-First Century | 168 | 315 |
| 41. | Afterword: Reconsidering Youth Sport, Physical Activity and Play | 167 | 80 |
| 42. | Value Creation Across the Coach Developer Landscape | 166 | 112 |
| 43. | The Birth of the Stars: A Participatory and Appreciative Action and Reflection Investigation into the Leadership and Development of a New Superleague Netball Club | 161 | 284 |
| 44. | Value Creation in a Coach Developer Social Learning Space: Stories of predispositions, non-prescribed guidance and legitimacy. | 147 | |
| 45. | “You can stay now, you are trusted”: (Re)negotiating the researchers’ role within qualitative fieldwork in sports coaching. | 146 | |
| 46. | Communities of Practice: Common misconceptions | 139 | 2 |
| 47. | “I felt I’d lost myself - not really knowing who I was”: Coach Developer learning as negotiating identity through engagement, imagination and alignment | 127 | 51 |
| 48. | Emotional Labour, Feeling Powerless, and Researcher Vulnerability: Reflections on Ethnography with Team UK Invictus 2023 | 126 | 38 |
| 49. | Self-medication with oral antibiotics among University
students in United Arab Emirates | 123 | 46 |
| 50. | Understanding the role of the Coach Developer in the women’s game | 123 | 17 |
| 51. | Servant Leadership, Coach Learning and Care | 120 | 1 |
| 52. | The Football Association and game-based approaches to coaching | 117 | 76 |
| 53. | The impact of Threshold Concepts in a football academy | 114 | |
| 54. | Value Creation in Coach Developer Learning | 110 | 7 |
| 55. | Preliminary observations on the work-related experiences of non-heterosexual coaches in sport | 104 | |
| 56. | “I felt I’d lost myself as a coach and not really knowing who I was”: Coach Developer learning as negotiating identity through engagement, imagination and alignment | 103 | 3 |
| 57. | Utilising the ecological–intersectional model to identify the factors that impact LGBTQ+ coaches’ experiences in sport | 93 | 22 |
| 58. | The Past, Present and Future of CRiC - A Panel Discussion | 88 | |
| 59. | Athlete-centred coaching | 56 | 1 |
| 60. | The constant ‘face-work’: The dramaturgical demands of coaches’ decision-making within a team context | 1 | 2 |