The Health Promoting Sports Coach: Theoretical background and practical guidance

The Health Promoting Sports Coach: Theoretical background and practical guidance | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Health Promoting Sports Coach: Theoretical background and practical guidance Benjamin Tezier, Kévin Barros, Susanna Geidne, Farid Bardid, Spartaco Grieco, and 11 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5234797/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 31 Jan, 2025 Read the published version in BMC Sports Science, Medicine and Rehabilitation → Version 1 posted 4 You are reading this latest preprint version Abstract The organised sport setting is a key context for health promotion, but it can also be associated with risky behaviours. Sports coaches play a crucial role in supporting the health of sport participants but often lack the resources and support to do so. This paper proposes a guide to help coaches become health promoters by defining their key actions in line with the Health Promoting Sports Club model. An embedded mixed-method study with a QUAL (qual) design was used, where 15 experts took part in 5 meetings and 299 coaches provided input through an online survey. Four steps were carried out: ( 1 ) defining the health-promoting sports coach and key action principles, ( 2 ) co-constructing progression stages using the settings-based approach, ( 3 ) identifying key actions for promoting health in different coaching moments, and ( 4 ) developing long-term intervention components. A definition of the health-promoting sports coach was produced, and eight key action principles have been identified, divided into three dimensions: connection with the system, adoption of a coaching philosophy, and focus on participants. Five stages of progression for integrating health promotion into coaching have been established, ranging from risk prevention to a global approach involving the entire sports system. Specific actions for each moment of coaching (before, during and after training, and competition) have been determined, such as ‘monitoring the physical, mental and social health of participants’ or ‘ensuring a cool-down, stretching, shower and proper eating after competition’. Finally, long-term intervention components to support the implementation of these actions in practice have been developed based on what coaches are already doing, the skills they possess and the five stages of progression. This paper enabled the development of a guide to help sports coaches promote health by identifying concrete actions and short- and long-term interventions, whilst making links with the health promoting sports club model. It broadens the scope of coaching by incorporating health principles, while emphasising the need to adapt to the environment and context of the club. This work calls for future research to test the effectiveness and feasibility of these approaches in various sporting environments. health promotion sports coaches sports clubs settings-based approach action strategies Figures Figure 1 Figure 2 Background Organised sport is among the most popular forms of leisure time physical activity ( 1 ) and it contributes to the prevention of non-communicable diseases ( 2 ), and to improve social, mental and physical health in the general population ( 3 ) and among disabled populations ( 4 ). Nevertheless, organised sport is also associated with risky or poor health behaviours such as unhealthy eating ( 5 ), alcohol or sugary drink consumption ( 6 ), bullying ( 7 ), and burnout and injury ( 8 ), which can negatively impact physical, mental and social health. As gatekeepers of sports clubs, sports coaches play an important role in addressing these issues and developing the health and wellbeing of sports participants ( 9 , 10 ). A sports coach is defined as “a member of the sports club who undertakes a multitude of support activities with the aim of developing and optimizing the training program, developing and refining physical, technical and athletic tactics through communication and support within and outside the environment” ( 11 ). This definition highlights that coaches are important educational figures through their regular and close interactions with sports participants ( 12 ) and have great influence on the social aspects of participation, such as relationships among sports participants. Research in sport psychology has demonstrated the influence of coaches on the mental health and wellbeing of sports participants, and on the development of individuals’ mental and social skills through the coaches’ ability to foster a positive and constructive social climate ( 13 , 14 ). Regarding health promotion, previous research has demonstrated the benefits of coaches’ health-promoting activities, such as promoting fair play, a balanced diet and positive social relations ( 15 , 16 ). Sports participants report higher levels of enjoyment during sport practices, lower intentions to drop out and enhanced quality of life when they perceive their coaches as health promoting ( 15 , 16 ). Moreover, a study on sports participants in France and Canada illustrated the important role that coaches can play on their health, especially in relation to social and mental aspects ( 17 ). Researchers and policymakers tend to agree on the role of coaches in health promotion, but they also acknowledge that this is not fully realized in practice, particularly because coaches lack resources, implementation knowledge and support ( 17 – 21 ). Studies have underlined the paucity of support that coaches receive regarding promoting health, with minimal policies, training and guidance addressing health promotion through coaching ( 22 – 24 ), as sports organisations still give priority to performance and competition ( 25 ). In the last two decades, efforts have been made to develop the application of a settings-based approach to health promotion in sports clubs ( 26 , 27 ), which posits that the health of individuals does not depend solely on individual behaviours but also on factors at different levels (e.g., interpersonal, community, institutional). These efforts have led to the development of the health promoting sports clubs (HPSC) model ( 27 ). The HPSC model outlines four types of health determinants (organizational, social, environmental and economic) acting at four levels within sports clubs (individual, coach, manager and club), as well as three levels outside sports clubs (i.e., external stakeholders including sports federations, public health agencies and governmental ministries) ( 27 ). Intervention components have been developed to support these health determinants at each level ( 27 ). Whilst guidelines and adapted multi-level components have been developed for both the HPSC and health-promoting sports federations (HPSF)( 24 , 28 ), this has not yet been done for coaches. To frame coaches’ health promotion role and close the theoretical gap on applying the settings-based approach to the coaches’ level within the HPSC model, the present paper introduces the Health Promoting Sports Coach Implementation guide and answers the following questions: ( 1 ) What is the definition and what are the key action principles to becoming a health-promoting sports coach? ( 2 ) How can a sports coach progress from a passive to a comprehensive stage of health-promoting sports coaching? ( 3 ) What are the key and time-specific health-promoting activities for coaches to implement? and ( 4 ) How can the intervention components from the HPSC model be applied at the coach level? Method Design An embedded mixed-method study with a QUAL (qual) design ( 29 ) was implemented to investigate how sports coaches can become more health-promoting. The main phase of qualitative research consisted of an iterative process of consultation with experts. The secondary qualitative research phase consisted of administering an online survey (designed through expert consultation) to coaches in several countries on the key health promotion actions to be undertaken at different moments of coaching. This design was chosen to embed experts’ and coaches’ views into the guide, ensuring that both research and practice-based evidence were included. Involving several stakeholders enables the generation, construction and establishment of relevant and impactful tools through multidisciplinary expertise, experience sharing and dialogue, as well as using individual resources and skills (e.g., dissemination, data analysis) ( 30 ). This methodology has been used in recent research focused on empowering people involved in promoting health in sports ( 28 ). Participants A project team, composed of the four first and the last author invited 30 international experts in health promotion in sports (researchers and members in the ’Promoting Physical Activity and Health in Sports Clubs’ working group of the Health-Enhancing Physical Activity (HEPA) network of the World Health Organization Regional Office for Europe) to take part in five 2-hour online meetings in 2024 (16/01, 6/02, 19/03, 14/05, 18/06). Among the 30 invited participants, 10 gave their informed consent to take part in the study after being informed of the ethical implications of their participation. Among the 15 group experts (10 invited participants + 5 team members), 2 came from Belgium, 1 from Finland, 4 from France, 3 from Ireland, 1 from Italy, 2 from Sweden, 1 from the Netherlands and 1 from the United Kingdom. Each participant engaged in at least three meetings, with a mean number of 12 participants per meeting: meeting 1 (n = 14); meeting 2 (n = 12); meeting 3 (n = 13); meeting 4 (n = 11); meeting 5 (n = 11). As part of their contribution to the exploratory project, the members of the expert group were asked to disseminate the online survey to coaches in their country through an open call. Each coach responding to the survey gave consent at the beginning of the survey to participate in the study. This study was approved by the University of Lorraine Data Protection Officer, registered with the National Commission of Freedom of Information under number 2024 − 312. Data collection The data of the main qualitative research phase were collected via feedback/notes taken by the first author and through online tools (shared documents on OneDrive or surveys on Limesurvey), as well as feedback and interactions with participants before, during and after the meetings. Agenda and minutes from each meeting were sent for approval, documents generated from the meetings were shared and reviewed, and input from each participant was requested. The various steps that drove this co-creation process included: ( 1 ) defining the ‘health promoting sports coach’ and identifying the key principles of action to becoming a health-promoting sports coach, ( 2 ) co-constructing stages of progression to apply the settings-based approach to health-promoting sports coaches, ( 3 ) identifying key actions to undertake at different moments of coaching and ( 4 ) developing the health-promoting sports coach intervention components (see Fig. 1 for more details). The secondary qualitative research phase, using survey, enabled the identification of key actions to undertake at different moments of coaching (step 3), according to the coaches. After completing the survey themselves, the members of the expert group were asked to pass it on to the coaches. The survey asked the following open-ended question: ‘ What do you do to promote the health and well-being of athletes ? at seven specific points: before, during and after training, before, during and after competition, and outside coaching. Step 1: defining health-promoting sports coaches and key action principles To develop the health-promoting sports coach definition, the expert group reviewed definitions of coaches based on different sources: ( 1 ) a literature review on coaches’ health promotion skills ( 31 ) and ( 2 ) the definition of the four types of health determinants of the HPSC model ( 32 ). Participants from the expert group were randomly paired and asked to reflect on the definition and identify key principles of action of a health-promoting sports coach for 15 minutes during the first meeting. After the meeting, the discussion notes from each pair were analyzed by two authors in order to propose a common definition and identify the key principles of action that emerged. Based on this, an online survey was sent to the group of experts to enable them to select the key principles of action that they found most relevant and to suggest written amendments to the common definition on an individual basis. At the next meeting, the eight key action principles with the most votes were grouped together for validation, and a consensus of the definition was reached based on the proposed modifications. Step 2: creating stages of progression to apply the settings-based approach to health-promoting sports coaches Using definitions from the five stages of the settings-based approach ( 33 ), the HPSC model ( 34 ) and the HPSF stages ( 24 ), two sub-groups, randomly composed and balanced in number according to the meetings (30-minute discussions during meeting 2 and meeting 4), worked on defining the five stages in relation to the coaches’ role, applying them to coaches’ roles in health promotion and other stakeholders’ roles, and providing examples of best practice. Step 3: identifying key health promotion actions to undertake during different coaching moments To operationalize the definition and the five stages and develop an action checklist, the expert group focused on identifying key actions that must be undertaken by coaches to promote health. To facilitate understanding and reading, seven key coaching moments were identified by the group (before, during and after training, before, during and after competition, and outside of coaching). The survey asking : “ What can coaches do to promote the health and wellbeing of athletes? ” was circulated among expert group participants to collect 5 key actions for each coaching moment. This generated the following number of actions: before training (n = 46), during training (n = 45), after training (n = 39), before competition (n = 41), during competition (n = 39), after competition (n = 39), outside coaching (n = 34). Following, the same survey with an adapted question: ‘ What do you do to promote athletes’ health and well-being?’ was sent to coaches, via the experts in the group (disseminated via social media, national sports governing bodies and local contacts), asking them for one key action at each of the 7 moments. 299 coaches responded, from 10 European countries. As to their coaching experience, they were primarily volunteers (62%), had been coaching for at least 4 years (77%) in both predominantly individual (42%) and team sports (37%). This generated the following number of actions: before training (n = 191), during training (n = 192), after training (n = 190), before competition (n = 188), during competition (n = 181), after competition (n = 184), outside coaching (n = 182). Step 4: Developing health-promoting sports coaches intervention components The 31 intervention components (ICs) (i.e., long-term actions to structure and support health promotion in coaching, as opposed to key health promotion actions (step3), which are more day-to-day actions) from the HPSC model, that were previously classified as being part of a coaches’ responsibility ( 27 ), were used as a starting point for the current step. To ensure consistency with the original HPSC model and develop its application for practice, the decision to retain original ICs at the coaches’ level was taken. Based on this, the expert group created an information sheet needed for implementation of each IC based on the following categories: ( 1 ) link between the IC and the coaches’ role, ( 2 ) best practice examples, ( 3 ) skills required for the IC and ( 4 ) actions in regard to the stages of the health-promoting sports coach. The template was discussed during two meetings and the first version was drafted by the expert group. The last author then assigned three ICs to each expert group participant based on their field of expertise. The final revision was completed and validated by the entire expert group during meeting 5. Data analysis Notes and productions were analyzed by the first author using a deductive approach with the HPSC model as the theoretical basis ( 27 ). The data analysis was completed between each meeting, based on participants’ contributions on shared documents, surveys and meeting minute validation sent to the expert group. For steps 1, 2 and 4, the work principally consisted of compiling participants’ answers, asking for precision and feedback and ensuring consensus. This work was carried out by the first three authors and the last author For step 3, after collecting data from the expert group, based on thematic analysis ( 35 ), two authors familiarized with the data and merge similar statements in order to have a maximum of 10 statements per category. The first author then reviewed all of the coaches’ responses regarding their health promotion actions during each coaching moment, compared them with what was already mentioned by expert group and added any novel responses. After that, each of the key actions, as well as the number of times they were mentioned, were presented to the group of experts to obtain their validation and, if necessary, to reformulate them clearly. Results Step 1: Defining health-promoting sports coaches and key action principles The expert group proposed the following definition: “ A health-promoting sports coach is defined as a coach that actively engages with the sports system, utilizing their expertise, skills and knowledge to promote health and wellbeing among sports participants and sports club stakeholders ”. Based on this definition, eight key action principles to becoming a health-promoting sports coach were identified across three dimensions: connect to the system; adopt a coaching philosophy; be sport participant centred (see Fig. 2 for details). To connect with the system, the following principles were included: be part of a sports club system and environment (be integrated into the club's structure, dynamics, values and rules); manage your environment (i.e., practices and activities) to promote health; cooperate with other stakeholders to promote health. To support the adoption of a healthy coaching philosophy, the principles were: seek to develop skills (e.g., empathy) and acquire health promotion knowledge; promote social, mental and physical health; integrate health and wellbeing into training and values. To be sports participant centred, the following principles were included: pay attention to participants’ objectives and commitment regarding their health; be a role model; manage your own health. Step 2: Creating stages of progression to apply the settings-based approach to health-promoting sports coaches The expert group formulated a definition and concrete examples of the applications of the settings-based approach to sports coaching (see Table 1 for details). The passive stage is called ‘safe sports coaching’, where coaches’ actions are focused on preventing risks (e.g., injuries, sport burn-out, violence, doping) rather than active promoting health (e.g. fostering hygiene, wellbeing, positive climate), and the focus of coaching is on performance and results. The active stage is called ‘coaches promoting health’, with coaches seeing health as a resource for sports participants, actively supporting health to enhance sport performance and sports participants’ wellbeing, mostly in reaction to problematic situations (e.g., ....). The transmissive stage is labelled ‘health promotion in sports coaching’, where coaches’ philosophy and behaviours around health include advising on health (beyond lifestyles to enhance performance) during training and inviting health professionals to raise awareness about health-related subjects. The organic stage is labelled ‘health-promoting sports coaching programmes’, where coaches endorse health, plan and conduct initiatives that actively promote health in everyday activities both within and outwith coaching, based on sports participants’ needs. The comprehensive stage is named ‘health-promoting sports coaching’, where coaches use the whole sports club system (e.g., managers, parents, members, other coaches, sport federations), including club resources and policies, to promote health in a comprehensive way within and outwith coaching contexts. In addition to these results, the expert group identified 3 principles for progressing through these stages: ( 1 ) moving from an individual level of activity to a collective, concerted and co-constructed solution that integrates health into all coaching actions, ( 2 ) moving from a reactive approach, intervening only when problems arise, to a proactive approach that promotes health and prevents problems from arising, and ( 3 ) moving from the transmission of information on risks (alert), to health education (information sharing), and finally to health promotion (changes in the system). Table 1 Stages of health promoting sports coaching Stage (Whitelaw et al., 2001) Perspective Definition Coach action Stakeholder role Examples 1 Passive The problem and its solution are within the behaviour and actions of sports club members. Safe sports coaching (e.g. preventing risks, but no explicit health promotion actions) Coaches’ actions are focused on preventing risks (e.g., injuries, sport burn-out, violence, doping) rather than promoting health (e.g., fostering hygiene, well-being, positive climate) and the focus of coaching is on performance and results. Sports participants seek answers for themselves, where coaches assist when necessary. Coaches focus on teaching the sport, ensuring sports participants understand the game, and have safe sports practices, such as a warm-up and cool-down before and after practices and competitions, preventing drop-out. 2 Active The problem is within the behaviour of sports club members; some solutions are with the club. Coaches promoting health Coaches see health as a resource for sports participants, supporting health to enhance sport performance and sports participants’ well-being, mostly in reaction to problematic situations. Sports participants can request support from their coach in terms of supporting their health. Attention is given to fostering physical activity practice and increasing awareness of healthy meal consumption before and after practices and competitions. 3 Transmissive The problem is within the club; the solutions are in learning with and from coaches, managers, and stakeholders. Health promotion in sports coaching The coaches’ discourse and behaviours consider health by advising on health (beyond lifestyles to enhance performance) during practice and by inviting health professionals to raise awareness of subjects related to health. Coaches foster sports participants’ health actively and are supported by some managers. Coaches transmit healthy behaviours to their sports participants (e.g. organize a healthy breakfast). They invite external practitioners, such as physiotherapists, to discuss injury prevention strategies. One-time, short-term sports club interventions are implemented by a coach. 4 Organic The problem is within the club; the solutions are in the synergies of actions from coaches, managers, and all other stakeholders, such as sports participants and parents. Health promoting sports coaching programmes Coaches endorse health, and plan and conduct initiatives that actively promote health in everyday activities, in and outside coaching, based on sports participants’ needs. Coaches can base their health- promoting activities on those of the sports club, which provide support and resources. Coaches advise individually on healthy lifestyles and provide hydration and safety protection resources. Sports clubs have a focus on non-smoking environments, and secure and welcoming changing and rest rooms. Health promotion activities are consistent throughout the sports season. Coaches and sports participants exchange information on health. 5 Comprehensive The problem and the solutions are within the club. Health promoting sports coaching Coaches use the whole sports club’s system (e.g. managers, parents, members, other coaches), including resources and policies, to promote health in a comprehensive way inside and outside coaching. Coaches are guided and fully supported and equipped by the club, in terms of policy and practice to support health. Coaches request parents’ or volunteers’ help with sports participants’ health development. Coaches embed the use of health promotion tools in their coaching. Coaches adopt a health-promoting vision. Coaches mentor and discuss health promotion in the club and local environment. Coaches are an integral part of their supportive sports club, developing, implementing, incorporating and adjusting the health promotion vision of the sports club based on feedback from stakeholders. Coaches imbed and align the health promotion plan of the club into all practices. Step 3: Identifying key health promotion actions to undertake at different moments of coaching The expert group and the coaches identified key actions to undertake during different moments of coaching (before, during and after training; before, during and after competition; outside of coaching) to promote health (see Table 2 for details). Identified actions were formulated to provide a checklist to coaches for different aspects of coaching, integrating the perspectives from expert group members and those from coaches. Examples include: “Pay attention to sports participants’ physical health (e.g. fatigue, hydration, discomfort), mental health (e.g. stress, anger, joy) and social health (e.g. isolation) to ensure they are feeling well during the entire competition” (during competition). “Ensure a cool-down, stretching, shower and proper eating after competition, as a basis to ensure their wellbeing” (after competition). It should be noted that examples provided on different health topics are illustrations other health topics might be more relevant depending on sport and participant characteristics. These actions are cumulative and can be considered as sub-components of ICs. By integrating these actions in practice, it becomes possible to progress from one stage to another. Table 2 Actions to implement health promotion at different moments of coaching Before training During training After training Before competition During competition After competition Outside of coaching Plan the coaching session to ensure safety, inclusion and well-being for all sports participants, staying open for last-minute changes. Allocate sufficient time to prepare the coaching session in advance of its start time. Be mentally prepared for the training, motivate yourself, and visualize your coaching session. Encourage sports participants to be active (cycling or walking to club) prior to the start of the session. Build a coaching environment that encourages and supports participants to have an active and healthy involvement in sport. Ask sports participants about their experiences from the previous training session or competition, as well as their mindset and motivation regarding today’s training. Consider, or inform yourself about, specific health promotion activities, such as healthy eating, substance use, warm-ups, or even sustainable development and harassment. Prepare to integrate messages, directly and indirectly, around healthy eating, sportspersonship, teamwork, respect and unstructured play, into coaching. Build awareness of health promotion opportunities in the club/federation. Talk with sports participants before the training, welcome them, and encourage them to chat about their daily life before the training. Make sure the training environment and equipment are safe, welcoming and stimulating. Provide positive, accurate and solution-oriented feedback. Listen to sports participants’ thoughts and feelings. Encourage group communication and sports participants’ ownership. Create a training environment that is socially inclusive and safe. Deliver coaching sessions that include an adequate warm-up, minimal standing/sitting, and transition time, and good engagement in moderate-vigorous intensity activity, without forgetting sufficient break and recovery. Provide clear information (what, why, how) and directions about activities during the training. Adapt activities during training according to sports participants’ needs (e.g. level, thoughts, collaboration). Provide opportunities in activities for sports participants to take initiative and act independently. Ensure all sports participants are involved and feel included during training. Be a role model for sports participants through healthy behaviours and leadership and communication style. Acknowledge effort, participation and process rather than winning and performance-related outcomes. Provide sports participants with immediate constructive feedback, emphasizing positives from the session and areas to improve upon. Elicit feedback from sports participants on what went well in the session and what they would like to improve on. Advise sports participants on effective ways for short- and longer-term recovery and having a healthy lifestyle, such as through proper sleep and nutrition, stretching, and hydration. Communicate in an age-appropriate and timely manner with sports participants and their families regarding concerns, upcoming training, competitions, and other events. Seek support from relevant others (e.g. parents, club officials, health professionals) to help address potential issues with sports participants. Disseminate relevant health information to sports participants, such as information on injury prevention, preparation and recovery. Emphasize the importance of a healthy lifestyle, such as taking a shower and active commuting after sport practice, but also on responsible alcohol consumption and sustainable development. Save time after coaching for one-to-one conversations with sports participants on request. Emphasize social activities after training, with responsible alcohol or substance consumption Prepare a suitable competition plan, including goals, logistics, schedule, rules, and specific roles, if necessary. Ensure sports participants have adopted a healthy lifestyle (e.g. proper eating, no alcohol, enough sleep) the days before the competition. Remind yourself and sports participants this is just sport, and they should enjoy themselves. Ask sports participants how they are doing (physically, mentally), reassure them, and adjust the competition plan accordingly. Check that sports participants and relatives have all necessary information about the location, installation, and rules, to minimize stress and last-minute queries. Conduct a thorough check to ensure sports participants wear their protection equipment, and installations are safe in order to prevent injuries. Have a fair and transparent selection of sports participants, and encourage them to do their best, considering winning is not the only goal. Welcome each sport participant at arrival, address their questions, propose a routine to warm-up, and foster positive relationships before the competition. Observe other team habits in terms of health promotion and learn from their experience. Manage your emotions, stay humble, and adjust your behaviours in regard to the situation. Cheer up, and communicate effectively with sports participants individually and collectively, by remaining positive. Create a psychologically safe environment, where sports participants can express their feelings and ideas. Maintain smooth interactions with sports participants, referees, parents, other competitors and relatives during the competition, and be there for them. Be aware of how you act in the heat of the moment, as you are in a position of a role model for sports participants. Motivate, encourage, give feedback to, and support sports participants according to their needs and profile. Pay attention to sports participants’ physical health (e.g. fatigue, hydration, discomfort), mental health (e.g. stress, anger, joy) and social health (e.g. isolation) to ensure they are feeling well during the whole competition Praise sports participants, and give feedback on what went well and what to improve based on this competition. Inquire about sports participants' health state after the competition. Identify one to three key situations to work on for the next training. Ensure a cool-down, stretching, shower and proper eating after competition, as a basis to transfer into a healthy lifestyle. Debrief about sports participants' experiences, feelings, progress and obstacles. Propose a post-competition follow-up recovery or training programme (during the days that follow). Encourage social interactions between sports participants, referees, other competitors and relatives. Use existing learning materials and resources to inform sports participants about health-related issues. Remind yourself to participate in continued learning or online programmes on health-related issues. Advise on the importance of overall physical activity in daily life, like active commuting. Foster open and supportive communication with and between sports participants about any concerns or challenges. Inform your sports participants and their parents that you are available for issues outside of sport. Take care of your school or work duties. Seek out support for health promotion from club management, available expertise or health professionals. Help sports participants identify the health effects of sports participation. Come back regularly to your coaching principles and think about their application to sports participants. Propose activities to sports participants or encourage them to spend time together outside of sport. Take care of yourself and adopt a healthy lifestyle. Step 4: Developing health-promoting sports coaches intervention components Intervention components were operationalized to support the development of an information sheet on implementation in practice. All information sheets and the work carried out in this study can be found in the guide : https://www.who.int/europe/publications/i/item/WHO-EURO-2024-10391-50163-75563 . The definition, best practice examples and the application of ICs across the five stages of the settings-based approach are presented in Table 3 . The expert group considered the ICs to be long-term implementation strategies complementary to daily activities mentioned in step 3. Table 3 Strategies and intervention components, linked with stages of progression of health promoting sports coach Intervention component Best practice Stage 1: Safe sports coaching Stage 2: Coaches promoting health Stage 3: Health promotion in sports coaching Stage 4: Health promoting sports coaching programs Stage 5: Health promoting sports coaching Adopt clear, explicit and visible messages in communication Coaches can create a slogan for their health promotion project by first identifying the objective and the target audience. Trying to use short sentences, simple words and a positive message. Finally, be creative (rhymes, jokes, etc.) and think about how the slogan will be used (flyer, poster, etc.). Remind sports participants about principles of safe training. Transmit information on health behaviors. Include a clear health promotion message in the dialog. Announce health promotion events, activities and their benefits accurately and clearly. Organize and structure the health promotion discourse clearly, precisely and continuously. Ensure the club communicates with the external community To communicate with people outside the club, coaches can organize meetings with parents, talks with other coaches during competitions or develop a slogan that can be seen on sports participants outfits, or present the club's initiatives during training days, inter-club meeting or coaching conferences. Make sure sports participants respect the rules when practicing outside of their club. Address participants to health professional in the community. Communicate the health promotion initiatives implemented locally or through the club. Discuss health promotion initiatives implemented by your club and disseminate the club’s communication strategy. Communicate health promotion initiatives and values implemented within your club using various levers (network, during competitions, coaching conferences and meetings with parents etc.) and rely on communication tools. Ensure internal club communication Coaches can ensure there is clear, regular and constructive communication between the various people involved in the club (sports participants, technical staff, management). Coaches can also establish effective channels of communication, attend and participate in club meetings, establish mechanisms for sports club members to give feedback etc. Communicating the importance of warming up. Communicate occasionally on a health topic (e.g. responsible drinking). Integrate health promoting information and discussion before, during and after training. Organize regular health promoting activities and events on a range of holistic health related themes. Develop a communication plan within the club around health promotion initiatives, using different strategies (question boxes, meetings, discussion boards, social networks, etc.). Communicate the benefits of health promotion activities Coaches can communicate the benefits of sports practice on health, the importance of being fit and healthy, by giving an example at the start of each training session, by posting a health promotion video in the club on an online discussion channel, by sharing their personal experience in discussions with participants or parents, or by organizing meetings to highlight the benefits of what has been put in place. Coaches communicates the health benefits of performing the sports movement correctly. Coaches mentions occasionally the link between practice and physical, mental and social health. Continuously communicate (verbally only) the benefits of training and health promotion. Development of several strategies (in isolation) to highlight the benefits of health promotion actions. Develop a communication plan and coordinate several strategies throughout the sports season to communicate the benefits of health promotion. Consider the club and overall sense of belongingn in the group when defining health promotion goals Coaches can identify the needs and priorities of their sports participants that would inform the development of health promotion solutions, aligned with club values, experiences, motivations and philosophy. Consider, and mitigate the health risks linked to the sport. Promote the club's philosophy and values during training sessions and health-related messaging. Integrate health into coaching to enhance the culture within the group. Develop health promotion programs to specifically improve the culture of the group. Consider the overall culture within the whole club setting around promoting health. Identify reasons for commitment to promote health Coaches can ask participants directly about their health motivations. Coaches can also organize meetings, use questionnaires, observe behavior at club events, rely on feedback from club members or ask if they have any particular health desires. No action. Ask about motivations at the start of the sporting season to try to take them into account during the season. Ask participants about their reasons for taking part in sports activities, so that one or two activities can be carried out during the year. Monitor reasons for getting involved in sport throughout the season to develop actions. Question commitment to health beyond sport practice and mobilize these reasons to further develop and implementation activities collectively Identify the degree of commitment to health promotion At the start of the season, coaches can ask participants how they might get involved in health promotion, watch a video with club members showing other club members getting involved in health promotion, or use a survey at the start of each month or quarter to ask how participants want to get involved in health promotion over a given period. No action. Questioning participants about their ability to lead and share their experience on one health promotion activities during the season. Identify the ability of participants to make a long-term commitment to health-promoting values and objectives for the season. Identify the ability of participants to develop health-promoting activities. Share a common commitment, vision and decision-making process on health-promoting values and objectives for the season and to develop health-promoting activities. Regularly review the financial resources being used Although this is not part of their main tasks, coaches can consider the advantages of being aware of financial aspects, such as the cost of equipment, expenses linked to activities, and travel costs. Organizing budget meetings between participants, coaches and managers can serve as a platform for aligning financial goals, reviewing performance against targets, and making informed decisions about resource allocation. Assess the financial resources required to ensure that training runs smoothly. Assess the financial resources available at the start of the season to offer a health promotion activity. Assess the financial resources available at the start of the season to develop a season-long health promotion program. Evaluate the financial resources available each quarter to develop health promotion programs. Evaluate financial resources throughout the season and on a regular basis to ensure health promotion. Regularly review the human resources being used Coaches can identify human resources that can contribute to health promoting activities, dedicate time to discuss about participants' health and well-being. Coaches can invite participants' relatives, health professionals, and other stakeholders to contribute or draw inspiration from initiatives already in place or implemented in the community or in other clubs, with a view to promoting health. Assess the human resources required to ensure that training runs smoothly. Assess the human resources available at the start of the season to offer a health promotion activity. Assess the human resources available at the start of the season to develop a season-long health promotion program. Evaluate the human resources available each quarter to develop health promotion programs. Evaluate human resources throughout the season and on a regular basis to ensure health promotion. Regularly review the club’s capacity to undertake the actions required to achieve the goals Coaches can, at their own level, establish their roadmap on promoting health, gathering support within the club, questioning managers and sports participants on the support they can provide or even asking the managers to provide feedback concerning the progress of projects and objectives. No action. Assess once or twice per season the ability to meet the health promotion objectives and engage in related activities. Integrate the evaluation of the achievement of health promotion objectives in these coaching activities. Organize regularly and rely on the opinion of participants to evaluate the achievement of health promotion objectives. Integrate the evaluation of the achievement of health promotion objectives into your training, planning and programming, and take into account participants' perspectives. Regularly review the time dedicated to achieving the goals Coaches should keep a schedule dedicated to each health promotion activity relying on temporality criteria: early, normal, at risk or delayed. Coaches should organize meetings with the stakeholders involved in each action to identify a timeline closest to reality and continuously analyze the progress of initiatives. No action. Set an annual time to review whether health promotion objectives have been achieved in the allotted timeframe. Include a review of time dedicated to health promotion actions during training. Continuously review the time taken to discuss health promotion actions during each training session. Apply a strategy (e.g., tools, meetings) for evaluating the time taken to achieve each health promotion objective. Define the goals of health promotion Coaches can start by assessing the needs of the participants and involving them in identifying goals for health promotion. This can be used to establish “smart” goals (specific, measurable, attainable, relevant, time-bound objectives). Set goals around coaching, participation and performance in sport. Include goals on specific health topics (citizenship, injury prevention, doping) for coaches. Co-construct goals for health promotion with sports participants. Consider health promotion as a goal that covers several health topics and programs under one umbrella concept. Consider health promotion as a transversal objective in the development of coaching, integrate health into each training, and have an appropriate discourse, while using adapted strategies and ensuring monitoring throughout the year. Mobilize parents (and other family members) to support health promotion actions Coaches can communicate with parents and relatives just before or after training, they can provide a leaflet on the activities that will be implemented within the club, they can ask relatives or parents about their possibility of lending a hand or they can organize sessions or events involving relatives or parents. No action. Setting up a health promotion activity with the parents/friends of one of the participants. Recruit a parent ambassador for each health topic or project and associate its image with the health promotion program of the club. Provide education and support to these ambassadors in their respective health topics. Involve the parent ambassador in the promotion and dissemination of health, including at the social activities of the clubs (festivities, gatherings, meetings). Encourage and support each parents/pairs to develop health promotion programs in their clubs, by engaging them in program design, implementation and dissemination. Mobilize local decision-makers and elected officials to promote health within the sports club Coaches can invite policy- or decision-makers to the club, collect testimonials from club members to raise awareness among policy makers, and take part in meetings organized by local actors. Communicate on the way in which the safety of participants is consider to local decision-makers. Communicate sports clubs’ activities in health promotion to local decision-makers. Organize events on health promotion with local decision makers. Form a partnership with local municipality and policy-makers for commitment to and implementation of health promotion. Through the partnership, include sports club’s health promotion activities in local decision-makers’ policies and actions. Review the short-term effects of the actions (changes within one sports season) Coaches can use data to monitor progress using tools, they can allocate discussion time with participants to get their feedback, they can identify key evaluation moments in the season or use a diary to monitor health promotion actions. No action. Review fitness and health among sports participants. Review attendance and testimonies of health promotion activities. Plan several moments during the season to see the effects of the health promotion actions and reflect on their improvement/ adaptation at the end of the season. Implement a monitoring strategy (tools, regular meetings, etc.) for health promotion actions and their effects and organize discussions at the end of the season to plan initiatives for the following year. Review the long-term effects of the actions (changes beyond one sports season) Coaches can monitor the indicators of success of health promotion actions (for example, the number of injuries, consumption in the cafeteria, the well-being of sports participants) over several seasons. They can conduct a survey by questionnaire on the long-term effects among club members, they can organize annual meetings on the health promotion actions implemented or even create a document (e.g. poster, online, manual) allowing to see the evolution in terms of health over each year. No action. Organize an annual meeting to assess the long-term effects of health promotion initiatives. Incorporate indicators into its training to monitor health promotion actions over the long term. Organize annual discussions with participants to monitor long-term effects and set up monitoring indicators. Incorporate long-term monitoring of health promotion actions into its planning by using monitoring tools and organizing follow-up meetings and use this long-term evaluation as a basis for developing its training. Foster positive interpersonal relationships Coaches can promote teamwork and involvement of all sports participants during training and competitions, take the time to know the sports participants beyond their sporting activities by giving them personal attention, highlight the positive and respectful behaviors or even organize moments promoting group cohesion (inside or outside training/competitions). No action. Stimulate positive relationships during training sessions (e.g., focus on collaboration during training, everyone can play). Develop a discourse and implement rules that encourage positive interpersonal relationships during and outside training, throughout the season. Implement special activities (team building) that encourage positive interpersonal relationships, and a peer support (buddy) system. Build training around the participation of everyone, the sharing of experience and a philosophy of group cohesion, adopting a discourse and putting in place activities during and outside practice that encourage positive interpersonal relationships. Take coaches' skills to manage situations into account Coaches can start by making a list of their own health promotion skills and identify those they would like to develop. Coaches can also identify other coaches, volunteers or sports participants who gravitate around them, and ask them to help build health promotion actions. Coaches can also identify whether among these people, some have skills that could be used for a health promotion project. No action. Coaches consider their own health promotion skills or those of other people within the club to set up health promotion activities (outside training/competition; but not on a regular basis). Coaches consider their own health promotion skills or those of other people within the club to set up one-shot health promotion activities. Coaches consider their own health promotion skills or those of other people within the club to set up structural health promotion activities. Coaches consider their own health promotion skills or those of other people within the club to set up structural health promotion activities, based on a collective mapping of human resources and know-how. Strengthen coaches' autonomy to promote health To strengthen their ability to promote health autonomously, coaches can use existing tools to self-evaluate their strengths and weaknesses in relation to being a health promoting sports coach. No action. Be aware of what health promotion initiatives are appropriate for them to deliver Set up their own health promotion initiatives Implement health promotion initiatives using their skills and knowledge, approved by club members and managers who have expressed positive feedback. Be aware of one's own capacities for health-promoting practice, while knowing how to rely on resources both within and outside the club. Identify and call attention to health promotion actions of individuals Coaches can schedule time to invite sports participants to share their experience in dealing with their health or express their needs in regard to health. They can disseminate the actions implemented through networks, can encourage or reward people who have developed initiatives or even offer help and support to people implementing health promotion initiatives. No action. Communicate on health promotion activities to sports participants. Organize events to showcase good practices in individual health promotion. Propose an empowerment programme for sports participants, and advertise them in sports clubs Establish a system for reporting exemplary action, and offer accreditation for exceptional individual contributions to health promotion Identify and call attention to coaches' health promotion actions Coaches can use multiple channels within their club to communicate the impact of their health promotion actions and how they might be improved. This information can also be shared in the wider community. No action. Explicitly identify your health promotion activities. Communicate your health promotion activities and outcomes to sports participants. Ensure that club members and managers are aware of and recognize the health promotion actions you and other coaches are putting in place. Ensure that your efforts and those of other coaches to develop values, activities and a health promoting sports framework are clearly identifiable via multiple sports club resources (e.g., website, newsletter…). Identify and call attention to management’s health promotion actions Coaches can invite the managers to present the health promotion actions that they are implementing at the start of training. They can communicate actions implemented by managers and the club on a team discussion forum. Coaches can integrate, into training, actions to promote the health of club stakeholders including managers and plan times for co-construction between the managers, coaches and sports participants. No action. Communicate the health promotion actions that managers are implementing in the club Incorporate the health promotion actions of the manager into personal practice with your sports participants. Develop programmes in collaboration with managers and ensure their active involvement so that participants can see managers investing in their health. Collaborate regularly with managers to develop values, activities and a training environment conducive to health and create discussion times for managers and participants so that they are aware of the managers' investment. Identify and call attention to every health promotion action Coaches can communicate about health promotion actions during meetings, events, activities organized by the club. They can take advantage of interactions with club participants or club managers to ask if they are aware of health promotion initiatives implemented within the club. They can propose times for co-construction of health promotion initiatives between all the actors in the club. No action. Communicate all health promotion actions in the clubs to sports participants, to other coaches and to managers. Introduce meetings with sports participants to discuss and evaluate the impact of health promotion initiatives within the club. Develop programs in collaboration with all club members and ensure their active involvement so that participants can see managers investing in their health. Collaborate regularly with all club members to develop values, activities and a training environment conducive to health and create discussion times for managers and participants so that they are aware of the managers' investment. Involve parents (and other family members and friends) in health promotion efforts Coaches can organize information meetings with the parents and relatives of the participants; can question the parents on their possibility of getting involved in specific tasks; can send a questionnaire to the parents concerning their motivation/availability in terms of health promotion activities; can encourage the commitment of certain parents by highlighting the benefits that participants derive from health promotion activities. No action. Involve relatives in creating a health promotion activity during the sports season. Regularly organize discussion times with relatives and/or peers of sports participant to acquire information about their needs and experiences. Develop, implement and evaluate health promotion programs by integrating relatives and peers of participants at each stage. Involve parents/carers in setting up a health promotion training program (e.g., needs assessment, follow-up, investment of time or money). Create a common culture with existing and future partners (trust, recognition, shared time) Coaches can offer partners the opportunity to attend training sessions and share their experience on health promotion or present projects. They can be transparent regarding the partners' financial contributions and on healthy sponsorship of the team. They can encourage moments of work between participants and certain partners, by establishing common goals. No action. Set up a health promotion initiative during the season with a partner. Create a relationship with a partner to give regular health promotion initiatives during the sporting season and follow up the benefits with athletes. Integrate different partners into a health team, accompanying the coaches during the sporting season. Create a long-term relationship with a partner to develop health promotion initiatives and involve them in the development of the club. Include the core goals in the plan Coaches can establish objectives with the participants based on their needs and motivations. They can consider the objectives of promoting health in sports sessions. They can develop SMART goals (specific, measurable, attainable, relevant, time-bound) or even individualize certain objectives of promoting health. No action. Take health into account when planning training goals. Plan health promotion goals and incorporating them into the training. Develop a health promotion program based on core objectives and inherent to training. Health promotion objectives are fully integrated into the training philosophy, activities and even the organization of training. Specify the target group in the implementation plan Coaches can make a list of who and how many people are involved in the implementation, they can set up reflection and discussion groups to involve the target populations, they can regularly question the target populations on their feelings or further involve the target population in the implementation, evaluation or communication of health promotion actions No action. Rely on participants to implement (installation, organization, etc.) one or more health promotion activities. Regularly organize discussion times with participants and/or target populations to acquire information about their needs and experiences. Co-build health promotion programs with participants/target populations. Co-construct, co-plan and co-implement training with participants and/or target population in a health promotion logic and develop health promotion programs with them. Specify the responsible persons in the implementation plan Coaches can start by identifying the skills of the club member, assigning roles based on motivations and creating a team responsible for health promotion in which everyone is aware of their missions. To do this, they can ask parents, managers, participants or other coaches. They can also promote the role of each person and communicate within the club regarding the benefits of each involvement. No action. Regularly exchange and reflect with referent health promotion participants on future health promotion actions. Rely on one or more sports participants to develop one or more health promotion activities during the season. Assign key roles to participants in the season's health promotion objectives and programs realization. Co-construct, co-implement and co-evaluate with key health promotion participants all health promotion programs, policies and objectives. Specify the key steps in the implementation plan Coaches can establish a detailed schedule of health promotion actions, identify specific resource needs and periods of needs. They can rely on specific monitoring tools (e.g. dashboard). They can establish times for evaluations of the implementation, or coaches can even schedule key meetings or even divide the activities into three phases (before, during, after). No action. Introduce a key stage for discussing health promotion with participants at the start of the season. Incorporating key stages in health promotion into training planning. Incorporate the key stages of health promotion into training and set aside time during the season to identify whether these stages have been achieved. The health promotion stages to be achieved are an integral part of training planning, and there are times during the season to check that they have been achieved and adapt them if necessary. Encourage sustainable health promotion actions Coaches can take the time to develop step-by-step a plan to promote the health of sports participants taking into account available resources. They can (and in their interest) rely on people around them. They can organize follow-up meetings on health promotion actions or rely on previous experiences to ensure that what is planned is achievable and sustainable. No action. Make a plan for continuous health promotion of your sports participants based on your own health promotion expertise. Make a plan for continuous health promotion of your sports participants based on your own health promotion expertise and search for support and knowledge with other people within the club. Ensure your plan is broadly supported within the club and actions are incorporated within policy/year plans. The plan is developed/integrated broadly in the club and applied by other coaches. Shape future plans and policies based on current health promotion actions Coaches can reflect and collect feedback on the effect of current and former health promotion actions and policies, Coaches integrate this to build good/best practices for future health promotion action. Coaches can work collectively with other coaches/their club and/or health professionals on future health promotion objectives. Understand how health promotion can exist and is already in place through sport. Identify and communicate with sports participants on previous actions and programs that have health benefits. Use existing tools for planning future actions on specific health themes. Use systematic evaluation of health promotion actions, with success indicators to inform program future health promotion actions. Establish a system for monitoring health promotion actions and organize reflection with sports participations to inform future health promotion actions. Plan future actions based on the evaluation of current actions Coaches can analyze the effect of current health promotion actions and policies, question former health promotion actions on their effects, collect feedback from target populations, integrate best practices into future actions. They work collectively on future health promotion objectives or even collaborate with health professionals to establish objectives based on evidence. No action. Drawing on previous health promotion initiatives and programs. Drawing on previous health promotion initiatives and programs and use guidelines for planning health promotion activities. Rely on systematic evaluation and reporting to develop health promotion actions with success indicators for program implementation. Set up a monitoring system for health promotion projects, with visibility of progress to encourage other club members to draw inspiration from it and to obtain advice. Discussion The present paper describes the theoretical concept of the health promoting sports coach, as well as the activities and ICs that support health promotion implementation in practice. It aims to serve as a springboard for sports coaches to deepen their engagement with health promotion, enabling them to identify health determinants, learn from existing health promotion initiatives and develop new activities tailored to their interests and needs. This theoretical underpinning should also help coaches to identify health promotion actions that they already take in their coaching but may not necessarily consider as health-promoting ( 36 ), such as warm-ups, hydration or fair play ( 17 ). The paper can also support the creation of recommendations and guidelines by organizations (e.g., federations, clubs) seeking to support health promotion training for coaches. Additionally, the paper addresses the current limited understanding of the application of the setting-based approach within sports organizations ( 37 ), as well as the paucity of studies describing the implementation process of health promotion interventions within/by sports clubs ( 38 ). This work helps to set up steps for progression, with a continuous and long-lasting process, whilst illustrating, through examples of actions, how to move from individual and reactive solutions to comprehensive system-based actions, with the coach as a driver of health promotion. Furthermore, whilst the literature on sports coaching has, in recent years, mainly focused on athlete development ( 39 ) or sport psychology ( 40 ), this work offers a broader view of the systems approach and environmental determinants of sport experiences ( 26 ), thus enhancing the ability to promote health holistically as part of coaches' activities. For researchers, sports and public health professionals and coaches themselves, it is now possible to link the knowledge and practices highlighted in existing frameworks, such as injury prevention ( 41 ) or a motivating training climate ( 42 ), with this theoretical framework for health promotion, proposing a holistic view of health. By being better able to promote health, coaches will also be better able to meet the performance and participation objectives of sports clubs ( 25 ), since these aspects are interrelated. Finally, the present work focuses on grassroots sports rather than elite sports, where the roles and experiences of often volunteer coaches can vary widely. This research, grounded in the realities and needs of coaches from diverse backgrounds, provides a foundation for overcoming the barriers to the development of knowledge and implementation skills reported by coaches ( 15 ), such as lack of time or the use of inappropriate language. Defining a health-promoting sports coach, the stages of progression, health promotion actions and ICs are necessary steps for intervention mapping, supporting the sports workforce to empirically test these findings. Being rooted in expert opinion and coaches’ self-reported activities, the present co-creation process ( 43 ) helps propose opportunities for actions based on existing practices and research evidence, showing an integration of practice-based research and research-based practices ( 44 ). The rigorous method and the multiple-step process, involving both experts and sports coaches, used to create this theoretical foundation has helped to produce theory based on evidence and practice. This research offers coaches the opportunity to develop concrete short- and long-term strategies for health promotion in accordance with public health research recommendations for implementing settings-based health interventions ( 45 , 46 ). A next step will be to examine the implementation and effectiveness these strategies. There are several limitations to the present study. First, the present knowledge is derived from European participants and produced in English. So the actions and strategy might not be applicable to coaches in sports contexts outside these countries. In addition, the data collected from a survey of coaches to identify the main health promotion actions to be undertaken at different moments of coaching was not evenly distributed between countries, with Belgium being over-represented (77% of respondents). This should be taken into account when interpreting these results and future research should be encouraged to ensure a wider representation of more countries. Second, the members of the expert group represent researches who have been working in coaching and health promotion for years and who can possibly have developed a common understanding of these principles. Further integration of actors from different levels (e.g., sports coaches, sports federations, health professionals) in such a working group could help to overcome this limitation. Thirdly, the extent of implementation of health promotion strategies and actions at the coach level will depend on the support provided at the club level. As such, future work should focus on developing guidance and tools for sports clubs and managers to support effective health-promoting sports coaching in practice. Conclusion The present paper provides theoretical foundations and short (key health promotion actions) and long-term (ICs) actions to support coaches’ health promotion efforts and activities. This work contributes to furthering the theoretical development of HPSC, closing the implementation gap, clarifying its application to sports coaches and offering evidence-based strategies. Group discussions with coaches could be conducted to validate and/or amend the results of this study and future research is needed to test their use and implementation feasibility by sports coaches, delivery effectiveness, as well as the adaptability to different cultural contexts. Declarations Ethics approval and consent to participate Each member of the expert group and each coach responding to the survey gave consent to participate in the study. This study was approved by the University of Lorraine Data Protection Officer, registered with the National Commission of Freedom of Information under number 2024-312. Consent for publication All members of the expert group have given their consent to the publication of this work. No personal data was collected from the coaches. Availability of data and materials The data presented in this study are available on request from the corresponding author. Competing interests The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Funding This work was funded by a grant from the World Health Organization in partnership with Santé publique France, Université de Lorraine and Université Côte d’Azur. Author's contributions B.T. and A.VH wrote the main manuscript text and prepared figures and tables. AVH, BT, KB, SG, and AV contributed to the research design and method definition. All other authors contributed to shared knowledge, toolkit evaluation and reading successive versions of the guidelines. AVH, BT, KB, SG, and AV analysed the data. AVH and AV secured the funding to generate these guidelines. All authors contributed to the article and approved the submitted version. 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Routledge; 2021 [cité 21 sept 2024]. pp. 27–41. Disponible sur: https://www.taylorfrancis.com/chapters/edit/10.4324/9780429324154-3/practice-based-research-linda-candy-ernest-edmonds-craig-vear Dooris M. Holistic and sustainable health improvement: the contribution of the settings-based approach to health promotion. Perspect Public Health 1 janv. 2009;129(1):29–36. Skivington K, Matthews L, Simpson SA, Craig P, Baird J, Blazeby JM et al. A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. BMJ. 30 sept 2021;374:n2061. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 31 Jan, 2025 Read the published version in BMC Sports Science, Medicine and Rehabilitation → Version 1 posted Editorial decision: Revision requested 21 Oct, 2024 Editor assigned by journal 15 Oct, 2024 Submission checks completed at journal 15 Oct, 2024 First submitted to journal 09 Oct, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5234797","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":368533017,"identity":"804834c6-2b24-41d0-8584-a573d3d168e4","order_by":0,"name":"Benjamin 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19:38:07","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5234797/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5234797/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s13102-025-01056-y","type":"published","date":"2025-01-31T15:58:12+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":68002395,"identity":"e7a96986-d575-4add-bf9e-3772e6ea297a","added_by":"auto","created_at":"2024-11-01 08:12:56","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":1276750,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eContent and aim of each meeting\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-5234797/v1/0361d710816bda53fe0ad2ff.jpeg"},{"id":68002394,"identity":"dd877643-4f49-41ee-8e0c-0fe05e834ac9","added_by":"auto","created_at":"2024-11-01 08:12:56","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":97729,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePrinciples of health promoting sports coach\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-5234797/v1/a591cae06f1e090df392f0f2.png"},{"id":75351364,"identity":"e4c64d5d-b2e5-40b6-8b86-64c8b94f1f89","added_by":"auto","created_at":"2025-02-03 16:10:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":4371424,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5234797/v1/fbfca27a-a216-4ec7-99b4-cfb45d911491.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Health Promoting Sports Coach: Theoretical background and practical guidance","fulltext":[{"header":"Background","content":"\u003cp\u003eOrganised sport is among the most popular forms of leisure time physical activity (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) and it contributes to the prevention of non-communicable diseases (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e), and to improve social, mental and physical health in the general population (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) and among disabled populations (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Nevertheless, organised sport is also associated with risky or poor health behaviours such as unhealthy eating (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), alcohol or sugary drink consumption (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e), bullying (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e), and burnout and injury (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e), which can negatively impact physical, mental and social health. As gatekeepers of sports clubs, sports coaches play an important role in addressing these issues and developing the health and wellbeing of sports participants (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). A sports coach is defined as \u0026ldquo;a member of the sports club who undertakes a multitude of support activities with the aim of developing and optimizing the training program, developing and refining physical, technical and athletic tactics through communication and support within and outside the environment\u0026rdquo; (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). This definition highlights that coaches are important educational figures through their regular and close interactions with sports participants (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e) and have great influence on the social aspects of participation, such as relationships among sports participants. Research in sport psychology has demonstrated the influence of coaches on the mental health and wellbeing of sports participants, and on the development of individuals\u0026rsquo; mental and social skills through the coaches\u0026rsquo; ability to foster a positive and constructive social climate (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). Regarding health promotion, previous research has demonstrated the benefits of coaches\u0026rsquo; health-promoting activities, such as promoting fair play, a balanced diet and positive social relations (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Sports participants report higher levels of enjoyment during sport practices, lower intentions to drop out and enhanced quality of life when they perceive their coaches as health promoting (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Moreover, a study on sports participants in France and Canada illustrated the important role that coaches can play on their health, especially in relation to social and mental aspects (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResearchers and policymakers tend to agree on the role of coaches in health promotion, but they also acknowledge that this is not fully realized in practice, particularly because coaches lack resources, implementation knowledge and support (\u003cspan additionalcitationids=\"CR18 CR19 CR20\" citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). Studies have underlined the paucity of support that coaches receive regarding promoting health, with minimal policies, training and guidance addressing health promotion through coaching (\u003cspan additionalcitationids=\"CR23\" citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e), as sports organisations still give priority to performance and competition (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the last two decades, efforts have been made to develop the application of a settings-based approach to health promotion in sports clubs (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e), which posits that the health of individuals does not depend solely on individual behaviours but also on factors at different levels (e.g., interpersonal, community, institutional). These efforts have led to the development of the health promoting sports clubs (HPSC) model (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). The HPSC model outlines four types of health determinants (organizational, social, environmental and economic) acting at four levels within sports clubs (individual, coach, manager and club), as well as three levels outside sports clubs (i.e., external stakeholders including sports federations, public health agencies and governmental ministries) (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). Intervention components have been developed to support these health determinants at each level (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). Whilst guidelines and adapted multi-level components have been developed for both the HPSC and health-promoting sports federations (HPSF)(\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e), this has not yet been done for coaches.\u003c/p\u003e \u003cp\u003eTo frame coaches\u0026rsquo; health promotion role and close the theoretical gap on applying the settings-based approach to the coaches\u0026rsquo; level within the HPSC model, the present paper introduces the Health Promoting Sports Coach Implementation guide and answers the following questions: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) What is the definition and what are the key action principles to becoming a health-promoting sports coach? (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) How can a sports coach progress from a passive to a comprehensive stage of health-promoting sports coaching? (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) What are the key and time-specific health-promoting activities for coaches to implement? and (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) How can the intervention components from the HPSC model be applied at the coach level?\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDesign\u003c/h2\u003e \u003cp\u003eAn embedded mixed-method study with a QUAL (qual) design (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) was implemented to investigate how sports coaches can become more health-promoting. The main phase of qualitative research consisted of an iterative process of consultation with experts. The secondary qualitative research phase consisted of administering an online survey (designed through expert consultation) to coaches in several countries on the key health promotion actions to be undertaken at different moments of coaching. This design was chosen to embed experts\u0026rsquo; and coaches\u0026rsquo; views into the guide, ensuring that both research and practice-based evidence were included. Involving several stakeholders enables the generation, construction and establishment of relevant and impactful tools through multidisciplinary expertise, experience sharing and dialogue, as well as using individual resources and skills (e.g., dissemination, data analysis) (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). This methodology has been used in recent research focused on empowering people involved in promoting health in sports (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003e A project team, composed of the four first and the last author invited 30 international experts in health promotion in sports (researchers and members in the \u0026rsquo;Promoting Physical Activity and Health in Sports Clubs\u0026rsquo; working group of the Health-Enhancing Physical Activity (HEPA) network of the World Health Organization Regional Office for Europe) to take part in five 2-hour online meetings in 2024 (16/01, 6/02, 19/03, 14/05, 18/06). Among the 30 invited participants, 10 gave their informed consent to take part in the study after being informed of the ethical implications of their participation. Among the 15 group experts (10 invited participants\u0026thinsp;+\u0026thinsp;5 team members), 2 came from Belgium, 1 from Finland, 4 from France, 3 from Ireland, 1 from Italy, 2 from Sweden, 1 from the Netherlands and 1 from the United Kingdom. Each participant engaged in at least three meetings, with a mean number of 12 participants per meeting: meeting 1 (n\u0026thinsp;=\u0026thinsp;14); meeting 2 (n\u0026thinsp;=\u0026thinsp;12); meeting 3 (n\u0026thinsp;=\u0026thinsp;13); meeting 4 (n\u0026thinsp;=\u0026thinsp;11); meeting 5 (n\u0026thinsp;=\u0026thinsp;11). As part of their contribution to the exploratory project, the members of the expert group were asked to disseminate the online survey to coaches in their country through an open call. Each coach responding to the survey gave consent at the beginning of the survey to participate in the study. This study was approved by the University of Lorraine Data Protection Officer, registered with the National Commission of Freedom of Information under number 2024\u0026thinsp;\u0026minus;\u0026thinsp;312.\u003c/p\u003e\n\u003ch3\u003eData collection\u003c/h3\u003e\n\u003cp\u003eThe data of the main qualitative research phase were collected via feedback/notes taken by the first author and through online tools (shared documents on OneDrive or surveys on Limesurvey), as well as feedback and interactions with participants before, during and after the meetings. Agenda and minutes from each meeting were sent for approval, documents generated from the meetings were shared and reviewed, and input from each participant was requested. The various steps that drove this co-creation process included: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) defining the \u0026lsquo;health promoting sports coach\u0026rsquo; and identifying the key principles of action to becoming a health-promoting sports coach, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) co-constructing stages of progression to apply the settings-based approach to health-promoting sports coaches, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) identifying key actions to undertake at different moments of coaching and (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) developing the health-promoting sports coach intervention components (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e for more details). The secondary qualitative research phase, using survey, enabled the identification of key actions to undertake at different moments of coaching (step 3), according to the coaches. After completing the survey themselves, the members of the expert group were asked to pass it on to the coaches. The survey asked the following open-ended question: \u0026lsquo;\u003cem\u003eWhat do you do to promote the health and well-being of athletes\u003c/em\u003e? at seven specific points: before, during and after training, before, during and after competition, and outside coaching.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\n\u003ch3\u003eStep 1: defining health-promoting sports coaches and key action principles\u003c/h3\u003e\n\u003cp\u003eTo develop the health-promoting sports coach definition, the expert group reviewed definitions of coaches based on different sources: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) a literature review on coaches\u0026rsquo; health promotion skills (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e) and (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) the definition of the four types of health determinants of the HPSC model (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). Participants from the expert group were randomly paired and asked to reflect on the definition and identify key principles of action of a health-promoting sports coach for 15 minutes during the first meeting. After the meeting, the discussion notes from each pair were analyzed by two authors in order to propose a common definition and identify the key principles of action that emerged. Based on this, an online survey was sent to the group of experts to enable them to select the key principles of action that they found most relevant and to suggest written amendments to the common definition on an individual basis. At the next meeting, the eight key action principles with the most votes were grouped together for validation, and a consensus of the definition was reached based on the proposed modifications.\u003c/p\u003e\n\u003ch3\u003eStep 2: creating stages of progression to apply the settings-based approach to health-promoting sports coaches\u003c/h3\u003e\n\u003cp\u003eUsing definitions from the five stages of the settings-based approach (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e), the HPSC model (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e) and the HPSF stages (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e), two sub-groups, randomly composed and balanced in number according to the meetings (30-minute discussions during meeting 2 and meeting 4), worked on defining the five stages in relation to the coaches\u0026rsquo; role, applying them to coaches\u0026rsquo; roles in health promotion and other stakeholders\u0026rsquo; roles, and providing examples of best practice.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eStep 3: identifying key health promotion actions to undertake during different coaching moments\u003c/h2\u003e \u003cp\u003eTo operationalize the definition and the five stages and develop an action checklist, the expert group focused on identifying key actions that must be undertaken by coaches to promote health. To facilitate understanding and reading, seven key coaching moments were identified by the group (before, during and after training, before, during and after competition, and outside of coaching). The survey asking : \u0026ldquo;\u003cem\u003eWhat can coaches do to promote the health and wellbeing of athletes?\u003c/em\u003e\u0026rdquo; was circulated among expert group participants to collect 5 key actions for each coaching moment. This generated the following number of actions: before training (n\u0026thinsp;=\u0026thinsp;46), during training (n\u0026thinsp;=\u0026thinsp;45), after training (n\u0026thinsp;=\u0026thinsp;39), before competition (n\u0026thinsp;=\u0026thinsp;41), during competition (n\u0026thinsp;=\u0026thinsp;39), after competition (n\u0026thinsp;=\u0026thinsp;39), outside coaching (n\u0026thinsp;=\u0026thinsp;34). Following, the same survey with an adapted question: \u0026lsquo;\u003cem\u003eWhat do you do to promote athletes\u0026rsquo; health and well-being?\u0026rsquo;\u003c/em\u003e was sent to coaches, via the experts in the group (disseminated via social media, national sports governing bodies and local contacts), asking them for one key action at each of the 7 moments. 299 coaches responded, from 10 European countries. As to their coaching experience, they were primarily volunteers (62%), had been coaching for at least 4 years (77%) in both predominantly individual (42%) and team sports (37%). This generated the following number of actions: before training (n\u0026thinsp;=\u0026thinsp;191), during training (n\u0026thinsp;=\u0026thinsp;192), after training (n\u0026thinsp;=\u0026thinsp;190), before competition (n\u0026thinsp;=\u0026thinsp;188), during competition (n\u0026thinsp;=\u0026thinsp;181), after competition (n\u0026thinsp;=\u0026thinsp;184), outside coaching (n\u0026thinsp;=\u0026thinsp;182).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStep 4: Developing health-promoting sports coaches intervention components\u003c/h3\u003e\n\u003cp\u003eThe 31 intervention components (ICs) (i.e., long-term actions to structure and support health promotion in coaching, as opposed to key health promotion actions (step3), which are more day-to-day actions) from the HPSC model, that were previously classified as being part of a coaches\u0026rsquo; responsibility (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e), were used as a starting point for the current step. To ensure consistency with the original HPSC model and develop its application for practice, the decision to retain original ICs at the coaches\u0026rsquo; level was taken. Based on this, the expert group created an information sheet needed for implementation of each IC based on the following categories: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) link between the IC and the coaches\u0026rsquo; role, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) best practice examples, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) skills required for the IC and (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) actions in regard to the stages of the health-promoting sports coach. The template was discussed during two meetings and the first version was drafted by the expert group. The last author then assigned three ICs to each expert group participant based on their field of expertise. The final revision was completed and validated by the entire expert group during meeting 5.\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eNotes and productions were analyzed by the first author using a deductive approach with the HPSC model as the theoretical basis (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). The data analysis was completed between each meeting, based on participants\u0026rsquo; contributions on shared documents, surveys and meeting minute validation sent to the expert group. For steps 1, 2 and 4, the work principally consisted of compiling participants\u0026rsquo; answers, asking for precision and feedback and ensuring consensus. This work was carried out by the first three authors and the last author For step 3, after collecting data from the expert group, based on thematic analysis (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e), two authors familiarized with the data and merge similar statements in order to have a maximum of 10 statements per category. The first author then reviewed all of the coaches\u0026rsquo; responses regarding their health promotion actions during each coaching moment, compared them with what was already mentioned by expert group and added any novel responses. After that, each of the key actions, as well as the number of times they were mentioned, were presented to the group of experts to obtain their validation and, if necessary, to reformulate them clearly.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eStep 1: Defining health-promoting sports coaches and key action principles\u003c/h2\u003e \u003cp\u003eThe expert group proposed the following definition: \u0026ldquo;\u003cem\u003eA health-promoting sports coach is defined as a coach that actively engages with the sports system, utilizing their expertise, skills and knowledge to promote health and wellbeing among sports participants and sports club stakeholders\u003c/em\u003e\u0026rdquo;. Based on this definition, eight key action principles to becoming a health-promoting sports coach were identified across three dimensions: connect to the system; adopt a coaching philosophy; be sport participant centred (see Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e for details). To connect with the system, the following principles were included: be part of a sports club system and environment (be integrated into the club's structure, dynamics, values and rules); manage your environment (i.e., practices and activities) to promote health; cooperate with other stakeholders to promote health. To support the adoption of a healthy coaching philosophy, the principles were: seek to develop skills (e.g., empathy) and acquire health promotion knowledge; promote social, mental and physical health; integrate health and wellbeing into training and values. To be sports participant centred, the following principles were included: pay attention to participants\u0026rsquo; objectives and commitment regarding their health; be a role model; manage your own health.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eStep 2: Creating stages of progression to apply the settings-based approach to health-promoting sports coaches\u003c/h2\u003e \u003cp\u003eThe expert group formulated a definition and concrete examples of the applications of the settings-based approach to sports coaching (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e for details). The passive stage is called \u0026lsquo;safe sports coaching\u0026rsquo;, where coaches\u0026rsquo; actions are focused on preventing risks (e.g., injuries, sport burn-out, violence, doping) rather than active promoting health (e.g. fostering hygiene, wellbeing, positive climate), and the focus of coaching is on performance and results. The active stage is called \u0026lsquo;coaches promoting health\u0026rsquo;, with coaches seeing health as a resource for sports participants, actively supporting health to enhance sport performance and sports participants\u0026rsquo; wellbeing, mostly in reaction to problematic situations (e.g., ....). The transmissive stage is labelled \u0026lsquo;health promotion in sports coaching\u0026rsquo;, where coaches\u0026rsquo; philosophy and behaviours around health include advising on health (beyond lifestyles to enhance performance) during training and inviting health professionals to raise awareness about health-related subjects. The organic stage is labelled \u0026lsquo;health-promoting sports coaching programmes\u0026rsquo;, where coaches endorse health, plan and conduct initiatives that actively promote health in everyday activities both within and outwith coaching, based on sports participants\u0026rsquo; needs. The comprehensive stage is named \u0026lsquo;health-promoting sports coaching\u0026rsquo;, where coaches use the whole sports club system (e.g., managers, parents, members, other coaches, sport federations), including club resources and policies, to promote health in a comprehensive way within and outwith coaching contexts.\u003c/p\u003e \u003cp\u003eIn addition to these results, the expert group identified 3 principles for progressing through these stages: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) moving from an individual level of activity to a collective, concerted and co-constructed solution that integrates health into all coaching actions, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) moving from a reactive approach, intervening only when problems arise, to a proactive approach that promotes health and prevents problems from arising, and (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) moving from the transmission of information on risks (alert), to health education (information sharing), and finally to health promotion (changes in the system).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStages of health promoting sports coaching\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStage (Whitelaw et al., 2001)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePerspective\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDefinition\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCoach action\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStakeholder role\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eExamples\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePassive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe problem and its solution are within the behaviour and actions of sports club members.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSafe sports coaching (e.g. preventing risks, but no explicit health promotion actions)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCoaches\u0026rsquo; actions are focused on preventing risks (e.g., injuries, sport burn-out, violence, doping) rather than promoting health (e.g., fostering hygiene, well-being, positive climate) and the focus of coaching is on performance and results.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSports participants seek answers for themselves, where coaches assist when necessary.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCoaches focus on teaching the sport, ensuring sports participants understand the game, and have safe sports practices, such as a warm-up and cool-down before and after practices and competitions, preventing drop-out.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eActive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe problem is within the behaviour of sports club members; some solutions are with the club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCoaches promoting health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCoaches see health as a resource for sports participants, supporting health to enhance sport performance and sports participants\u0026rsquo; well-being, mostly in reaction to problematic situations.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSports participants can request support from their coach in terms of supporting their health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAttention is given to fostering physical activity practice and increasing awareness of healthy meal consumption before and after practices and competitions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTransmissive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe problem is within the club; the solutions are in learning with and from coaches, managers, and stakeholders.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHealth promotion in sports coaching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eThe coaches\u0026rsquo; discourse and behaviours consider health by advising on health (beyond lifestyles to enhance performance) during practice and by inviting health professionals to raise awareness of subjects related to health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCoaches foster sports participants\u0026rsquo; health actively and are supported by some managers.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCoaches transmit healthy behaviours to their sports participants (e.g. organize a healthy breakfast).\u003c/p\u003e \u003cp\u003eThey invite external practitioners, such as physiotherapists, to discuss injury prevention strategies.\u003c/p\u003e \u003cp\u003eOne-time, short-term sports club interventions are implemented by a coach.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOrganic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe problem is within the club; the solutions are in the synergies of actions from coaches, managers, and all other stakeholders, such as sports participants and parents.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHealth promoting sports coaching programmes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCoaches endorse health, and plan and conduct initiatives that actively promote health in everyday activities, in and outside coaching, based on sports participants\u0026rsquo; needs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCoaches can base their health- promoting activities on those of the sports club, which provide support and resources.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCoaches advise individually on healthy lifestyles and provide hydration and safety protection resources.\u003c/p\u003e \u003cp\u003eSports clubs have a focus on non-smoking environments, and secure and welcoming changing and rest rooms.\u003c/p\u003e \u003cp\u003eHealth promotion activities are consistent throughout the sports season.\u003c/p\u003e \u003cp\u003eCoaches and sports participants exchange information on health.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eComprehensive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe problem and the solutions are within the club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHealth promoting sports coaching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCoaches use the whole sports club\u0026rsquo;s system (e.g. managers, parents, members, other coaches), including resources and policies, to promote health in a comprehensive way inside and outside coaching.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCoaches are guided and fully supported and equipped by the club, in terms of policy and practice to support health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCoaches request parents\u0026rsquo; or volunteers\u0026rsquo; help with sports participants\u0026rsquo; health development.\u003c/p\u003e \u003cp\u003eCoaches embed the use of health promotion tools in their coaching.\u003c/p\u003e \u003cp\u003eCoaches adopt a health-promoting vision.\u003c/p\u003e \u003cp\u003eCoaches mentor and discuss health promotion in the club and local environment. Coaches are an integral part of their supportive sports club, developing, implementing, incorporating and adjusting the health promotion vision of the sports club based on feedback from stakeholders. Coaches imbed and align the health promotion plan of the club into all practices.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eStep 3: Identifying key health promotion actions to undertake at different moments of coaching\u003c/h2\u003e \u003cp\u003eThe expert group and the coaches identified key actions to undertake during different moments of coaching (before, during and after training; before, during and after competition; outside of coaching) to promote health (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e for details). Identified actions were formulated to provide a checklist to coaches for different aspects of coaching, integrating the perspectives from expert group members and those from coaches. Examples include: \u0026ldquo;Pay attention to sports participants\u0026rsquo; physical health (e.g. fatigue, hydration, discomfort), mental health (e.g. stress, anger, joy) and social health (e.g. isolation) to ensure they are feeling well during the entire competition\u0026rdquo; (during competition). \u0026ldquo;Ensure a cool-down, stretching, shower and proper eating after competition, as a basis to ensure their wellbeing\u0026rdquo; (after competition). It should be noted that examples provided on different health topics are illustrations other health topics might be more relevant depending on sport and participant characteristics. These actions are cumulative and can be considered as sub-components of ICs. By integrating these actions in practice, it becomes possible to progress from one stage to another.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eActions to implement health promotion at different moments of coaching\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBefore training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDuring training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eAfter training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBefore competition\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDuring competition\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAfter competition\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eOutside of coaching\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlan the coaching session to ensure safety, inclusion and well-being for all sports participants, staying open for last-minute changes.\u003c/p\u003e \u003cp\u003eAllocate sufficient time to prepare the coaching session in advance of its start time.\u003c/p\u003e \u003cp\u003eBe mentally prepared for the training, motivate yourself, and visualize your coaching session.\u003c/p\u003e \u003cp\u003eEncourage sports participants to be active (cycling or walking to club) prior to the start of the session.\u003c/p\u003e \u003cp\u003eBuild a coaching environment that encourages and supports participants to have an active and healthy involvement in sport.\u003c/p\u003e \u003cp\u003eAsk sports participants about their experiences from the previous training session or competition, as well as their mindset and motivation regarding today\u0026rsquo;s training.\u003c/p\u003e \u003cp\u003eConsider, or inform yourself about, specific health promotion activities, such as healthy eating, substance use, warm-ups, or even sustainable development and harassment.\u003c/p\u003e \u003cp\u003ePrepare to integrate messages, directly and indirectly, around healthy eating, sportspersonship, teamwork, respect and unstructured play, into coaching.\u003c/p\u003e \u003cp\u003eBuild awareness of health promotion opportunities in the club/federation.\u003c/p\u003e \u003cp\u003eTalk with sports participants before the training, welcome them, and encourage them to chat about their daily life before the training.\u003c/p\u003e \u003cp\u003eMake sure the training environment and equipment are safe, welcoming and stimulating.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProvide positive, accurate and solution-oriented feedback.\u003c/p\u003e \u003cp\u003eListen to sports participants\u0026rsquo; thoughts and feelings.\u003c/p\u003e \u003cp\u003eEncourage group communication and sports participants\u0026rsquo; ownership.\u003c/p\u003e \u003cp\u003eCreate a training environment that is socially inclusive and safe.\u003c/p\u003e \u003cp\u003eDeliver coaching sessions that include an adequate warm-up, minimal standing/sitting, and transition time, and good engagement in moderate-vigorous intensity activity, without forgetting sufficient break and recovery.\u003c/p\u003e \u003cp\u003eProvide clear information (what, why, how) and directions about activities during the training.\u003c/p\u003e \u003cp\u003eAdapt activities during training according to sports participants\u0026rsquo; needs (e.g. level, thoughts, collaboration).\u003c/p\u003e \u003cp\u003eProvide opportunities in activities for sports participants to take initiative and act independently.\u003c/p\u003e \u003cp\u003eEnsure all sports participants are involved and feel included during training.\u003c/p\u003e \u003cp\u003eBe a role model for sports participants through healthy behaviours and leadership and communication style.\u003c/p\u003e \u003cp\u003eAcknowledge effort, participation and process rather than winning and performance-related outcomes.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProvide sports participants with immediate constructive feedback, emphasizing positives from the session and areas to improve upon.\u003c/p\u003e \u003cp\u003eElicit feedback from sports participants on what went well in the session and what they would like to improve on.\u003c/p\u003e \u003cp\u003eAdvise sports participants on effective ways for short- and longer-term recovery and having a healthy lifestyle, such as through proper sleep and nutrition, stretching, and hydration.\u003c/p\u003e \u003cp\u003eCommunicate in an age-appropriate and timely manner with sports participants and their families regarding concerns, upcoming training, competitions, and other events.\u003c/p\u003e \u003cp\u003eSeek support from relevant others (e.g. parents, club officials, health professionals) to help address potential issues with sports participants.\u003c/p\u003e \u003cp\u003eDisseminate relevant health information to sports participants, such as information on injury prevention, preparation and recovery.\u003c/p\u003e \u003cp\u003eEmphasize the importance of a healthy lifestyle, such as taking a shower and active commuting after sport practice, but also on responsible alcohol consumption and sustainable development.\u003c/p\u003e \u003cp\u003eSave time after coaching for one-to-one conversations with sports participants on request.\u003c/p\u003e \u003cp\u003eEmphasize social activities after training, with responsible alcohol or substance consumption\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003ePrepare a suitable competition plan, including goals, logistics, schedule, rules, and specific roles, if necessary.\u003c/p\u003e \u003cp\u003eEnsure sports participants have adopted a healthy lifestyle (e.g. proper eating, no alcohol, enough sleep) the days before the competition.\u003c/p\u003e \u003cp\u003eRemind yourself and sports participants this is just sport, and they should enjoy themselves.\u003c/p\u003e \u003cp\u003eAsk sports participants how they are doing (physically, mentally), reassure them, and adjust the competition plan accordingly.\u003c/p\u003e \u003cp\u003eCheck that sports participants and relatives have all necessary information about the location, installation, and rules, to minimize stress and last-minute queries.\u003c/p\u003e \u003cp\u003eConduct a thorough check to ensure sports participants wear their protection equipment, and installations are safe in order to prevent injuries.\u003c/p\u003e \u003cp\u003eHave a fair and transparent selection of sports participants, and encourage them to do their best, considering winning is not the only goal.\u003c/p\u003e \u003cp\u003eWelcome each sport participant at arrival, address their questions, propose a routine to warm-up, and foster positive relationships before the competition.\u003c/p\u003e \u003cp\u003eObserve other team habits in terms of health promotion and learn from their experience.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eManage your emotions, stay humble, and adjust your behaviours in regard to the situation.\u003c/p\u003e \u003cp\u003eCheer up, and communicate effectively with sports participants individually and collectively, by remaining positive.\u003c/p\u003e \u003cp\u003eCreate a psychologically safe environment, where sports participants can express their feelings and ideas.\u003c/p\u003e \u003cp\u003eMaintain smooth interactions with sports participants, referees, parents, other competitors and relatives during the competition, and be there for them.\u003c/p\u003e \u003cp\u003eBe aware of how you act in the heat of the moment, as you are in a position of a role model for sports participants.\u003c/p\u003e \u003cp\u003eMotivate, encourage, give feedback to, and support sports participants according to their needs and profile.\u003c/p\u003e \u003cp\u003ePay attention to sports participants\u0026rsquo; physical health (e.g. fatigue, hydration, discomfort), mental health (e.g. stress, anger, joy) and social health (e.g. isolation) to ensure they are feeling well during the whole competition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePraise sports participants, and give feedback on what went well and what to improve based on this competition.\u003c/p\u003e \u003cp\u003eInquire about sports participants' health state after the competition.\u003c/p\u003e \u003cp\u003eIdentify one to three key situations to work on for the next training.\u003c/p\u003e \u003cp\u003eEnsure a cool-down, stretching, shower and proper eating after competition, as a basis to transfer into a healthy lifestyle.\u003c/p\u003e \u003cp\u003eDebrief about sports participants' experiences, feelings, progress and obstacles.\u003c/p\u003e \u003cp\u003ePropose a post-competition follow-up recovery or training programme (during the days that follow).\u003c/p\u003e \u003cp\u003eEncourage social interactions between sports participants, referees, other competitors and relatives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eUse existing learning materials and resources to inform sports participants about health-related issues.\u003c/p\u003e \u003cp\u003eRemind yourself to participate in continued learning or online programmes on health-related issues.\u003c/p\u003e \u003cp\u003eAdvise on the importance of overall physical activity in daily life, like active commuting.\u003c/p\u003e \u003cp\u003eFoster open and supportive communication with and between sports participants about any concerns or challenges.\u003c/p\u003e \u003cp\u003eInform your sports participants and their parents that you are available for issues outside of sport.\u003c/p\u003e \u003cp\u003eTake care of your school or work duties.\u003c/p\u003e \u003cp\u003eSeek out support for health promotion from club management, available expertise or health professionals.\u003c/p\u003e \u003cp\u003eHelp sports participants identify the health effects of sports participation.\u003c/p\u003e \u003cp\u003eCome back regularly to your coaching principles and think about their application to sports participants.\u003c/p\u003e \u003cp\u003ePropose activities to sports participants or encourage them to spend time together outside of sport.\u003c/p\u003e \u003cp\u003eTake care of yourself and adopt a healthy lifestyle.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eStep 4: Developing health-promoting sports coaches intervention components\u003c/h2\u003e \u003cp\u003eIntervention components were operationalized to support the development of an information sheet on implementation in practice. All information sheets and the work carried out in this study can be found in the guide : \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.who.int/europe/publications/i/item/WHO-EURO-2024-10391-50163-75563\u003c/span\u003e\u003cspan address=\"https://www.who.int/europe/publications/i/item/WHO-EURO-2024-10391-50163-75563\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. The definition, best practice examples and the application of ICs across the five stages of the settings-based approach are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. The expert group considered the ICs to be long-term implementation strategies complementary to daily activities mentioned in step 3.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStrategies and intervention components, linked with stages of progression of health promoting sports coach\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntervention component\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBest practice\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStage 1: Safe sports coaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStage 2: Coaches promoting health\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStage 3: Health promotion in sports coaching\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStage 4: Health promoting sports coaching programs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStage 5: Health promoting sports coaching\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAdopt clear, explicit and visible messages in communication\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can create a slogan for their health promotion project by first identifying the objective and the target audience. Trying to use short sentences, simple words and a positive message. Finally, be creative (rhymes, jokes, etc.) and think about how the slogan will be used (flyer, poster, etc.).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRemind sports participants about\u0026nbsp;principles of safe training.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTransmit information on health behaviors.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInclude a clear health promotion message in the dialog.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAnnounce health promotion events, activities and their benefits accurately and clearly.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eOrganize and structure the health promotion discourse clearly, precisely and continuously.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEnsure the club communicates with the external community\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTo communicate with people outside the club, coaches can organize meetings with parents, talks with other coaches during competitions or develop a slogan that can be seen on sports participants outfits, or present the club's initiatives during training days, inter-club meeting or coaching conferences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMake sure sports participants respect the rules when practicing outside of their club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAddress participants to health professional in the community.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCommunicate the health promotion initiatives implemented locally or through the club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDiscuss\u0026nbsp;health promotion initiatives implemented by your club and disseminate the club\u0026rsquo;s communication strategy.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCommunicate health promotion initiatives and values implemented within your club using various levers (network, during competitions, coaching conferences and meetings\u0026nbsp;with parents etc.) and\u0026nbsp;rely on communication\u003c/p\u003e \u003cp\u003etools.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEnsure internal club communication\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can ensure there is clear, regular and constructive communication between the various people involved in the club (sports participants, technical staff, management). Coaches can also\u0026nbsp;establish effective channels of communication, attend and participate in club meetings, establish mechanisms for sports club members to give feedback etc.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCommunicating the importance of warming up.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunicate occasionally on a health topic (e.g. responsible drinking).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIntegrate health promoting information and discussion\u0026nbsp;before, during and after training.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eOrganize regular health promoting activities\u0026nbsp;and events on a\u0026nbsp;range of holistic health related themes.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eDevelop a communication plan within the club around health promotion initiatives, using different strategies (question boxes, meetings, discussion boards, social networks, etc.).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCommunicate the benefits of health promotion activities\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can communicate the benefits of sports practice on health, the importance of being fit and healthy, by giving an example at the start of each training session, by posting a health promotion video in the club on an online discussion channel, by sharing their personal experience in discussions with participants or parents, or by organizing meetings to highlight the benefits of what has been put in place.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCoaches communicates the health benefits of performing the sports movement correctly.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCoaches mentions occasionally the link between practice and physical, mental and social health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eContinuously communicate (verbally only) the benefits of training and health promotion.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDevelopment of several strategies (in isolation) to highlight the benefits of health promotion actions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eDevelop a communication plan and coordinate several strategies throughout the sports season to communicate the benefits of health promotion.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConsider the club and overall\u0026nbsp;sense of belongingn in the group\u0026nbsp;when defining health promotion goals\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can identify the needs and priorities of their sports participants that would inform the\u0026nbsp;development of health promotion solutions, aligned with\u0026nbsp;club values, experiences, motivations and philosophy.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eConsider, and mitigate the health risks linked to the sport.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePromote the club's philosophy and values during training sessions and health-related messaging.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIntegrate health into coaching to enhance the culture within the group.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDevelop health promotion programs to specifically improve the culture of the \u0026nbsp;group.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eConsider the overall culture within the whole club setting around\u0026nbsp;promoting\u0026nbsp;health.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIdentify reasons for commitment to promote health\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can ask participants directly about their health motivations. Coaches can also organize meetings, use questionnaires, observe behavior at club events, rely on feedback from club members or ask if they have any particular health desires.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAsk about motivations at the start of the sporting season to try to take them into account during the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsk participants about their reasons for taking part in sports activities, so that one or two activities can be carried out during the year.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMonitor reasons for getting involved in sport throughout the season to develop actions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eQuestion commitment to health beyond sport practice and mobilize these reasons to further develop and implementation activities collectively\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIdentify the degree of commitment to health promotion\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAt the start of the season, coaches can ask participants how they might get involved in health promotion, watch a video with club members showing other club members getting involved in health promotion, or use a survey at the start of each month or quarter to ask how participants want to get involved in health promotion over a given period.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuestioning participants about their ability to lead and share their experience on one health promotion activities during the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIdentify the ability of participants to make a long-term commitment to health-promoting values and objectives for the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eIdentify the ability of participants to develop health-promoting activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eShare a common commitment, vision and decision-making process on health-promoting values and objectives for the season and to develop health-promoting activities.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRegularly review the financial resources being used\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAlthough this is not part of their main tasks, coaches can consider the advantages of being aware of financial aspects, such as the cost of equipment,\u0026nbsp;expenses linked to\u0026nbsp;activities, and travel costs. Organizing budget meetings between participants, coaches and managers can serve as a platform for aligning financial goals, reviewing performance against targets, and making informed decisions about resource allocation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAssess the financial resources required to ensure that training runs smoothly.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAssess the financial resources available at the start of the season to offer a health promotion activity.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAssess the financial resources available at the start of the season to develop a season-long health promotion program.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEvaluate the financial resources available each quarter to develop\u0026nbsp;health promotion programs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEvaluate financial resources throughout the season and on a regular basis to ensure health promotion.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRegularly review the human resources being used\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can identify human resources that can contribute to health promoting activities, dedicate time to discuss about participants' health and well-being. Coaches can invite participants' relatives, health professionals, and other stakeholders to contribute or draw inspiration from initiatives already in place or implemented in the community or in other clubs, with a view to promoting health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAssess the human resources required to ensure that training runs smoothly.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAssess the human resources available at the start of the season to offer a health promotion activity.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAssess the human resources available at the start of the season to develop a season-long health promotion program.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEvaluate the human resources available each quarter to develop\u0026nbsp;health promotion programs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEvaluate human resources throughout the season and on a regular basis to ensure health promotion.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRegularly review the club\u0026rsquo;s capacity to undertake the actions required to achieve the goals\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can, at their own level, establish their roadmap on promoting health, gathering support within the club, questioning managers and sports participants on the support they can provide or even asking the managers to provide feedback concerning the progress of projects and objectives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAssess once or twice per season the ability to meet the health promotion objectives and engage in related activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIntegrate the evaluation of the achievement of health promotion objectives in these coaching activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eOrganize regularly and rely on the opinion of participants to evaluate the achievement of health promotion objectives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eIntegrate the evaluation of the achievement of health promotion objectives into your training, planning and programming, and take into account participants' perspectives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRegularly review the time dedicated to achieving the goals\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches should keep a schedule dedicated to each health promotion activity relying on temporality criteria: early, normal, at risk or delayed.\u0026nbsp; Coaches should organize meetings with the stakeholders involved in each\u0026nbsp;action to identify a timeline closest to reality and continuously analyze the progress of initiatives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSet an annual time to review whether health promotion objectives have been achieved in the allotted timeframe.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInclude a review of time dedicated to health promotion actions during training.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eContinuously review the time taken to discuss health promotion actions during each training session.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eApply a strategy (e.g., tools, meetings) for evaluating the time taken to achieve each health promotion objective.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDefine the goals of health promotion\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can start by assessing the needs of the participants and involving them in identifying goals for health promotion. This\u0026nbsp;can be used to establish \u0026ldquo;smart\u0026rdquo; goals (specific, measurable, attainable, relevant, time-bound objectives).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSet goals around coaching, participation and performance in sport.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInclude goals on\u003c/p\u003e \u003cp\u003especific health\u003c/p\u003e \u003cp\u003etopics (citizenship,\u003c/p\u003e \u003cp\u003einjury prevention,\u003c/p\u003e \u003cp\u003edoping) for coaches.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCo-construct goals for health promotion\u0026nbsp;with sports participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eConsider health\u003c/p\u003e \u003cp\u003epromotion as a goal\u003c/p\u003e \u003cp\u003ethat covers several\u003c/p\u003e \u003cp\u003ehealth topics and\u003c/p\u003e \u003cp\u003eprograms under\u003c/p\u003e \u003cp\u003eone umbrella\u003c/p\u003e \u003cp\u003econcept.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eConsider health promotion as a transversal objective in the development of coaching, integrate health into each training, and have an appropriate discourse, while using adapted strategies and ensuring monitoring throughout the year.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMobilize parents (and other family members) to support health promotion actions\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can communicate with parents and relatives just before or after training, they can provide a leaflet on the activities that will be implemented within the club, they can ask relatives or parents about their possibility of lending a hand or they can organize sessions or events involving relatives or parents.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSetting up a health promotion activity with the parents/friends of one of the participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRecruit a parent ambassador for each health topic or project and associate its image with the health promotion program of the club. Provide education and support to these ambassadors in their respective health topics.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eInvolve the parent ambassador in the promotion and dissemination of health, including at the social activities of the clubs (festivities, gatherings, meetings).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEncourage and support each parents/pairs to develop health promotion programs in their clubs, by engaging them in program design, implementation and dissemination.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMobilize local decision-makers and elected officials to promote health within the sports club\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can invite\u0026nbsp;policy- or decision-makers to the club, collect testimonials from club members to raise awareness among policy makers, and take part in meetings organized by local actors.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCommunicate on the way in which the safety of participants is consider to local decision-makers.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunicate sports clubs\u0026rsquo; activities in health promotion to local decision-makers.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eOrganize events on health promotion with local decision makers.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eForm a partnership\u003c/p\u003e \u003cp\u003ewith local\u003c/p\u003e \u003cp\u003emunicipality and\u003c/p\u003e \u003cp\u003epolicy-makers for\u003c/p\u003e \u003cp\u003ecommitment to and\u003c/p\u003e \u003cp\u003eimplementation of\u003c/p\u003e \u003cp\u003ehealth promotion.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThrough the\u003c/p\u003e \u003cp\u003epartnership,\u003c/p\u003e \u003cp\u003einclude sports\u003c/p\u003e \u003cp\u003eclub\u0026rsquo;s health\u003c/p\u003e \u003cp\u003epromotion activities\u003c/p\u003e \u003cp\u003ein local decision-makers\u0026rsquo;\u003c/p\u003e \u003cp\u003epolicies\u003c/p\u003e \u003cp\u003eand actions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eReview the short-term effects of the actions (changes within one sports season)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can use data to monitor progress using tools, they can allocate discussion time with participants to get their feedback, they can identify key evaluation moments in the season or use a diary to monitor health promotion actions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eReview fitness and health among sports participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReview attendance and testimonies of health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePlan several moments during the season to see the effects of the health promotion actions and reflect on their improvement/ adaptation at the end of the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eImplement a monitoring strategy (tools, regular meetings, etc.) for health promotion actions and their effects and organize discussions at the end of the season to plan initiatives for the following year.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eReview the long-term effects of the actions (changes beyond one sports season)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can monitor the indicators of success of health promotion actions (for example, the number of injuries, consumption in the cafeteria, the well-being of sports participants) over several seasons. They can conduct a survey by questionnaire on the long-term effects among club members, they can organize annual meetings on the health promotion actions implemented or even create a document (e.g. poster, online, manual) allowing to see the evolution in terms of health over each year.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOrganize an annual meeting to assess the long-term effects of health promotion initiatives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncorporate indicators into its training to monitor health promotion actions over the long term.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eOrganize annual discussions with participants to monitor long-term effects and set up monitoring indicators.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eIncorporate long-term monitoring of health promotion actions into its planning by using monitoring tools and organizing follow-up meetings and use this long-term evaluation as a basis for developing its training.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFoster positive interpersonal relationships\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can promote teamwork and involvement of all sports participants during training and competitions, take the time to know the sports participants beyond their sporting activities by giving them personal attention, highlight the positive and respectful behaviors or even organize moments promoting group cohesion (inside or outside training/competitions).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStimulate positive relationships during training sessions (e.g., focus on collaboration during training, everyone can play).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDevelop a discourse and implement rules that encourage positive interpersonal relationships during and outside training,\u0026nbsp; throughout the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eImplement special activities (team building) that encourage positive interpersonal relationships, and a peer support (buddy) system.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eBuild training around the participation of everyone, the sharing of experience and a philosophy of group cohesion, adopting a discourse and putting in place activities during and outside practice that encourage positive interpersonal\u003c/p\u003e \u003cp\u003erelationships.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTake coaches' skills to manage situations into account\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can start by making a list of their own health promotion skills and identify those they would like to develop. Coaches\u0026nbsp;can also identify other\u0026nbsp;coaches, volunteers or sports participants who gravitate around them, and ask them to help build health promotion actions. Coaches can also identify whether among these people, some have skills that could be used for a health promotion project.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCoaches consider their own health promotion skills or those of other people within the club to set up health promotion activities (outside training/competition; but not on a regular basis).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCoaches consider their own health promotion skills or those of other people within the club to set up one-shot\u0026nbsp;health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCoaches consider their own health promotion skills or those of other people within the club to set up structural health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCoaches consider their own health promotion skills or those of other people within the club to set up structural health promotion activities, based on a collective mapping of human resources and know-how.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStrengthen coaches' autonomy to promote health\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTo strengthen their ability to promote health autonomously, coaches can use existing tools to self-evaluate\u0026nbsp;their strengths and weaknesses in relation to being a health promoting sports coach.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBe aware of what health promotion initiatives\u0026nbsp;are appropriate for them to deliver\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSet up their own health promotion initiatives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eImplement health promotion initiatives using their skills and knowledge, approved by club members and managers who have expressed positive feedback.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eBe aware of one's own capacities for health-promoting practice, while knowing how to rely on resources both within and outside the club.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIdentify and call attention to health promotion actions of individuals\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can schedule time to invite sports participants to share their experience in dealing with their health or express their needs in regard to health. They can disseminate the actions implemented through networks, can encourage or reward people who have developed initiatives or even offer help and support to people implementing health promotion initiatives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunicate on health promotion activities to sports participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eOrganize events\u003c/p\u003e \u003cp\u003eto showcase\u003c/p\u003e \u003cp\u003egood practices in individual health promotion.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePropose an\u003c/p\u003e \u003cp\u003eempowerment\u003c/p\u003e \u003cp\u003eprogramme for sports participants, and advertise them in sports clubs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEstablish a system\u003c/p\u003e \u003cp\u003efor reporting\u003c/p\u003e \u003cp\u003eexemplary\u003c/p\u003e \u003cp\u003eaction, and offer\u003c/p\u003e \u003cp\u003eaccreditation\u003c/p\u003e \u003cp\u003efor exceptional\u003c/p\u003e \u003cp\u003eindividual\u003c/p\u003e \u003cp\u003econtributions to\u003c/p\u003e \u003cp\u003ehealth promotion\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIdentify and call attention to coaches' health promotion actions\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can use multiple channels within their club to communicate the impact of their health promotion actions and how they might be improved. This information can also be shared\u0026nbsp;in the wider community.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eExplicitly identify your health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCommunicate your health promotion activities and outcomes to sports participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEnsure that club members and managers are aware of and recognize the health promotion actions you and other coaches are putting in place.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEnsure that your efforts and those of other coaches to develop values, activities and a health promoting sports framework are clearly identifiable via multiple sports club resources (e.g., website, newsletter\u0026hellip;).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIdentify and call attention to management\u0026rsquo;s health promotion actions\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can invite the managers to present the health promotion actions that they are implementing at the start of training. They can communicate\u0026nbsp;actions implemented by managers and the club on a team discussion forum. Coaches can integrate, into training, actions to promote the health of club stakeholders including managers and plan times for co-construction between the managers, coaches and sports\u0026nbsp;participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunicate the health promotion actions that managers are implementing in the club\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncorporate the health promotion actions of the manager into personal practice with your sports participants.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDevelop programmes in collaboration with managers\u003c/p\u003e \u003cp\u003eand ensure their active involvement so that participants can see managers investing in their health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCollaborate regularly with managers to develop values, activities and a training environment conducive to health and create discussion times for managers and participants so that they are aware\u003c/p\u003e \u003cp\u003eof the managers' investment.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIdentify and call attention to every health promotion action\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can communicate about health promotion actions during meetings, events, activities organized by the club. They can take advantage of interactions with club participants or club managers to ask if they are aware of health promotion initiatives implemented within the club. They can propose times for co-construction of health promotion initiatives between all the actors in the club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunicate all health promotion actions in the clubs to sports participants, to other coaches and to managers.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIntroduce meetings with sports participants to discuss and evaluate the impact of health promotion initiatives within the club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDevelop programs in collaboration with all club members\u003c/p\u003e \u003cp\u003eand ensure their active involvement so that participants can see managers investing in their health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCollaborate regularly with all club members to develop values, activities and a training environment conducive to health and create discussion times for managers and participants so that they are aware\u003c/p\u003e \u003cp\u003eof the managers' investment.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInvolve parents (and other family members and friends) in health promotion efforts\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can organize information meetings with the parents and relatives of the participants; can question the parents on their possibility of getting involved in specific tasks; can send a questionnaire to the parents concerning their motivation/availability in terms of health promotion activities; can encourage the commitment of certain parents by highlighting the benefits that participants derive from health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInvolve relatives in creating a health promotion activity during the sports season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRegularly organize discussion times with relatives and/or peers of sports participant to acquire information about their needs and\u0026nbsp;experiences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDevelop, implement and evaluate health promotion programs by integrating relatives and peers of participants at each stage.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eInvolve parents/carers in setting up a health promotion training program (e.g., needs assessment, follow-up, investment of time or money).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCreate a common culture with existing and future partners (trust, recognition, shared time)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can offer partners the opportunity to attend training sessions and share their experience on health promotion or present projects. They can be transparent regarding the partners' financial contributions and on healthy sponsorship of the team. They can encourage moments of work between participants and certain partners, by establishing common goals.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSet up a health promotion initiative during the season with a partner.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCreate a relationship with a partner to give regular health promotion initiatives during the sporting season and follow up the benefits with athletes.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eIntegrate different partners into a health team, accompanying the coaches during the sporting season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCreate a long-term relationship with a partner\u0026nbsp;to develop health promotion initiatives and involve them in the development of the club.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInclude the core goals in the plan\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can establish objectives with the participants based on their needs and motivations. They can consider the objectives of promoting health in sports sessions. They can develop SMART goals (specific, measurable, attainable, relevant, time-bound)\u0026nbsp;or even individualize certain objectives of promoting health.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTake health into account when planning training goals.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePlan health promotion goals and incorporating them into the training.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDevelop a health promotion program based on core objectives and inherent to training.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHealth promotion objectives are fully integrated into the training philosophy, activities and even the organization of training.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSpecify the target group in the implementation plan\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can make a list of who and how many people are involved in the implementation, they can set up reflection and discussion groups to involve the target populations, they can regularly question the target populations on their feelings or further involve the target population in the implementation, evaluation or communication of health promotion actions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRely on participants to implement (installation, organization, etc.) one or more health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRegularly\u003c/p\u003e \u003cp\u003eorganize\u003c/p\u003e \u003cp\u003ediscussion times with participants and/or target populations to acquire information about their needs and experiences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCo-build health promotion programs with participants/target populations.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCo-construct, co-plan and co-implement training with participants and/or target population in a health promotion logic and develop health promotion programs with them.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSpecify the responsible persons in the implementation plan\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can start by identifying the skills of the club member, assigning roles based on motivations and creating a team responsible for health promotion in which everyone is aware of their missions. To do this, they can ask parents, managers, participants or other coaches. They can also promote the role of each person and communicate within the club regarding the benefits of each involvement.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRegularly exchange and reflect with referent health promotion participants on future health promotion actions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRely on one or more sports participants to develop one or more health promotion activities during the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAssign key roles to participants in the season's health promotion objectives and programs realization.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCo-construct, co-implement and co-evaluate with key health promotion participants all health promotion programs, policies and objectives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSpecify the key steps in the implementation plan\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can establish a detailed schedule of health promotion actions, identify specific resource needs and periods of needs. They can rely on specific monitoring tools (e.g. dashboard). They can establish times for evaluations of the implementation, or coaches can even schedule key meetings or\u0026nbsp;even divide the activities into three phases (before, during, after).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIntroduce a key stage for discussing health promotion with participants at the start of the season.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncorporating key stages in health promotion into training planning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eIncorporate the\u003c/p\u003e \u003cp\u003ekey stages of health promotion into training and set aside time during the season to identify whether these stages have been achieved.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThe health promotion stages to be achieved are an integral part of training planning, and there are times during the season to check that they have been achieved and adapt them if necessary.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEncourage sustainable health promotion actions\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can take the time to develop step-by-step a plan to promote the health of sports participants taking into account available resources. They can (and in their\u0026nbsp;interest) rely on people around them. They can organize\u0026nbsp;follow-up meetings on health promotion actions or rely on previous experiences to ensure that what is planned is achievable and sustainable.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMake a plan for continuous health promotion of your sports participants based on your own health promotion expertise.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMake a plan for continuous health promotion of your sports participants based on your own health promotion expertise and search for support and knowledge with other people within the club.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEnsure your plan is broadly supported within the club and actions are incorporated within policy/year plans.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eThe plan is developed/integrated broadly in the club and applied by other coaches.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eShape future plans and policies based on current health promotion actions\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can reflect and collect feedback on\u0026nbsp;the effect of current\u0026nbsp;and former health promotion actions and policies, Coaches integrate this to build good/best practices for future health promotion action. Coaches can work collectively with other coaches/their club and/or health professionals on future health promotion objectives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUnderstand how health promotion can exist and is already in place through sport.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIdentify and communicate with \u0026nbsp;sports participants on\u0026nbsp;previous actions and programs that have health benefits.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUse existing tools for planning future actions on specific health themes.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eUse systematic evaluation of health promotion actions, with success indicators to inform\u0026nbsp;program future health promotion actions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEstablish a system for monitoring health promotion actions and organize reflection with sports participations to inform\u0026nbsp;future health promotion actions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePlan future actions based on the evaluation of current actions\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoaches can analyze the effect of current health promotion actions and policies, question former health promotion actions on their effects, collect feedback from target populations, integrate best practices into future actions. They work collectively on future health promotion objectives or even collaborate with health professionals to establish objectives based on evidence.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo action.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDrawing on previous health promotion initiatives and programs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDrawing on previous health promotion initiatives and programs and use guidelines for planning health promotion activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRely on systematic evaluation and reporting to develop health promotion actions with success indicators for program implementation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSet up a monitoring system for health promotion projects, with visibility of progress to encourage other club members to draw inspiration from it and to obtain advice.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present paper describes the theoretical concept of the health promoting sports coach, as well as the activities and ICs that support health promotion implementation in practice. It aims to serve as a springboard for sports coaches to deepen their engagement with health promotion, enabling them to identify health determinants, learn from existing health promotion initiatives and develop new activities tailored to their interests and needs. This theoretical underpinning should also help coaches to identify health promotion actions that they already take in their coaching but may not necessarily consider as health-promoting (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e), such as warm-ups, hydration or fair play (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). The paper can also support the creation of recommendations and guidelines by organizations (e.g., federations, clubs) seeking to support health promotion training for coaches.\u003c/p\u003e \u003cp\u003eAdditionally, the paper addresses the current limited understanding of the application of the setting-based approach within sports organizations (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e), as well as the paucity of studies describing the implementation process of health promotion interventions within/by sports clubs (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). This work helps to set up steps for progression, with a continuous and long-lasting process, whilst illustrating, through examples of actions, how to move from individual and reactive solutions to comprehensive system-based actions, with the coach as a driver of health promotion.\u003c/p\u003e \u003cp\u003eFurthermore, whilst the literature on sports coaching has, in recent years, mainly focused on athlete development (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e) or sport psychology (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e), this work offers a broader view of the systems approach and environmental determinants of sport experiences (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e), thus enhancing the ability to promote health holistically as part of coaches' activities. For researchers, sports and public health professionals and coaches themselves, it is now possible to link the knowledge and practices highlighted in existing frameworks, such as injury prevention (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e) or a motivating training climate (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e), with this theoretical framework for health promotion, proposing a holistic view of health. By being better able to promote health, coaches will also be better able to meet the performance and participation objectives of sports clubs (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e), since these aspects are interrelated.\u003c/p\u003e \u003cp\u003eFinally, the present work focuses on grassroots sports rather than elite sports, where the roles and experiences of often volunteer coaches can vary widely. This research, grounded in the realities and needs of coaches from diverse backgrounds, provides a foundation for overcoming the barriers to the development of knowledge and implementation skills reported by coaches (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e), such as lack of time or the use of inappropriate language.\u003c/p\u003e \u003cp\u003eDefining a health-promoting sports coach, the stages of progression, health promotion actions and ICs are necessary steps for intervention mapping, supporting the sports workforce to empirically test these findings. Being rooted in expert opinion and coaches\u0026rsquo; self-reported activities, the present co-creation process (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e) helps propose opportunities for actions based on existing practices and research evidence, showing an integration of practice-based research and research-based practices (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e). The rigorous method and the multiple-step process, involving both experts and sports coaches, used to create this theoretical foundation has helped to produce theory based on evidence and practice. This research offers coaches the opportunity to develop concrete short- and long-term strategies for health promotion in accordance with public health research recommendations for implementing settings-based health interventions (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). A next step will be to examine the implementation and effectiveness these strategies.\u003c/p\u003e \u003cp\u003eThere are several limitations to the present study. First, the present knowledge is derived from European participants and produced in English. So the actions and strategy might not be applicable to coaches in sports contexts outside these countries. In addition, the data collected from a survey of coaches to identify the main health promotion actions to be undertaken at different moments of coaching was not evenly distributed between countries, with Belgium being over-represented (77% of respondents). This should be taken into account when interpreting these results and future research should be encouraged to ensure a wider representation of more countries. Second, the members of the expert group represent researches who have been working in coaching and health promotion for years and who can possibly have developed a common understanding of these principles. Further integration of actors from different levels (e.g., sports coaches, sports federations, health professionals) in such a working group could help to overcome this limitation. Thirdly, the extent of implementation of health promotion strategies and actions at the coach level will depend on the support provided at the club level. As such, future work should focus on developing guidance and tools for sports clubs and managers to support effective health-promoting sports coaching in practice.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe present paper provides theoretical foundations and short (key health promotion actions) and long-term (ICs) actions to support coaches\u0026rsquo; health promotion efforts and activities. This work contributes to furthering the theoretical development of HPSC, closing the implementation gap, clarifying its application to sports coaches and offering evidence-based strategies. Group discussions with coaches could be conducted to validate and/or amend the results of this study and future research is needed to test their use and implementation feasibility by sports coaches, delivery effectiveness, as well as the adaptability to different cultural contexts.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEthics approval and consent to participate\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEach member of the expert group and each coach responding to the survey gave consent to participate in the study. This study was approved by the University of Lorraine Data Protection Officer, registered with the National Commission of Freedom of Information under number 2024-312.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eConsent for publication\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll members of the expert group have given their consent to the publication of this work.\u003c/p\u003e\n\u003cp\u003eNo personal data was collected from the coaches.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAvailability of data and materials\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data presented in this study are available on request from the corresponding author.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCompeting interests\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFunding\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was funded by a grant from the World Health Organization in partnership with Sant\u0026eacute; publique France, Universit\u0026eacute; de Lorraine and Universit\u0026eacute; C\u0026ocirc;te d\u0026rsquo;Azur.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAuthor\u0026apos;s contributions\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eB.T. and A.VH wrote the main manuscript text and prepared figures and tables. AVH, BT, KB, SG, and AV contributed to the research design and method definition. All other authors contributed to shared knowledge, toolkit evaluation and reading successive versions of the guidelines. AVH, BT, KB, SG, and AV analysed the data. AVH and AV secured the funding to generate these guidelines. All authors contributed to the article and approved the submitted version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAcknowledgements\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research team would like to thank all the members of the expert group who took part in the reflections, as well as all the coaches who responded to the survey.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eEuropean Commission. Directorate General for Education, Youth, Sport and Culture. Sport and physical activity: full report. [Internet]. LU: Publications Office; 2022. [cit\u0026eacute; 1 mai 2023]. 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BMJ. 30 sept 2021;374:n2061.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-sports-science-medicine-and-rehabilitation","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"ssmr","sideBox":"Learn more about [BMC Sports Science, Medicine and Rehabilitation](http://bmcsportsscimedrehabil.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/ssmr/default.aspx","title":"BMC Sports Science, Medicine and Rehabilitation","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"health promotion, sports coaches, sports clubs, settings-based approach, action strategies","lastPublishedDoi":"10.21203/rs.3.rs-5234797/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5234797/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe organised sport setting is a key context for health promotion, but it can also be associated with risky behaviours. Sports coaches play a crucial role in supporting the health of sport participants but often lack the resources and support to do so. This paper proposes a guide to help coaches become health promoters by defining their key actions in line with the Health Promoting Sports Club model.\u003c/p\u003e \u003cp\u003eAn embedded mixed-method study with a QUAL (qual) design was used, where 15 experts took part in 5 meetings and 299 coaches provided input through an online survey. Four steps were carried out: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) defining the health-promoting sports coach and key action principles, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) co-constructing progression stages using the settings-based approach, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) identifying key actions for promoting health in different coaching moments, and (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) developing long-term intervention components.\u003c/p\u003e \u003cp\u003eA definition of the health-promoting sports coach was produced, and eight key action principles have been identified, divided into three dimensions: connection with the system, adoption of a coaching philosophy, and focus on participants. Five stages of progression for integrating health promotion into coaching have been established, ranging from risk prevention to a global approach involving the entire sports system. Specific actions for each moment of coaching (before, during and after training, and competition) have been determined, such as \u0026lsquo;monitoring the physical, mental and social health of participants\u0026rsquo; or \u0026lsquo;ensuring a cool-down, stretching, shower and proper eating after competition\u0026rsquo;. Finally, long-term intervention components to support the implementation of these actions in practice have been developed based on what coaches are already doing, the skills they possess and the five stages of progression.\u003c/p\u003e \u003cp\u003eThis paper enabled the development of a guide to help sports coaches promote health by identifying concrete actions and short- and long-term interventions, whilst making links with the health promoting sports club model. It broadens the scope of coaching by incorporating health principles, while emphasising the need to adapt to the environment and context of the club. This work calls for future research to test the effectiveness and feasibility of these approaches in various sporting environments.\u003c/p\u003e","manuscriptTitle":"The Health Promoting Sports Coach: Theoretical background and practical guidance","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-01 08:12:51","doi":"10.21203/rs.3.rs-5234797/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-10-21T11:47:31+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-10-15T05:03:08+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-10-15T05:00:44+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Sports Science, Medicine and Rehabilitation","date":"2024-10-09T19:24:57+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-sports-science-medicine-and-rehabilitation","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"ssmr","sideBox":"Learn more about [BMC Sports Science, Medicine and Rehabilitation](http://bmcsportsscimedrehabil.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/ssmr/default.aspx","title":"BMC Sports Science, Medicine and Rehabilitation","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0e3bdbe9-cb72-48d9-be11-ee2606fdd342","owner":[],"postedDate":"November 1st, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-02-03T16:04:42+00:00","versionOfRecord":{"articleIdentity":"rs-5234797","link":"https://doi.org/10.1186/s13102-025-01056-y","journal":{"identity":"bmc-sports-science-medicine-and-rehabilitation","isVorOnly":false,"title":"BMC Sports Science, Medicine and Rehabilitation"},"publishedOn":"2025-01-31 15:58:12","publishedOnDateReadable":"January 31st, 2025"},"versionCreatedAt":"2024-11-01 08:12:51","video":"","vorDoi":"10.1186/s13102-025-01056-y","vorDoiUrl":"https://doi.org/10.1186/s13102-025-01056-y","workflowStages":[]},"version":"v1","identity":"rs-5234797","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5234797","identity":"rs-5234797","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}