Prevalence of Neuromyths Among Canadian Sports Coaches: Implications for Coach Education
Keywords:
Education Quality; learning styles; neuro-linguistic programming; Brain Gym; Myers-Briggs Type InventoryAbstract
This study explored the prevalence and common sources of pseudoscientific beliefs among sports coaches, particularly those related to learning and brain function. Employing an observational design, we administered a one-time questionnaire to 1,568 Canadian sports coaches recruited via non-probability sampling. Coaches were surveyed regarding their familiarity with neuromyths, their beliefs about general statements concerning brain function, and the influence these ideas have on their coaching practices and the quality of coaching education. Findings indicated that coaches agreed with approximately 58.8% (±19.8) of neuromyth-related statements and accurately identified only 23.1% (±19.0) of scientifically accurate assertions about the brain. The primary exposure to these neuromyths was identified as formal coach education courses. Regression analysis revealed that knowledge of scientifically valid brain-related statements significantly predicted coaches' susceptibility to neuromyths. However, coaches' beliefs in neuromyths did not significantly predict their likelihood of applying brain-based learning ideas in their practical coaching. These results suggest a substantial challenge for sports coaches in differentiating scientifically valid information from pseudoscientific ideas regarding learning and brain functions. Given the potential negative impacts on coaching quality and athlete learning, the study underscores an urgent call for evidence-based reforms in coach education to address and mitigate the spread of pseudoscientific beliefs.
https://doi.org/10.26803/ijlter.24.6.18
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