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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Turesky, Elizabeth Fisher, and Dennis Gallagher. "Know thyself: Coaching for leadership using Kolb’s Experiential Learning Theory." Coaching Psychologist 7, no. 1 (June 2011): 5–14. http://dx.doi.org/10.53841/bpstcp.2011.7.1.5.
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This article discusses the role of professional coaches who apply Kolb’s Experiential Learning Theory as a means of enhancing their client’s leadership capabilities. The authors posit that Kolb’s four learning modes and styles provide a guiding structure for professional coaches to individualise their approach to coaching leaders to overcome the leader’s overreliance on their dominant learning style and appropriately access more effective behaviours in handling the myriad of responsibilities they face. It is equally important for coaches to know their own learning styles to be more effective in their coaching role. A coach’s ability to access all four modes and learning styles in themselves can foster more effective coaching practices so that they may more effectively coach others whose learning styles are different from their own. The authors conclude that Kolb’s Experiential Learning Theory provides a sound theoretical framework to help professional coaches in the development of the organisation’s leadership capacity.
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Abdullah, Makmun. "Model Konseptual Coaching Dalam Pelatihan Pengembangan Kepemimpinan: Sebuah Tinjauan Pendekatan Integratif." JURNAL APARATUR 4, no. 1 (February 24, 2021): 31–43. http://dx.doi.org/10.52596/ja.v4i1.19.
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Leadership development programs have been integrated coaching as part of learning. Coaching has the potential to be a method that will help Widyaiswara (teacher) meet, support, and encourage the leadership talents of leadership trainees. Leadership training that only aims to change or increase knowledge, attitudes, and skills of the participants, will not have a significant impact on improving organizational performance, when the gap lies in the basic capacity as a human being. The study aims to determine the most appropriate coaching model to be applied for the leadership training program at PPSDM Apparatus. The research method used is a literature study of leadership coaching models inorganizations that are developing at this time. The results of the study showed that an integrated coaching model that is appropriate to the stages, outputs, and learning objectives in leadership training is expected to be a solution to optimize the coach's role and will be able to improve learning outcomes. ABSTRAKProgram pengembangan kepemimpinan saat ini telah mengintegrasikan coaching sebagai bagian dari pembelajaran. Coaching sangat potensial menjadi metode yang akan membantu Widyaiswara memenuhi, mendukung, dan mendorong talenta kepemimpinan peserta pelatihan. Pelatihan kepemimpinan yang hanya bertujuan untuk mengubah atau menambah pengetahuan (knowledge), sikap (atittude), dan keterampilan (skill) peserta saja, tidak akan memberikan dampak yang siknifikan terhadap peningkatan kinerja organisasi, ketika kesenjangan justru terletak pada kapasitas dasar sebagai manusia. Penelitian ini bertujuan untuk mengetahui model coaching yang paling sesuai untuk diterapkan pada program pelatihan kepemimpinan di PPSDM Aparatur. Metode penelitian yang digunakan adalah studi literatur terhadap model-model coaching kepemimpinan di organisasi yang berkembang saat ini. Hasilkajian menunjukkan bahwa model coaching terintegrasi yang sesuai dengan tahapan, output, dan tujuan pembelajaran dalam pelatihan kepemimpinan diharapkan dapat menjadi solusi untuk mengoptimalkan peran coach dan mampu meningkatkan capaian hasil pembelajaran.
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Bairachniy, Oleg, Katerina Zora, and Sergiy Boychenko. "The role and importance of feedback techniques in the formation self-esteem and confidence of young football players." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(139) (August 20, 2021): 19–22. http://dx.doi.org/10.31392/npu-nc.series15.2021.8(139).03.
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The quality of the communicative process can rightfully be attributed to the factor of realizing the potential capabilities of the subjects of the educational process in the framework of sports activities, namely the coach and the athlete. The coach, using the appropriate means of communication, must transfer his knowledge to the athlete and thus realize his professional and personal capabilities. The athlete, in turn, perceiving instructions and information from the coach, strives for the fullest possible realization of his existing abilities. At the same time, during interpersonal interaction in the process of mastering the corresponding motor skills, the coach, in parallel and inevitably, also influences the formation of the psychological qualities of a young football player. The purpose of the work was to analyze the mechanisms and nature of the influence of the use of feedback techniques in the context of the coach's influence on the level of self-esteem and self-confidence of an athlete. Research results. The paper presents the results of theoretical analysis and generalization of practical experience regarding the possibilities of using feedback techniques. In the course of the research, verbal and non-verbal signals from the side of the coach were considered as a factor influencing the process of forming an adequate level of self-esteem and confidence in an athlete. Demonstrated the mechanism and nature of the influence of the use of feedback techniques by the trainer, depending on their positive or negative orientation. In addition, the result of the work was the substantiation of the fact that the systemic, purposeful and consistent use of feedback techniques as a means of communication in the learning process creates favorable conditions for the formation of the necessary level of confidence and the level of self-esteem of an athlete.
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Murray, Melissa A., Rebecca Zakrajsek, and Kristen D. Dieffenbach. "Preparing the Next Generation: Practical Tips for Mentoring Student Coaches During Internship." Journal of Coaching Education 3, no. 2 (August 2010): 100. http://dx.doi.org/10.1123/jce.3.2.100.
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Schempp, McCullick and Mason (2006) suggested gaining hands-on experience is the key element of coach development and the process of becoming a professional expert in the field. Cushion, Armour, and Jones (2003) also recommend the opportunity to observe more experienced coaches as a key experience in novice coach’s development. At the collegiate level in the U.S., a model similar to scholastic teacher training is the foundation for academic-based coaching education programs that seek to combine classroom-based education with experiential learning. In these programs student coaches are generally required to participate in field internship experiences in order to develop a strong art- and science-based approach to coaching. This internship experience is one of great importance, especially since expert coaches have identified having a quality mentor relationship early in their career as essential to their development as a coach (Nash & Sproule, 2009).
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Gallant, Andrea, and Virginnia Gilham. "Differentiated coaching: developmental needs of coachees." International Journal of Mentoring and Coaching in Education 3, no. 3 (November 4, 2014): 237–54. http://dx.doi.org/10.1108/ijmce-12-2013-0059.
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Purpose – The purpose of this paper is to focus on teacher coachees’ perceptions of why some coaching goals (selected by coaches or coachees) were more achievable than others and how this knowledge might advance a coaching culture that has the potential for sustainable improvements to teaching and learning. Design/methodology/approach – As educators, the authors took a constructivist approach to grounded theory because the authors believe learning is socially constructed. The relationship between coach and coachees is underpinned by their constructed meanings and co-constructed learning. constructivist grounded theory (Charmaz, 1996) requires researchers not to start with a theory or hypothesis but to engage with data in a manner (coding, categorising, theorising) that allows for a theoretical understanding to emerge. In total, 22 teacher coachees from one school participated in this research. They were asked to complete an online questionnaire about their coaching experiences, speculating about why some goals (related to improving student reading, writing, speaking and listening, and math) were more achievable than others. One of the researchers had been a coach in the school, but not at the time of the research. Nonetheless online questionnaires were used as they offered teacher coachees anonymity to share their lived experiences (Charmaz, 2006). This data collection method also assisted in limiting accidental leading by an interviewer (Charmaz, 2006). Findings – The investigation into longitudinal coaching (one to six years) indicated how coachees positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. Coachees clustered around one of the following themes: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. Theorising within and across themes highlighted that while coachees shared the same concerns, they differed in terms of how much they each focused on them. This allowed the authors to gauge the intensity of the concern (dominate, moderate or slight) for each participant. Notwithstanding the overlap, the seventh theme (temporality) serendipitously aligned with their exposure to coaching. Differentiated models of coaching appears to be a way to establish a coaching culture as multiple models could be responsive to divergent coachees’ learning needs. In doing so it is more likely to support sustainable improvements in teaching and learning. Research limitations/implications – The sample size (n=22) was appropriate for an in-depth analysis which allowed an understanding of coaching from the coachees’ first-hand experiences although it does limit generalisability. Another limitation is that coachees were not asked about teaching experience, hence the relationship between years of teaching and coaching exposure was not analysed. This is something that the authors feel now needs to be included in further research. Implications of the findings are that instructional coaches within schools may need to be more cognisant of the developmental stages and therefore differentiated needs of teacher coachees. This is particularly so if the aim is to promote sustainable pedagogical improvement. Originality/value – This is a case study of the effects of longitudinal coaching (one to six years) in a school where all teachers are involved in being coached.
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Barrero, Alberto Martín, Manuel Tomás Abad Robles, and Francisco Javier Giménez Fuentes-Guerra. "Profile of grassroots football coaches of Spanish professional clubs." Kinesiology 54, no. 2 (2022): 325–34. http://dx.doi.org/10.26582/k.54.2.14.
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The aim of the study was to identify the profile and education of grassroots football coaches (working with 8-12-year olds) of Spanish professional clubs (first and second male division, and first female division), as well as the qualities and characteristics they should have. For this purpose, an ad hoc questionnaire of 57 questions was used, grouped into seven dimensions, and administered to 153 coaches. This research focuses on the socio-demographic variables as well as on dimensions of the coach’s qualities and coach’s education. The results showed that the profile of the coach corresponded to the following: male between 20 and 30 years of age, with experience in football initiation of 4-7 years, but with a 2-year experience in coaching boys and girls aged8-12 years, with the specific football qualification level II or Union of European Football Associations A. The coaches considered it very important to have pedagogical skills and to use coaching methods which focus on learning rather than on results in order to be a coach in these age categories. Moreover, the participants considered that the training received in the official coaching courses did not adequately qualify them to carry out the sporting and human education of boys and girls in the benjamin (under 10) and alevin (under 12) age categories. The coaches also felt that the contents of the coaching course should be adjusted to the requirements of these age groups. These considerations can help sports federations and training centres to establish strategies to improve the official training programmes for football coaches.
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Mesquita, Isabel, Joana Ribeiro, Sofia Santos, and Kevin Morgan. "Coach Learning and Coach Education: Portuguese Expert Coaches’ Perspective." Sport Psychologist 28, no. 2 (June 2014): 124–36. http://dx.doi.org/10.1123/tsp.2011-0117.
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The aim of this study was to analyze Portuguese expert coaches’ conceptions of learning sources that promote long-term coach development and the extent to which these sources are currently present in coach education programs. Six expert coaches were individually interviewed, using a semistructured format and the interviews were analyzed using QSR N6 Nudist software. The results highlighted the participants’ awareness of the uniqueness of coach education, emphasizing the importance of reflecting and engaging with a variety of learning experiences. Findings also revealed dissatisfaction with the current dominant education framework in Portugal, which remains excessively didactic and classroom-orientated. In contrast, the participants externalized a constructivist approach for coach education assuming the need for theoretical knowledge to be framed in practical contexts, where they have the opportunity to share and reflect their own and others’ experiences to develop learning. Such a position echoes Sfard’s acquisition and participation learning metaphors.
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Rodrigue, François, Pierre Trudel, and Jennifer Boyd. "Learning From Practice: The Value of a Personal Learning Coach for High-Performance Coaches." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 285–95. http://dx.doi.org/10.1123/iscj.2018-0078.
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Multiple actors and roles are now recognized and promoted to support the development of coaches. Personal coaching is an emerging industry in many professional fields yet remains insignificant in sport coaching. The purpose of this study was to document and assess the value of a 12-month collaborative action research in which a high-performance rugby coach, with the support of a personal learning coach, aimed to learn from her coaching practice. This research was operationalized using an appreciative inquiry framework. Personal coaching was conducted according to the principles of narrative-collaborative coaching. Data collection included interviews, video observation, audio recordings of coaching conversations, notes from phone calls, and email exchanges. Results showed that this partnership created a safe and challenging learning space where different coaching topics were addressed, such as reflective practice, leadership, and mental preparation. A deductive analysis of the debriefing interview was completed using the value creation framework developed by Wenger and colleagues. This analysis indicated that the high-performance coach’s relationship with the personal learning coach enabled the development of five types of value: immediate, potential, applied, realised, and transformative. Therefore, it is suggested that narrative-collaborative coaching can complement existing formal and non-formal learning activities.
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Mohd Kassim, Ahmad Fikri, Ellail Ain Mohd Aznan, and Nurul Syuhadah Abdul Halim. "Perceptions of Coaching Behavior and Its Impact on Managerial of Team Sports Performance." Jurnal Intelek 15, no. 2 (July 28, 2020): 60–66. http://dx.doi.org/10.24191/ji.v15i2.307.
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Sports coaches being important factors that affect athletes learning and development. Sports coaches fulfilling instructional, strategies, social relationship and psychosocial outcomes for athletes’ development. Managerial coaching is an essential element of management in human resource development to improve individual performance. Coaching behaviour has key elements to improve individual or team performance. Therefore, this research aimed to investigate the athlete’s perception of coaching behaviour in team sport athletes. 120 athletes from three (3) team sport, i. Football (n=40), ii. Netball (n=40) and iii. Hockey (n=40) completed a questionnaire pack assessing the study variables. Results revealed that there were significant differences perceived “Physical Training” between genders, and “Positive rapport” between genders. Results also indicated significant differences between all the three (3) team sports for physical training, positive rapport behaviour, and negative rapport behaviour. The findings of this study suggest athletes’ perceptions of their coach’s behaviour influence by athletes’ predilection through gender and types of sports. Thus, athletes’ perceptions of their coach behaviour have important values for coach’s approaches and management on team sports performance.
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Callary, Bettina, Scott Rathwell, and Bradley W. Young. "Coach Education and Learning Sources for Coaches of Masters Swimmers." International Sport Coaching Journal 5, no. 1 (January 1, 2018): 47–59. http://dx.doi.org/10.1123/iscj.2017-0056.
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Masters Athletes (MAs; adult athletes typically over 35 years old who prepare in order to compete at levels ranging from very recreational competition to serious competition) want coaches to cater their approaches to working with adults. Using adult learning principles, we previously found that some coaches cater their approaches in ways to accommodate the manner in which adult athletes prefer to learn. The purpose of this article is to articulate swim coaches’ perceptions of how they learned to work with MAs and whether their formal coach training meets their needs related to coaching MAs. Eleven swim coaches were interviewed regarding how they learned to coach MAs, and were questioned specifically about their coach development broadly and coach education specifically. The data were thematically analyzed and results revealed six main learning sources: coaching experiences (e.g., interacting with MAs, reflection, advice from MAs, coaching youth), experience as an athlete, reading books and Internet searches, networks and mentors, formal coach education, and non-swimming experiences. Results also revealed key themes about coaches’ perceptions regarding coach education, specifically the lack of connection between coach education programs and the Masters sport context, and coaches’ interest in coach education specific to MAs.
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O’Dwyer, Anne, and Richard Bowles. "“I’m valuing the journey as much as the destination”: Exploring shared reflection to support novice coach learning." International Journal of Sports Science & Coaching 16, no. 4 (March 3, 2021): 1035–44. http://dx.doi.org/10.1177/1747954121999759.
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This paper provides an insight into the trajectory of coach learning over two seasons through a shared reflective process. It describes how a collaborative process in a volunteer, amateur coach setting was supported and sustained. The coach-researchers had coached a university sports team together for two years prior to formalising the collaborative process. They adopted a collaborative self-study methodology to support and structure their reflective practice and learning throughout the study. Weekly individual and collaborative reflections were written by both coaches. They engaged with a critical friend to offer alternative perspectives on their reflections, and they planned their coaching strategies together. This paper illustrates the collaborative reflective process that supported the trajectory of the novice coach learning. This journey is represented using Fuller’s concern based model to map concern for self, concern for the task and concern for the learners. The reflective process and learning trajectory are outlined to exemplify the value of informal collaborative reflection to support coach learning. Implications are outlined for shared reflective practice to enhance learning opportunities for other coaching partners and small groups or in other educational domains.
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Deek, Diana, Penny Werthner, Kyle J. Paquette, and Diane Culver. "Impact of a Large-Scale Coach Education Program from a Lifelong-Learning Perspective." Journal of Coaching Education 6, no. 1 (May 2013): 23–42. http://dx.doi.org/10.1123/jce.6.1.23.
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This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelong-learning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada’s National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches’ biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a lifelong-learning perspective and integrates constructivist principles into its design and delivery.
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Benaya, Tamar, and Ela Zur. "STUDENT COACHING FOR RETENTION IN A DISTANCE LEARNING ENVIRONMENT." Asian Association of Open Universities Journal 4, no. 2 (September 1, 2009): 86–96. http://dx.doi.org/10.1108/aaouj-04-02-2009-b003.
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The Open University of Israel (OUI) is a higher education institution with an open admission policy which is based solely on distance learning and self-study. The teaching method practiced at the OUI is a combination of traditional and web-based distance learning. One of the issues of great concern in all institutions and even to a greater extent in open and distance learning institutions is student retention. In an attempt to deal with this problem, the OUI decided to embark on a Retention Project which aim is to help new students to overcome the hardships of the first course. The new students were offered to be paired up with senior students who would accompany and coach them throughout their first semesters. This paper describes the Retention Project, and it presents results concerning the performance of the coached students, their retention at the OUI and the means of communication used by the coached students and their coaches in a distance learning environment.
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Szedlak, Christoph, Matthew J. Smith, Bettina Callary, and Melissa C. Day. "Examining How Elite S&C Coaches Develop Coaching Practice Using Reflection Stimulated by Video Vignettes." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 295–305. http://dx.doi.org/10.1123/iscj.2019-0059.
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The purpose of this study was to identify narrative types that illuminate how strength and conditioning (S&C) coaches used video vignettes in a guided reflection process to support the development of effective coaching practices. At the beginning of each week, over a 4-week period, 11 elite S&C coaches were sent a short video vignette clip of an S&C coach’s practice. They subsequently engaged in daily reflections in which they were guided to explore how the topic of the vignette aligned (or not) with their coaching practice. After the intervention, each S&C coach was interviewed regarding their process of learning from the vignette and from their reflections. Using a holistic narrative analysis of form and structure, the results exemplified three narrative types: performance, achievement, and helper. The S&C coaches whose reflections fitted the performance narrative type focused on their own practice, with limited consideration of the athletes’ perspective or the vignette. The S&C coaches whose reflections fitted the achievement narrative type strove to accomplish goals with their athletes and were selective in considering the vignette. The S&C coaches whose reflections fit the helper narrative type found that the vignette helped them consider an athlete-centered coaching approach focusing on the athletes’ well-being, as well as athletic abilities. Thus, S&C coach developers should utilize a guided reflection process that focuses on encouraging a coaching approach based on the helper narrative type.
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Dieffenbach, Kristen. "Exploring Learning Among USA Cycling Licensed Coaches." Journal of Coaching Education 1, no. 2 (October 2008): 19–37. http://dx.doi.org/10.1123/jce.1.2.19.
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In 2006 the updated standards for coaching education programs concerning the eight NASPE coach knowledge area domains (National Standards for Sport Coaches, 2006) were released. Despite these standards and an increased awareness regarding the importance of area-specific knowledge (Nash & Collins, 2006), the culture of sport often requires little to no formalized science-based training for coaches. U.S. coaches typically enter the profession through volunteer or assistant coach type experiences with little to no formal training. While hands-on experience is important, it leaves many coaches with training knowledge gaps. In an effort to meet the needs of aspiring coaches and to increase the professionalism and the qualifications of coaches working with athletes, many U.S. sport national governing bodies (NGB’s) offer coaching certification programs. However, little is known about how to best disseminate information in a manner that will meet both the needs and learning styles of practicing coaches. This study focuses on the learning preferences, habits and attitudes of one NGB group – USA Cycling licensed coaches.
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Hertting, Krister. "“More Practice-based Courses and Not Just a Load of Papers to Read”: Youth Soccer Coaches Reflections on Coach Education Programs in Sweden." Physical Culture and Sport. Studies and Research 83, no. 1 (September 1, 2019): 39–49. http://dx.doi.org/10.2478/pcssr-2019-0019.
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AbstractIn Sweden, the formal soccer coach education programs are divided into different levels and are also divided into youth coaching and senior coaching. This paper focuses on youth soccer coaches and their reflections on coach education programs. In the background section the Swedish context is described, as well as current research on coaches’ education and learning. The aim of the paper was to investigate youth soccer coaches’ reflections on coach education programs and to analyse their reflections by using a cultural approach to learning. The empirical material of the paper derives from a web-based questionnaire, posing questions about competence, learning and stress. The coaches were also invited to reflect on the question “how do you believe that soccer associations can educate good coaches?” There were 369 responses, and these were analysed using qualitative content analysis. Results indicated reflections about Flexibility in time, place and content, Mentorship supporting informal learning, Demanding mandatory education and emolument, Education focusing on wholeness and Education being based in practice. The conclusion was that decentralization of education and development of coaches’ contexts, abilities and motivation to critically analyse aims and contents of coach education programs are improvement areas for learning and coaching practices.
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Stodter, Anna, and Christopher J. Cushion. "Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 307–16. http://dx.doi.org/10.1123/iscj.2018-0067.
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Despite the centrality of coach developers to formal coach education settings, only a handful of studies have begun to touch upon the role they play in mediating quality learning, while links between different layers of learning and impact on coach learners remains underexplored. This research explored English coach developers’ understanding of learning, and the learning frameworks taught to them, through unstructured interviews and participant observation of a generic coach developer training course. Three coach developers were observed delivering formal coach education, to elucidate how understanding was applied in practice. Supporting interviews with 16 coaches attending the course gave an indication of reactions to developers’ practice. Combined layers of data were analysed using a three-phase integrated analytic process. In the absence of pertinent evidence-informed coach developer training course design and delivery, implicit ‘practice-theories’, based on participants’ experiences as coaches and coach developers, appeared to inform understanding and practices. Despite acknowledging ‘learner centred’ learning principles, coach developers experienced challenges implementing these in practice and coach learners perceived confusion and contradictions. Findings are discussed in relation to contemporary ideas around coaches’ and coach developers’ learning, to highlight potential ways that coach developers could be more effectively prepared and supported.
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Lemyre, François, Pierre Trudel, and Natalie Durand-Bush. "How Youth-Sport Coaches Learn to Coach." Sport Psychologist 21, no. 2 (June 2007): 191–209. http://dx.doi.org/10.1123/tsp.21.2.191.
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Researchers have investigated how elite or expert coaches learn to coach, but very few have investigated this process with coaches at the recreational or developmental-performance levels. Thirty-six youth-sport coaches (ice hockey, soccer, and baseball) were each interviewed twice to document their learning situations. Results indicate that (a) formal programs are only one of the many opportunities to learn how to coach; (b) coaches’ prior experiences as players, assistant coaches, or instructors provide them with some sport-specific knowledge and allow them to initiate socialization within the subculture of their respective sports; (c) coaches rarely interact with rival coaches; and (d) there are differences in coaches’ learning situations between sports. Reflections on who could help coaches get the most out of their learning situations are provided.
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O’Dwyer, Anne, and Richard Bowles. "Exploring the Potential Value of Self-Study to Support Coach Learning." International Sport Coaching Journal 7, no. 1 (January 1, 2020): 95–101. http://dx.doi.org/10.1123/iscj.2018-0105.
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A range of learning opportunities needs to be afforded to coaches to support the complexity of effective coaching. Coaches learn to coach in formal and informal settings. Much research has advocated collaborative coach learning, but there is a need to conduct research in order to evidence reliable ways to support collaborative coach learning. Self-study has been effective to support practitioners’ learning in teacher education and physical education teacher education. To date, there has been a very limited application of self-study in coaching contexts. This Insights paper advocates the use of collaborative self-study as a reliable and valid approach to support meaningful coach learning. This paper documents the researchers’ own experiences of learning to coach within a collaborative self-study. The coaches focused on developing an athlete-centred coaching approach. This paper illustrates how self-study supported collaboration, reflection, and pedagogical innovation over the course of a Gaelic football season. The authors outline implications for future research into coaching and coach education.
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Berntsen, Hedda, and Elsa Kristiansen. "Successful coach learning: Digital workbook informed by pedagogical principles." International Journal of Sports Science & Coaching 14, no. 3 (March 21, 2019): 310–23. http://dx.doi.org/10.1177/1747954119835439.
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This study was based on the hypothesis that advances in cognitive science may be helpful for Coach Development Programs. We wondered: How can a learning tool such as a digital workbook that is informed by evidence-based pedagogical principles be helpful for coach development? After designing the learning material, based on the cognitive theory of multimedia learning, the digital workbook was used in a coach development program that aimed to improve coaches' need-supportiveness. Ten coaches at an elite sport school in Norway attended the program over a season, and afterwards they were asked whether the learning material had contributed to their knowledge of need-supportive skills. Thematic analysis of the interviews revealed visualization, awareness, and transfer to one’s practice as the three main themes describing the educational value of the digital workbook. The material showed the coaches how need-support can be acted out in a sport-specific context. Additionally, the learning material resulted in increased engagement and awareness through coaches' reflections, which is an important step towards integrating new material to prior knowledge and create meaningful learning. Finally, the coaches highlighted transfer of the presented learning material to their practice experiences. We conclude that cognitive science may have useful implications for the design of effective learning materials for coach development programs.
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Araya, Jamie, Andrew Bennie, and Donna O’Connor. "Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program." International Sport Coaching Journal 2, no. 1 (January 2015): 3–14. http://dx.doi.org/10.1123/iscj.2013-0036.
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The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
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Douglas, Scott, William R. Falcão, and Gordon A. Bloom. "Career Development and Learning Pathways of Paralympic Coaches With a Disability." Adapted Physical Activity Quarterly 35, no. 1 (January 1, 2018): 93–110. http://dx.doi.org/10.1123/apaq.2017-0010.
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The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.
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Pires, Pedro, André Ramalho, Antonio Antúnez, Helena Mesquita, and Sergio J. Ibáñez. "Career Development of Adapted Sports Coaches: Systematic Review of Qualitative Evidence Literature." International Journal of Environmental Research and Public Health 18, no. 12 (June 19, 2021): 6608. http://dx.doi.org/10.3390/ijerph18126608.
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This study aims to synthesize and understand the qualitative and empirical evidence previously published on adapted sports career development. This systematic literature review also aimed at developing a conceptual model of the training and career path of adapted sports coaches. The research was carried out through the following databases: PubMed, Erid, EBSCO, Web of Science and Scopus. We selected nine qualitative studies according to the specific eligibility criteria. Data extraction was carried out independently by different authors, including the assessment of the methodological quality of the articles. We developed a conceptual model composed of four descriptive subjects (adapted sport option; perception of training athletes in adapted sports; development of the adapted sports coach’s learning; adapted sports coach reality) about the adapted sports coach’s pathway and added three analytical subjects about the difficulties, opportunity and reality of adapted sports. The conceptual model suggests inclusion of practical activity programs, the specificities of related contents with the adapted modalities, and observation in a real context are fundamental.
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Roach, Michael. "Does Prior NFL Head Coaching Experience Improve Team Performance?" Journal of Sport Management 30, no. 3 (May 2016): 298–311. http://dx.doi.org/10.1123/jsm.2015-0008.
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Sports franchises often value prior head coaching experience as they evaluate head coaching candidates. This paper empirically tests whether prior head coaching experience affects team performance in the National Football League. Accounting for individual coach effects and other relevant factors, I find that team performance is significantly worse beyond a given coach’s initial head coaching spell. These results hold for a variety of outcome measures. While coaches with the lowest levels of success in their initial head coaching spell have the most pronounced negative experience effects, significant negative effects are estimated for coaches at all levels of initial success. One explanation for these results is that human capital acquired through head coaching experience is to a large extent firm specific, so while learning does occur within a given head coaching job, it does not carry over to future coaching spells. This can lead to an erosion of any relative human capital advantage.
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Hämäläinen, Kirsi, and Minna Blomqvist. "A New Era in Sport Organizations and Coach Development in Finland." International Sport Coaching Journal 3, no. 3 (September 2016): 332–43. http://dx.doi.org/10.1123/iscj.2016-0075.
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The purpose of this article is to describe recent actions for sport organizations and coach development in Finland. Finnish Sport organizations and systems especially in high-performance sports have been in a transition phase in recent years. The high-performance sport systems have been analyzed and reorganized and new strategic goals were set. Coach development was chosen as one of the focus areas and the leadership of coach development is at the new High Performance Unit of the Olympic Committee. There are different education paths for coaches and all the organizations which provide coach education belong to a network for coach development. This network works for developing programs, learning concepts and tools and sharing of expertise. One key idea of the development work has been to conduct systematic research among Finnish coaches to gain objective information of coaches’ needs and learning experiences. As a result of this work, the Finnish Coach Competence Model was created as a tool and for creating common understanding of coaches’ competences and for developing education programs and coaches’ assessment. Creating a new learning culture and a network have been the main steps so far and the further development for those are also the main goals in future.
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Abdelkader, Guebli, Reguieg Madani, Sba Bouabdellah, Nurtekin Erkmen, Zerf Mohammed, and Ekrem Boyali. "The Contribution Of Biomechanical Analysis Technology To Improve The Assessment Of Students During Certain School Sports Activities (Long Jump)." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 2 (June 30, 2021): 429–36. http://dx.doi.org/10.33369/jk.v5i2.14529.
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The purpose of this study was to determine the contribution of biomechanical analysis technology to improve the assessment of students during certain school sports activities (long jump), this by (1) determining the statistical differences between groups in variables analyzed. (2) revealing the relationship between the kinematical variables analyzed and the digital level & evaluation result. The sample included 32 students in the 1st year of secondary school (16 males, 16 females), two groups for each gender. Group ? working on the use of kinetic analysis in a correction the kinetic performance and evaluated, and group ? is guided by the observation only. The study involved the kinematical analysis of performance during long jumping activity, by using the software; Coach's Eye & MyDartfish Express. The data were analyzed in SPSS 22.0 program, the descriptive statistics (mean ± SD, Std. E), the Anova & T-tests for difference statistical between groups, and the P test for the correlations between variables. In conclusion, our assessment problem is that it depends on the digital level only in the learning phase. Besides, these results indicate that the professors who use this kinetic analysis software have adjusted the way they evaluate students, where Improving digital achievement should depend on proper evaluation in the stages of achievement for the physical education and sports teaching process.
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Sackey-Addo, Richard, and Javier Pérez Camarero. "The evolution of online education for sports coaches: A tennis perspective." ITF Coaching & Sport Science Review 24, no. 68 (April 30, 2016): 31–33. http://dx.doi.org/10.52383/itfcoaching.v24i68.178.
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This article looks at how modern coach education has progressed with the development of more resources and online learning platforms dedicated to informal and distance-learning based courses for coaches and what the effects of this means for the future of coach education courses for coaches and tutors.
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Benish, Diane, Jody Langdon, and Brian Culp. "Examination of Novice Coaches’ Previous Experience as Athletes: Examples of Autonomy Support and Controlling Behaviors as Influences on Future Coaching Practice." International Sport Coaching Journal 8, no. 1 (January 1, 2021): 48–61. http://dx.doi.org/10.1123/iscj.2019-0031.
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As part of a coach’s informal learning process, previous athletic experience is a foundational element of an athlete’s future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes’ needs and motivation. This study investigated 15 novice coaches’ personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches’ engagement in autonomy-supportive behaviors.
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Glen, Jonathan, and David Lavallee. "HOW DO COACH EDUCATORS INFLUENCE MEANINGFUL BEHAVIOR CHANGE IN SPORTS COACHES?" Kinesiologia Slovenica 25, no. 3 (January 5, 2020): 16–30. http://dx.doi.org/10.52165/kinsi.25.3.16-30.
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This article provides an overview of how coach educators influence meaningful behavior change in sports coaches. Drawing upon the extant research, we outline gaps in the literature before reviewing key factors that influence behavior change in sport coaches. The framework for this article provides examples of five specific hypotheses, including: H1 : Ensure coach education programs are structured and sequenced; H2 : Coach characteristics drive behaviors: H3 : Behavior change is more likely to occur when coaches understand the impact of their behavior: H4 : The learning environment must align with needs of coaches; and H5 : Delivering and receiving feedback appropriately informs coach education practice. We include evidence of how an experienced coach educator influences meaningful behavior change in sports coaches. We conclude with recommendations for sport coach development programs and future researchers.
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Walsh, Julia, and Fraser Carson. "Searching for a Signature Pedagogy in Novice Coach Education." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 349–53. http://dx.doi.org/10.1123/iscj.2018-0049.
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Despite the increased research interest in coach education there has been little consensus on how novice sports coaches should best be educated. For the coach developer this becomes problematic when trying to design quality-learning activities for novice coaches that provide a foundation for current and future learning. While the research available has focused on specific areas of best practice curriculum for coaches (e.g., planning; communication; coach-athlete relationships; leadership), there has been less interest in pedagogical practice of novice coach education. Signature pedagogies have been recognised as characteristic methods of teaching used by disciplines to organize the learning process into common elements to prepare future practitioners for their professional roles. For Shulman signature pedagogies scaffold the discipline’s habits of ‘head’ (content); habits of the ‘hand’ (skills); and habits of ‘heart’ (values). This suggests that deep understanding of the disciplines’ habits is necessary for the development of appropriate signature pedagogies that support novice learning. The purpose of this Insight paper is to explore the current literature for potential signature pedagogies that support novice coach learning and the coach developer in teaching. A reflective conclusion summarises the main points and considers the direction for future research.
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Bertram, Rachael, Diane M. Culver, and Wade Gilbert. "Creating Value in a Sport Coach Community of Practice: A Collaborative Inquiry." International Sport Coaching Journal 3, no. 1 (January 2016): 2–16. http://dx.doi.org/10.1123/iscj.2014-0122.
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Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.
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Paquette, Kyle J., Aman Hussain, Pierre Trudel, and Martin Camiré. "A Sport Federation’s Attempt to Restructure a Coach Education Program Using Constructivist Principles." International Sport Coaching Journal 1, no. 2 (May 2014): 75–85. http://dx.doi.org/10.1123/iscj.2013-0006.
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Building on Hussain et al.’s (2012) analysis of Triathlon Canada’s constructivist-informed coach education program from the perspective of the program designer, this case study explored the structure and initial implementation of the program, as well as coaches’ perspectives of their journey to certification. Through a series of document analyses and interviews with the inaugural group of coach participants (N = 4), strategies for the application of constructivist principles are presented and discussed in relation to the coaches’ perspectives and coach development literature. More specifically, through its innovative use of learning activities and formative evaluation and assessment strategies, the program is shown to place considerable emphasis on coaches’ biographies, refection, and representation of learning. Finally, recommendations for coach educators are presented.
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Duarte, Tiago, Diane M. Culver, and Kyle Paquette. "Mapping Canadian Wheelchair Curling Coaches’ Development: A Landscape Metaphor for a Systems Approach." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 117–26. http://dx.doi.org/10.1123/iscj.2018-0099.
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This study addresses the preintervention phase of a larger project aimed at enhancing the learning capability of the Canadian wheelchair curling coaches’ landscape. To understand the learning leverage features and learning barriers of this landscape, a mapping exercise was conducted. The authors interviewed 16 people, using a semistructured interview guide. The thematic analysis and a landscape metaphor resulted in a map illustrating the main features of the landscape and where the learning potential might be. The findings of this study suggest that geographical isolation, the high costs associated with coach training, and the low number of athletes are all barriers to coaches’ learning. Therefore, with the information gleaned from this phase, an intervention for these coaches should be designed to prioritize meaningful learning opportunities, incorporate influential people noted by coaches, and leverage opportunities at training camps and competitions to mitigate the barriers identified. The landscape view allows for a systems approach that considers the potential of involving the different levels of the sport system to best serve the learning needs of coaches. Rather than focus on individual coach learning, research is needed to better understand how the landscape approach can build learning capability within sport organizations.
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Dohme, Lea-Cathrin, Alexandra J. Rankin-Wright, and Sergio Lara-Bercial. "Beyond Knowledge Transfer: The Role of Coach Developers as Motivators for Lifelong Learning." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 317–28. http://dx.doi.org/10.1123/iscj.2019-0034.
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Research investigating coach education and development has grown significantly over the past three decades. Most of these efforts have focused on establishing how coaches learn; yet the actual impact of specific coach education and development interventions has received considerably less attention. Moreover, the role of coach developers in facilitating this impact remains largely unknown. To address this knowledge gap, this study used a realist evaluation approach to engage in a detailed exploration of a large-scale, multi-annual coach education and development intervention with high school coaches in the Philippines. Using interviews and focus groups at two different time points with multiple stakeholders, this study established a series of context, mechanism and outcome configurations that provide a nuanced perspective on how coach education and development works. More specifically, this paper offers a novel interpretation of the role of coach developers as ‘motivators for lifelong learning’ established through three key mechanisms: 1) being available, approachable, and supportive; 2) creating a sense of belonging; and 3) raising coaches’ aspirations by increasing their sense of purpose and duty. Practical guidelines for the education of coach developers, as well as future coach education and development programmes are provided.
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Greenberg, Ethan, and Diane M. Culver. "How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport." Journal of Adventure Education and Outdoor Learning 20, no. 1 (January 4, 2019): 15–29. http://dx.doi.org/10.1080/14729679.2018.1557060.
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Keijzer, Helma De, Gaby Jacobs, Jacqueline Van Swet, and Wiel Veugelers. "Identifying coaching approaches that enable teachers' moral learning in professional learning communities." International Journal of Mentoring and Coaching in Education 9, no. 4 (July 27, 2020): 375–92. http://dx.doi.org/10.1108/ijmce-11-2019-0104.
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PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.FindingsIn total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.Practical implicationsWith coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.Social implicationsMaking explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.Originality/valueThe research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.
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Ostrowska - Karpisz, Anna, and Małgorzata Siekańska. "Communication between the coach and children learning to swim." Journal of Kinesiology and Exercise Sciences 29, no. 86 (December 31, 2019): 37–42. http://dx.doi.org/10.5604/01.3001.0013.7800.
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Aim. The purpose of this study is: (a) to examine how swimming coaches perceive their communication skills and preferences; (b) to better understand the behaviour of coach-athlete communication during practice sessions; (c) to explore similarities and differences between coaches’ declared and actual communication behaviour. Basic procedures. To accomplish this purpose, 10 swimming coaches (6 males, 4 females; mage=31 years) were invited to take part in the two-part study. First, the participants were asked to answer 6 questions about their communicational behaviours towards children during typical swimming practices. Then, during a real swimming session, both verbal and non-verbal communication was recorded (content of the message, recipient of the message, body posture, gestures, proxemics, vocal aspects). Results. The obtained results show that the coaches used six of communication behaviours. The results revealed a discrepancy between the coaches’ declared and observed communication preferences. The data analysis shows that the coaches provided both feedback (40.7%) and feedforward (59. 3%) information. In the research, it is shown that swimming teachers used non-verbal messages more often (63%) than verbal ones. Conclusions. In the teaching process, it is important that the trainer/coach provides not only information regarding the tasks to be performed but also information improving the atmosphere and also the quality of the exercises performed.
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Pires, Pedro, Marco Batista, Daniel A. Marinho, Antonio Antúnez, Helena Mesquita, and Sergio J. Ibáñez. "Training and Profile of Special Olympics Portugal Coaches: Influence of Formal and Non-Formal Learning." International Journal of Environmental Research and Public Health 18, no. 12 (June 16, 2021): 6491. http://dx.doi.org/10.3390/ijerph18126491.
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Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics Portugal to develop coaches’ skills are worthy of research. In this context, the study aims to identify the training paths and profiles of the Special Olympics Portugal coach. It also aims to analyze the relationship between formal and non-formal learning in the profile and training of this type of coach. The research is descriptive and transversal regarding Special Olympics Portugal coaches, with the participation of 50 subjects. Two questionnaires were used, the Coaches’ Training Profile Questionnaire to determine the training routes, and the Coaches’ Orientation Questionnaire. The results show that the Special Olympics Portugal coaches have an academic background and a somewhat critical profile. It is imperative to build formal and non-formal learning contexts that focus on the theme of adapted sports, in order to allow the training of more qualified coaches, who are consequently more effective in their interventions with this type of athlete.
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Maclean, Jordan. "The ‘Lieutenants’ of Coaching: How Materiality Shapes Coach Developers’ Practices." Somatechnics 11, no. 2 (August 2021): 265–82. http://dx.doi.org/10.3366/soma.2021.0355.
Full textAbstract:
One might assume that sport coaches are experts in coaching relationally as they do, after all, have to consider how their lieutenants work together in any given practice. If true, then coach developers, who coach the coaches, might be thought of as superior experts in relational provision. If also true, then a relational inquiry into coach education programmes is necessary for conceptualising learning. But previous conceptualisations of learning have neither considered relational analyses nor viewed learning as something that is not derivative from the coach. In this article, I examine how materials participate in and the ways materiality shapes two coach developers’ practices. Methodologically, I draw inspiration from actor-network theory, which is a sociomaterial approach that focuses on the relations of humans and nonhumans in practices. Methods include the ‘interview to the double’ ( Nicolini 2009 ), followed by observations during two level one coach education programmes: children and youth. Two vignettes of cones and the CD-ROM describe how social and material relations come together and shape coach developers’ practices in surprising and unexpected ways. The coach developers grappled with their ‘educator’ role so that coaches were better prepared to articulate the materiality of practices. Based on my analysis, I conclude by making a case for a material engagement with coach development.
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Koh, Koon T., Xin YM Ho, and Yizhe Koh. "The developmental experiences of basketball mentor coaches." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 520–31. http://dx.doi.org/10.1177/1747954117718048.
Full textAbstract:
Numerous studies have examined the developmental activities of expert coaches. However, empirical studies on the development of mentor coaches in sport are scarce, despite literature reporting benefits of coach mentoring. The purpose of the present study was to examine the developmental experiences of mentor coaches who were involved in a structured mentoring program embedded in a level-one basketball coach education program. Four mentor coaches (one female) who met the selection criteria participated in structured retrospective interviews. Quantitative data such as mentor coaches’ demographic, athletics and coaching experiences were analyzed to calculate the means, standard deviation, and frequency of mentor coaches’ profile. Results were partially consistent with literature on expert coaches where mentor coaches (1) were competitive athletes, (2) held leadership positions as athletes, and (3) had accumulated at least 10 years of coaching experience and were successful coaches at the developmental level and beyond. Qualitative data were content analyzed using the narrative method to examine how mentor coaches learned their craft. Results show that (1) past coaches greatly influenced the development of mentor coaches’ mentoring knowledge, especially in the early stage of their coaching career, (2) exposure to different levels of mentoring appears to be useful in preparing them for eventual mentoring roles, and (3) self-directed learning helped mentor coaches to enhance their mentoring knowledge. The results are discussed in relation to literature on coach learning and development. Practical applications of the findings are also proposed.