Relevant bibliographies by topics / Coach's learning

Academic literature on the topic 'Coach's learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Coach's learning"

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Werthner, Penny, and Pierre Trudel. "Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 433–49. http://dx.doi.org/10.1260/174795409789623946.

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Researchers have investigated how coaches, from the recreational to the elite level of coaching, learn to coach. Many different learning situations have been identified in the research, yet the question remains: How is it that one coach's learning path emphasizes certain learning situations as key, and yet another coach's learning path emphasizes quite different situations? Fifteen Canadian Olympic coaches were interviewed to better understand the coaches' idiosyncratic learning-path phenomena. The findings provide an example of: (a) how coaches within a specific and similar context, in this case Olympic level sport, can differ dramatically regarding the importance that common learning situations have played in their development, and (b) how previous learning and experiences influence what coaches choose to pay attention to and therefore choose to learn. The coaches' idiosyncratic learning paths are also discussed in terms of coach development.
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George, Paul, Shmuel Reis, Margaret Dobson, and Melissa Nothnagle. "Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills." Journal of Graduate Medical Education 5, no. 2 (June 1, 2013): 289–93. http://dx.doi.org/10.4300/jgme-d-12-00276.1.

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Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.
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Rojiki, Rojiki. "ANALISIS KINERJA PEMBIMBING MANASIK BERBASIS PENGUASAAN MATERI." UPAJIWA DEWANTARA 6, no. 1 (July 1, 2022): 51–64. http://dx.doi.org/10.26460/mmud.v6i1.12610.

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This research was conducted on pilgrims from KBIHU Aisyiyah, Sleman Regency which depart in the year 2020-M as many as 120 people that it’s used 93 respondents by the Slovin Method. This study used primary data through a questionnaire instrument. Test the validity and reliability used SPSS 25 software tools. Meanwhile, to test Confirmatory Factor Analysis (CFA) and data analysis using SmartPLS 3.2.8. The results of this study indicate that: Learning Method does not affect the Effectiveness of Material Mastery, Experience has a positive and significant effect on the Effectiveness of Material Mastery, Motivation has a positive and significant effect on the Effectiveness of Material Mastery, Learning Method has a positive and significant effect on the Performance of Counselors, Experience has no effect on the Performance of Counselors, Motivation does not affect the Performance of Counselors. Furthermore, the results of the mediation analysis show that the effectiveness of the guidance is able to provide a mediating effect between the coach's experience and the motivation to the performance of the coach. But the mediating effect does not occur on the effect of the learning method on the coach's performance.
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Milistetd, Michel, William das Neves Salles, Ana Flávia Backes, Isabel Mesquita, and Juarez Vieira do Nascimento. "Learner-centered teaching in a university-based coach education: First attempts through action research inquiry." International Journal of Sports Science & Coaching 14, no. 3 (April 9, 2019): 294–309. http://dx.doi.org/10.1177/1747954119842957.

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A recent call for coach education highlights that the programs could become more learner-centered. Thus, the aim of this study is to provide an overview of the learner-centered teaching operationalization in a university-based coach education program. Using an action research approach, a Sports Pedagogy course was organized through five learner-centered teaching principles over one semester. Participants were a facilitator, a critical friend, and six students. Reflective journals, reflective conversations, and focus groups were used as data sources. Results showed that through different learning strategies based on collaboration and reflection, students were able to expand their understanding of sports coaching, and also to perceive themselves in the coach's role. Action research was a valuable approach to reflect as teachers, highlighting not only the teaching process but the need to understand and “change” (when possible) the learning environment. It is suggested that, to introduce the learner-centered teaching approach, a deep understanding of the institution's culture of learning is required to address meaningful material and support learners' engagement.
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Stewart, Lorna J., Stephen Palmer, Helen Wilkin, and Maire Kerrin. "Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer." International Coaching Psychology Review 3, no. 2 (July 2008): 87–109. http://dx.doi.org/10.53841/bpsicpr.2008.3.2.87.

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Objectives:Executive coaching has become a respected learning and development strategy. Coaching outcomes and the conditions required for coachees to implement and sustain their development in the workplace have yet to be fully understood. These deficits impede coaching evaluation. The present study sought to operationalise a successful coaching outcome, and to propose and verify a model of coaching transfer.Design:Two sub-studies were conducted. Study 1 used a descriptive qualitative approach to explore coachees’, coaches’ and organisational stakeholders’ perceptions of a successful coaching outcome and the facilitators and barriers to transfer. Study 2 surveyed coachees using a self-report questionnaire developed from the results of Study one to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.Methods:Study 1: 25 coachees, nine coaches and five organisational stakeholders each participated in an hour-long, semi-structured interview. Study 2: 110 participants completed the online coaching transfer questionnaire.Results:Qualitative analyses revealed coachees, coaches and organisational stakeholders believed coaching outcomes comprised intra-personal development, personal and performance outcomes. Coaching transfer comprised two stages: application, and generalisation and maintenance. Correlational analyses of questionnaire data (N=110) suggested transfer depends on interactions between the nature of the coaching output, the stage of transfer, and the type of development sought via coaching.Conclusions:Although exploratory, this study provided some understanding of the influence of the factors which impact on coaching transfer. The findings indicate there is value in coaching research examining the complex interplay of factors beyond the coachee-coach relationship.
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Werthner, Penny, and Pierre Trudel. "A New Theoretical Perspective for Understanding How Coaches Learn to Coach." Sport Psychologist 20, no. 2 (June 2006): 198–212. http://dx.doi.org/10.1123/tsp.20.2.198.

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The purpose of this paper is to present, using Moon’s (1999, 2004) generic view of learning, a new theoretical perspective in order to understand how coaches learn to coach. After presenting her main concepts, a case study of an elite Canadian coach is used to illustrate the different learning processes in three types of learning situations: mediated, unmediated, and internal. We believe this new view of how coaches learn provides a way to see coach development from the coach’s perspective and helps us understand why the path to becoming a coach is often idiosyncratic. Finally, the potential of this conceptual research framework for the study of coaches’ development, specifically at the elite/expert level, is discussed.
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Rizki, Adrizon, Ismaniar Ismaniar, and Jalius Jalius. "Gambaran Penggunaan Model Role Playing Pada Kegiatan Ekstrakurikuler Palang Merah Remaja di SMP Negeri 18 Padang." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 2 (June 1, 2018): 148. http://dx.doi.org/10.24036/spektrumpls.v1i2.9300.

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This research was motivated by the implementation of extracurricular activities in the Palang Merah Remaja at SMPN 18 Padang, this was marked by the high attendance, enthusiasm of learning, and the activeness of the students in the activity. Allegedly one of the factors was caused by the role playing learning model applied by the coach's brother. The purpose of this study is to describe the use of role playing models which are seen from the readiness of students, role selection, role play, and evaluation of the activities of the Palangf Mewrah Remaja in SMPN 18 Padang. This type of research is quantitative descriptive research. The population and sample in this study were students who participated in extracurricular youth red cross. Data collection techniques using questionnaires, with data collection tools questionnaire (questionnaire) and data analysis techniques used percentage formula. The results of the study found that the readiness of students, role selection, role play, and evaluation of extracurricular activities in the youth red cross were categorized as good. So it can be concluded that the use of role playing models proved to lead to the successful implementation of extracurricular activities in the Palang Merah Remaja. Based on the results and conclusions of the researchers it is suggested that in the implementation of PMR activities, the coaches will continue to use this role playing model by continuing to make various modifications so that it will run well.
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Gilbert, Wade D., and Pierre Trudel. "Learning to Coach through Experience: Reflection in Model Youth Sport Coaches." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 16–34. http://dx.doi.org/10.1123/jtpe.21.1.16.

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The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
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Zhang, Yicong, Yanan Lu, Xianqing Bao, and Feng-Kuang Chiang. "Impact of participation in the World Robot Olympiad on K-12 robotics education from the coach's perspective." STEM Education 2, no. 1 (2022): 37. http://dx.doi.org/10.3934/steme.2022002.

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<p style="text-indent:20px;">The integration of robotics education with science, technology, engineering, and mathematics (STEM) education has a great potential in future education. In recent years, numerous countries have hosted robotic competitions. This study uses a mixed research method to explore the coaches' views on student participation in the World Robot Olympiad (WRO) by incorporating the questionnaire surveys and interviews conducted at the 2019 WRO finals in Hungary. By quantitative and qualitative analyses, coaches generally agreed that participation in the WRO improved students' STEM learning skills and cultivated their patience and resilience in handling challenging tasks.</p>
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Maeyeni, Ida, Agus Zainal Ramat, and Ririn Gusti. "PEMASARAN PRODUK MENJAHIT PADA PROGRAM PKBM MEKAR SARI." Journal Of Lifelong Learning 2, no. 2 (January 13, 2020): 89–100. http://dx.doi.org/10.33369/joll.2.2.89-100.

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The objectives of this study were: (1) Knowing the Background of the Sewing Program at PKBM Mekar sari (2) Knowing the Implementation of Sewing Learning at PKBM Mekar Sari (3) Knowing the Marketing of Sewing Products in the Mekar Sari PKBM Program (4) Knowing the Profit and Loss Calculations of Sewing Businesses in PKBM Mekar Sari. Research methods used qualitative methods with descriptive approaches. The participants of the study were Ibuk Titin Sumarni Anjani as Chairman of PKBM Mekar Sari and Simultaneously sewing coach, Ibuk Wulan Widia Astuti as sewing coach, and Siasmawati as sewing coach and Secretary. Dara collection techniques used were non-participant observation, structured interviews, and documentation. To test the validity and reliability of data using triangulation of sources, , techniques, and time. Based on the analysis that has been carried out that the sewing program in PKBM Mekar sari Padang Kedondong Village, Tanjung Kemuning District, , Kaur Regency includes a sewing program. During the implementation of 2x week activities, the coach's role coordinates in the activity, the funds obtained from the Government budget, while the supporting factors of the facility while inhibiting the lack of financial factors.Innovative business carried out by time discipline. Then the supervision is carried out by the trainer directly by observing the activities carried out once every two weeks of training.Keywords: Program, To Sew, PKBM.
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Dissertations / Theses on the topic "Coach's learning"

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MacLellan, Justin. "Investigating a Coach's Facilitation of Learning Situations Among Masters and Youth Athletes." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35501.

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This thesis aimed to uncover age-related differences in a coach’s approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide. Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. Results of qualitative analyses suggested, through the coach and athletes’ perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Comparatively, she held a directed control and structure for the youth’s training influenced by highly competitive expectations. Despite differences, we acknowledge andragogy’s usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches.
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Greenberg, Ethan. "How Parkour Coaches Learn to Coach: An Exploration of Parkour Coach Learning and Development." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35691.

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Parkour is a sport with a focus on overcoming obstacles. Parkour practitioners utilise specialised techniques relating to movements such as running, jumping, vaulting, climbing, swinging, rolling, and occasionally acrobatic manoeuvres in order to traverse a path through urban and rural environments. Parkour is a new sport, and as it continues to grow in popularity, there is an accompanying demand for parkour instructors. As a result, programmes to train parkour coaches have been created in various parts of the world. There has been minimal scholarly research conducted regarding parkour, and much of the current parkour research focuses either on parkour athletes, or the perceptions of parkour by non-parkour athletes. No research was discovered regarding parkour coaches. This exploratory study aimed to: (a) explore how parkour coaches learn to coach; and (b) explore the perceptions held by parkour coaches regarding parkour coach education programmes. In the first article, titled ‘How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport’, participants’ responses related to the themes of: parkour coaching experience, previous leadership experience, experience as an athlete in parkour and other sports, other parkour coaches, non-parkour coaches, parkour coach education programmes, school, reflection, and the Internet. The second article, titled ‘What Does It Mean to be a Certified Parkour Coach? Parkour Coach Perceptions of Formal Coach Education Programmes’, shared participants’ perceptions of formal parkour coach education programmes, including: potential benefits and risks to participation in such programmes, modifications that could be made to the programmes, and parkour coach perceptions of coach education programmes for other sports.
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Taylor, Shaunna. "Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32234.

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The complex human process of sport coaching is a dynamic and evolving practice that develops over a long period of time. Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn from (Werthner & Trudel, 2009). This dissertation explores the lifelong learning process through a collective case study involving four coaches for athletes with a physical disability. The theoretical framework that guides this study is Jarvis’ (2006, 2007, 2009) comprehensive view on human learning, including his concept of lifelong learning, and key concepts such as biography, experience and disjuncture, and types of learning. Jarvis' psychosocial perspective on human learning is a useful lens for a closer examination of how coaches develop over a lifetime and how they change and continue the process of becoming through new experiences, which they gain, more often than not, within a social context. The work of Moon (1999, 2004) and her metaphor of a network view of learning is a complementary framework for examining learning through reflective practice. Moon's generic view of learning (1999) illustrates how a network of knowledge, feelings and emotions make up one’s "cognitive structure" and suggests that this structure plays an important role in the learning process as it guides what we choose to pay attention to and what we choose to learn. A thematic analysis (Braun & Clarke, 2006) was used to extract themes and examples from three in-depth interviews with each coach, observation of the coach in their coaching contexts, as well as interviews with key collaborators in their coaching practice. The transcripts were member checked to increase trustworthiness. Three articles comprise the results section and the main points in this dissertation are as follows: (a) a case study of one exemplary parasport coach and how he learned through a wide variety of life experiences, such as pragmatic problem solving, education, and building relationships; (b) the four coaches who engaged in social learning through meaningful interactions with a variety of key collaborators who contributed to their learning and coaching practice; and (c) the four coaches who used reflection to learn and to build their coaching practices within the unique context of the parasport world. These findings contribute to the emerging body of literature on coaches for athletes with disabilities by adding to our understanding of how coaches’ life experiences and biographies determine what kinds of learning opportunities they each found meaningful; the importance of the social context in learning to coach athletes with disabilities; and the role and importance of reflection in understanding the interconnections of learning from life experiences, particularly in the unique and developing parasport setting. The study will also aid coach educators in understanding the role and importance of past learning experiences and the social context in coach learning.
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Crickard, Travis. "Examining Coach Pathways and Learning Situations: High-Performance Head Hockey Coaches who Played Goal." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26200.

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Using archival analysis and interviews this study examined the career pathways, learning experiences, and athletic experiences of 11 high-performance head hockey coaches who played goal in ice hockey. Guided by the learning situations discussed in Wright, Trudel, and Culver (2007) the interviews revealed four important learning experiences common to all the coaches: coach interactions, books and videotapes, coach clinics and academic education, and experiences related to playing and coaching. Like Werthner and Trudel (2009) the results indicated that certain similarities aside, each coach’s career pathway is idiosyncratic with elite athletic experience being an important, but not imperative, aspect of high-performance coaches’ career development. The findings provide insight into how these individuals acquired their coaching knowledge and provide a more complete picture of the developmental pathways associated with becoming a high-performance head hockey coach.
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McMaster, Sarah. "Coaches of Athletes with a Physical Disability: A Look at their Learning Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20684.

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Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.
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Rodrigue, François. "Examining the Process and the Outcomes of a 12-Month Learning Journey of Intercollegiate Sport Coaches Accompanied by a Personal Learning Coach." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39929.

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The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice. This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles. The first article suggested reflective cards as a useful tool for coaches to engage in reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories. The four articles together make novel theoretical and practical contributions to the field of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.
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Norris, Maxwell R. "An analysis of coaching dimensions and their impact on athlete motivation and affective learning." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569023.

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This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players.
Department of Speech Communication
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Stodter, Anna. "Understanding coaches' learning : process, practice and impact." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16047.

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Although it seems clear that coaches become effective practitioners through idiosyncratic combinations of learning experiences (Werthner & Trudel, 2009), little is known about how and why this occurs and impacts on coaching knowledge and practice (Cushion et al., 2010). This research sought to understand the processes and impact of coaches learning in the context of UK youth football coaching, specifically centring on a formal education course. The research process utilised a pragmatic and integrated perspective, influenced by impact evaluation frameworks (e.g. Coldwell & Simkins, 2011). A group of 25 coaches were investigated at different points over a period of a year and a half, using a mixture of semi-structured interviews, systematic observations, video-based stimulated recall interviews and course observations, to build up increasingly in-depth levels of data. Using the principles of grounded theory methodology (Strauss & Corbin, 1998) as well as mixed analyses of variance (ANOVA), changes in the knowledge use and practice behaviours of course candidates, and equivalent coaches not undertaking formal education, were compared. The course had subtle impacts on coaches knowledge conceptions in interaction with wider knowledge sources, yet impact on practice was generally demonstrated only in the areas of questioning content and individually directed coaching interventions. Mismatches between the espoused theory of the course and what the candidates actually perceived, as well as a lack of individualised support to overcome disjuncture (Jarvis, 2006) created barriers to learning, preventing integration of theoretical conceptions into altered coaching practice. A substantive grounded theory was generated to explain the underpinning double-loop cognitive filter and reflective feedback processes involved in coaches learning. The model demonstrated that practitioners learning, guided by existing biography and driven by a practical focus on what works , was heavily influenced by context. Meaningful learning connected knowledge with implementation in practice through reflection. These processes help explain uneven learning across individuals; addressing for the first time questions of what works , how , 'why', and for whom in coach learning (McCullick et al., 2009). Thus the results generate an understanding of coaches learning which can be practically relevant in fostering better opportunities to enhance the development of capable and creative coaches.
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Nelson, Lee J. "Understanding coach learning." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/9243.

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Coach learning is a complex process of which we have relatively little appreciation. Existing knowledge is largely fragmented and has tended to lack conceptual clarity and theoretical depth of understanding. This investigation sought to build on existing understanding by adding to a limited body of information about knowledge structures, learning situations, motives and deterrents to learning, and means of enhancing the provision of coach education. Data were derived from 90 UK practitioners (82 males &8 females), comprising a range of sports (n = 8), who had accumulated on average 23 years of coaching experience (ranging from 3-50 years). Semi-structured interviews were conducted with 16 elite performance coaches. 74 practitioners of a diverse range of coaching levels completed open-ended questionnaires. All of the data were subjected to inductive content analysis. A number of theoretical `hooks' were utilised within the analysis process to help make sense of the findings. Analysis of the findings demonstrated that: (1) while it was possible to compartmentalise the coaches' knowledge structures (i. e., Ologies, Pedagogy, and Sport Specific), coaching practice likely requires integrated understanding; (2) the coaches under investigation learnt in formal, nonformal, and informal situations; (3) the participants' learning endeavours were largely driven by an internal desire to actualise their coaching potential; (4) dispositional, institutional, and situational barriers were shown to deter these practitioners from further coach learning participation; and (5) these practitioners were pragmatic learners who desired relevant and usable knowledge. Exploration of the coaches' educational experiences, and perceptions about optimal provision, revealed that they wanted more active learning opportunities (i. e., observations, group discussions, practical experiences, and mentoring schemes). Collectively, the results of this investigation built upon previous understanding of coach learning. They highlighted the significance and underresearched link between the types of knowledge these coaches had acquired, what drove their continued learning engagement, and how these factors had influenced their actual and preferred learning approaches. These findings, therefore, not only contributed towards a greater understanding of how coaches learn, but what needs to be considered if the ongoing development of coaching practitioners is to be better supported. Continued exploration of these factors is required if greater depth of understanding is to evolve.
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Patry, Philippe. "Coach Knowledge Management: The Needs and Wants of Elite Coaches from African and Small Island Regions of the Commonwealth." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34758.

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Coaching knowledge is an essential resource for improving competition quality. The purpose of this study was to explore the needs and wants of elite coaches from the African and small island regions of the Commonwealth at the 2014 Commonwealth Games in Glasgow, Scotland. Specifically, their development of coaching knowledge and their context was analyzed to understand their needs and wants. Using a knowledge management framework, 19 semi-structured interviews identified the process of combining knowledge as predominant in the development of coaching knowledge within these regions. Tacit knowledge was developed through their social environment, mentorship, and athletic or coaching experience. The need for formal knowledge development opportunities and basic coaching resources were also identified. Finally, technology helped to reduce challenges around accessibility to knowledge, and coach certification programs helped with the transition from athlete to coach.
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Books on the topic "Coach's learning"

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Sadder, Maya. The literacy coach's game plan: Making teacher collaboration, student learning, and school improvement a reality. Newark, DE: International Reading Association, 2009.

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Sadder, Maya. The literacy coach's game plan: Making teacher collaboration, student learning, and school improvement a reality. Newark, Del: International Reading Association, 2009.

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A perfect season: A coach's journey to learning, competing, and having fun in youth baseball. [Colo.]: Quiet Path Books, 2010.

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Gabrielle, Nidus, ed. The literacy coach's game plan: Making teacher collaboration, student learning, and school improvement a reality. Newark, DE: International Reading Association, 2009.

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Ron, Kaspriske, ed. Solid contact: A top coach's guide to learning your swing DNA and instantly striking the ball better than ever. New York: Gotham, 2012.

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Lauren, Yellen Heidi, ed. Understanding the learning disabled athlete: A guide for parents, coaches, and professionals. Springfield, Ill., USA: C.C. Thomas, 1987.

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Roberts, Lance W. The methods coach: Learning through practice. Don Mills, Ont: Oxford University Press, 2009.

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Karen, Kampen, and Peter Tracey 1973-, eds. The statistics coach: Learning through practice. Don Mills, Ont: Oxford University Press, 2010.

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Karen, Kampen, and Peter Tracey 1973-, eds. The methods coach: Learning through practice. Don Mills, Ont: Oxford University Press, 2009.

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Kauschke, Jürgen Edgar. Reflexive Führung: Die Führungskraft als Coach? Frankfurt am Main: Lang, 2010.

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Book chapters on the topic "Coach's learning"

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Carlsson, Andreas. "Coaches' Learning and Reflection." In Becoming a Better Sports Coach, 20–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-2.

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Dryden, Windy. "Helping coachees to generalise their learning and become their own coaches." In Rational Emotive Behavioural Coaching, 175–78. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315159737-30.

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van Woerkom, Marianne. "The Relationship between Coach and Coachee: A Crucial Factor for Coaching Effectiveness." In Learning Through Practice, 256–67. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3939-2_14.

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Mesibov, Don, and Dan Drmacich. "Teachers Are Classroom Coaches." In Helping Students Take Control of Their Own Learning, 57–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003284697-12.

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Buchner, Josef, and Martin Plessl. "Moving Volleyball Coaches Education Online: A Case Study." In Global Perspectives on Educational Innovations for Emergency Situations, 231–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_23.

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AbstractTraditionally, volleyball coaches’ education has been conducted physically in the gym and classroom, but due to Covid-19 and the actions needed to contain the pandemic, that was no longer possible in the spring of 2020. Instead of canceling the already planned course we decided to move the course online. The development process was guided by the question if we can teach volleyball-specific skills online. As a result, we designed a fully online blended learning course with a problem-centered approach and authentic video-based tasks. A total of 23 prospective coaches took part in the course. Skills acquisition was measured using a pretest-posttest design revealing a large effect of our design on skills acquisition. Additionally, we surveyed participants attitudes towards the learning design. The results show that prospective coaches were satisfied with the design and perceived the online learning course as useful for volleyball coaches’ education. Based on the results, we can recommend the combination of videos and interactive content to provide authentic problem-centered tasks to facilitate skills online in volleyball coaches’ education.
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Potrac, Paul, Edward Hall, Mark McCutcheon, Callum Morgan, Seamus Kelly, Peter Horgan, Christian Edwards, Charles Corsby, and Adam Nichol. "Developing Politically Astute Football Coaches: An Evolving Framework for Coach Learning and Coaching Research." In Coach Education in Football, 15–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148784-3.

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Hertting, Krister. "Cherish the Local: Swedish Youth Football Coaches' Perspectives on Coach Education, Learning, and Support." In Coach Education in Football, 101–11. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148784-11.

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Lee, Robert J., and Michael H. Frisch. "Learning to Coach Leaders." In Advancing Executive Coaching, 47–81. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118255995.ch3.

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Nash, Christine. "Coach learning and development." In Practical Sports Coaching, 139–50. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003179733-12.

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Mccloskey, Mark W. "The Coach Role." In Learning Leadership in a Changing World, 177–86. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137476371_17.

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Conference papers on the topic "Coach's learning"

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Sahmbi, Gurpreet. "Coach's Corner: Perspectives on the Role, Challenges, and Impact of K–12 Learning Coaches." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442594.

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Drennan, Gail. "VALUE ADDED TEACHERS: THE LEGACY OF EDUCATIONAL TECHNOLOGY COACHES." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l042.

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Saclarides, Evthokia Stephanie, and Britnie Delinger Kane. "Promoting coaches’ learning through doing the math together." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-329.

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Horvat, Vatroslav, Srna Jenko Miholić, and Nevenka Maras. "GENERIC KINESIOLOGY COMPETENCES ASSESSMENT OF COACHES DURING LIFELONG LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1883.

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Wei, Xiao-Yong, and Zhen-Qun Yang. "Coached active learning for interactive video search." In the 19th ACM international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072298.2072356.

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Lin, Pingzhi, Jingwen zhang, Haohua Wang, and Sijia Xiao. "A Comprehensive Evaluation System for Coaches’ Evaluation Based on Hybrid Learning Algorithm." In 2020 International Conference on Computer Engineering and Intelligent Control (ICCEIC). IEEE, 2020. http://dx.doi.org/10.1109/icceic51584.2020.00040.

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Voelkel, Robert. "Increased Professional Learning Community Team Effectiveness Through the Use of Instructional Coaches." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690947.

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Wu, ason, Evan Gunnell, and Yu Sun. "PlayGuessr: Commercial Application of Machine Learning in Football Play Prediction." In 5th International Conference on Computer Science and Information Technology (COMIT 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111714.

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The offensive strategy in American football strives to be enigmatic. A strong offense has a well rounded offensive playbook, rotating offensive plays in attempts to disrupt any predictive patterns. Therefore, it has always been in theinterest of defensive coordinators to offer accurate predictions of the upcoming play to minimize offensive yardage gain. A well advised defense can change its positioning and coverage schemes, given solely whether the next play will be a run or a pass. Although coaches have developed traditional heuristics for tendency-based play prediction, they are limited to patterns discerned by human consciousness.
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Allen, Lionel. "Who's Coaching the Coaches: Charting the Evolution of a Coaching Professional Learning Community." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586653.

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Gramatikova, Teodora. "METHODOLOGY FOR ONLINE BEGINNERS’ GYMNASTICS TRAINING." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/09.

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ABSTRACT The pandemic set a huge challenge to the work of coaches, as the circumstances required to have trainings at home and in an online learning environment for which there were no ready and custom-made materials. This led to our study, which is focused on structuring a methodology for online rhythmic gymnastics training for beginners. The study developed in two stages: during the first stage we created a questionnaire, we organized and filmed the new methodology with a total of 48 exercises, conducted an initial stage of testing a control and an experimental group, trained the parents of our participants to use the ZOOM platform; the online trainings were held for 3 months. The experimental group was trained in accordance with the methodology proposed, following a certain algorithm. The exercises of the methodology were demonstrated to the children with photos and videos, and the demonstrators were dressed and made up with costumes of famous characters from various fairy tales or children’s entertainment shows. The control group was trained using the methodology of their lead coach, in which the exercises were included in combinations, without prior study, and did not follow a specific training algorithm. After that experiment, during the second stage of the study, a final testing was made to evaluate the results, run a statistical processing, analyze the results and complete the project. The results from the analyses show that the methodology used in this algorithm and with the proposed photos and videos is well mastered by the beginner gymnasts. The difference in growth in both groups in the initial testing is minimal. In the final testing, the increase between the average values of the two groups increased significantly in favour of the increased maximum results in the experimental group. During the experiment, no children lost their interest in the conducted training as observed in the control group.
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Reports on the topic "Coach's learning"

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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, February 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Carolina Méndez, and Fernando Fernandez. Remote Parent Coaching in Preschool Mathematics: Evidence from Peru. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004403.

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We evaluate the effects of a 10-week intervention that randomly provided access to remote coaching to parents of preschool children over the summer break in Peru. In response to learning losses during COVID-19 induced school closures, education coaches offered guidance and encouragement to parents in activities aimed to accelerate the development of core mathematical skills. We find that the intervention improved mathematics cognitive outcomes by 0.12 standard deviations. Moreover, we show that remote coaches increase the likelihood and frequency of parental engagement in mathematics-related activities, suggesting that learning gains are driven by higher parental involvement in child skill development.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz, and John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, September 2019. http://dx.doi.org/10.51388/20.500.12265/82.

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Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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