Relevant bibliographies by topics / Coaching pedagogy

Academic literature on the topic 'Coaching pedagogy'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Coaching pedagogy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Coaching pedagogy"

1

Light, Richard L., and Stephen Harvey. "Positive Pedagogy for sport coaching." Sport, Education and Society 22, no. 2 (March 4, 2015): 271–87. http://dx.doi.org/10.1080/13573322.2015.1015977.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

R.L., Light, and Razak M.S. "The Influence of Experiential Pedagogy on Undergraduate Sport Coaching Students’ ‘Real World’ Practice." International Journal of Physical Education, Fitness and Sports 9, no. 2 (June 3, 2020): 37–44. http://dx.doi.org/10.34256/ijpefs2025.

Full text
Abstract:
There is a body of research on the challenges that coaches face when trying to implement athlete-centred coaching, but very little attention has been paid to the influence that the growing number of sport coaching degrees has on coaches’ beliefs and practice in regard to athlete-centred coaching. While studies have been conducted on sport coaches’ use of game-based approaches (GBA) to coaching, undergraduate sport coaching students’ interpretation of this coaching innovation has been largely overlooked. This article takes a step toward redressing this oversight by reporting on a study that inquired into the influence of the experiential pedagogy used in a course on athlete-centred coaching on students’ beliefs about coaching and their practice. The scholarship of teaching study adopted a constructivist grounded theory methodology to focus on five undergraduates in a sport coaching program with data generated through a series of three interviews with each participant. This study concludes that the experience-based course design was effective in influencing undergraduate students’ beliefs about coaching and their practice outside university.
APA, Harvard, Vancouver, ISO, and other styles
3

Timonen, Päivi, and Heli Ruokamo. "Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991430.

Full text
Abstract:
In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.
APA, Harvard, Vancouver, ISO, and other styles
4

Renshaw, Ian. "Nonlinear Pedagogy Underpins Intrinsic Motivation in Sports Coaching." Open Sports Sciences Journal 5, no. 1 (September 13, 2012): 88–99. http://dx.doi.org/10.2174/1875399x01205010088.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zinaich, Samuel. "Janet Staab on Philosophical Coaching as Engaged Pedagogy." International Journal of Philosophical Practice 2, no. 4 (2005): 27–32. http://dx.doi.org/10.5840/ijpp20052410.

Full text
Abstract:
In this essay, I critically analyze Janet Staab’s view of engaged pedagogy, as a basis for philosophical coaching. I argue that Staab’s approach fails to address two major issues faced by counselors within a counseling context. First, Staab’s position does not appreciate the need for an appropriate psychical distance between coach and client, one needed to understand the client’s problems. Second, although Staab addresses the need to handle conflicts that may arise between coach and client, her viewpoint does not recognize the value of how it is possible to empower the client even if the choices and outlooks of the client clash with the coach’s own values.
APA, Harvard, Vancouver, ISO, and other styles
6

Hickling, Siobhan, Alexandra Bhatti, and Devin C. Bowles. "Conferences as Coaching Opportunities: A Case Study of an Assignment Incorporating Student-Produced Videos." Pedagogy in Health Promotion 5, no. 3 (August 27, 2019): 214–22. http://dx.doi.org/10.1177/2373379919861418.

Full text
Abstract:
To ensure student engagement and optimal preparation of the future workforce, academic educators frequently and repeatedly update curricula and pedagogic approaches. Evaluation of these updates often focuses on how well the chosen educational technique achieves its goal. For updates that add a new learning goal, it is important that evaluation considers the value of the goal in a crowded curriculum. Peer-to-peer feedback and coaching provides a low-investment and timely method of evaluation and can be facilitated by conferences focused on pedagogy. This coaching article uses a case study of an assignment for postgraduate students incorporating student-produced videos developed independently at three Australian universities. The authors learned of one another’s work in preparation for delivering presentations at a conference focused on teaching public health and decided to collaborate on a single workshop. In the process, they reinforced and expanded their understanding of the benefits and important considerations for a video assignment and engaged in two-way coaching with conference delegates from across Australasia. Benefits include teaching students skills that will become increasingly important in their future careers, the potential for enhanced student engagement due to novelty, and resistance to plagiarism. Important considerations include explaining the aim and parameters of the assessment as well as minimizing student anxiety. Preparation for the workshop led to refinements in some of the assessments. This article is simultaneously an affirmation of the value of peer-to-peer coaching opportunities that can arise at pedagogy conferences and an argument for the value of video assignments in public health education.
APA, Harvard, Vancouver, ISO, and other styles
7

Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (June 14, 2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

Full text
Abstract:
<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych cech mentoringu i coachingu. Snuję również rozważania na temat psychologicznych konsekwencji nieadekwatnego stosowania mentoringu lub coachingu w przebiegu poszczególnych etapów kształcenia. Konkluzja mojego artykułu jest następująca: mentoring jest bardziej naturalny i przydatny w początkowym etapie nauki, coaching warto zastosować w jej końcowej fazie, gdy bardziej istotne jest poszukiwanie oryginalności i niepowtarzalności. Stawiam sobie za cel inspirować czytelników do zgłębienia i eksplorowania omawianych idei oraz stosowania ich w praktyce dydaktycznej.</p><p><strong>Master-Student Relations, coaching or mentoring</strong></p>SUMMARY<p>The article presents the problem of application of mentoring and coaching (concepts from the psychology of business) in the methodology of teaching music art subjects. The author discusses the following issues: relations between a master and a student; the defi nition of mentoring and coaching; similarities and differences between mentoring and coaching; the role of a mentor and a coach as teachers of music art subject; stages of work of a teacher as part of the concept of mentoring and coaching; psychological consequences of inadequate application of mentoring or coaching during particular stages of education. In conclusions, the author underlines that mentoring is a historical approach and is customarily strongly rooted in artistic pedagogy, and the “master-student” relation is its most accurate implementation. In contrast, coaching is a relatively young idea, and in the case of teaching music, it is also intuitively used. Mentoring leads to and gives information, whereas coaching asks questions and mobilizes to activity. The process of music teaching of the artistic subject may include both these methods. They merge and supplement each other. Mentoring is more natural and useful at the initial stage of teaching, coaching is worth applying in its fi nal stage, when seeking originality and uniqueness becomes more important.</p>
APA, Harvard, Vancouver, ISO, and other styles
8

Roberts, Simon, and Paul Potrac. "Behaviourism, Constructivism and Sports Coaching Pedagogy: A Conversational Narrative in the Facilitation of Player Learning." International Sport Coaching Journal 1, no. 3 (September 2014): 180–87. http://dx.doi.org/10.1123/iscj.2014-0097.

Full text
Abstract:
To develop our understanding about how learning theory can help to make sense of and inform the facilitation of player learning, this article presents a fictitious discussion, which takes place following a postgraduate sports coaching lecture on learning theories, pedagogy and practice. Following the lecture, Coach Educator (CE) joins two group members for a coffee to listen to their thoughts, experiences, and coaching practices in relation to pertinent player learning theory. Behaviourist Coach (BC) discusses his approach to coaching and how he has come to coach in this way; and his practices that conform to behaviourist learning theory. When BC has finished sharing his views and practices, CE then invites the other student to contribute to the discussion. Constructivist Coach (CC) recognises that his philosophical beliefs about the facilitation of player learning are vastly different to those of BC. As such, CC decides to share his approach to coaching, which aligns itself with constructivist learning theory. It is hoped that this dialogue will not only further theorise the facilitation of player learning, but do so in a way that helps coaching practitioners make the connection between learning theory and coaching practice.
APA, Harvard, Vancouver, ISO, and other styles
9

Dieffenbach, Kristen D., and Valerie Wayda. "A Critical Review of American Academic Coaching Education Programs." Journal of Coaching Education 3, no. 2 (August 2010): 21–39. http://dx.doi.org/10.1123/jce.3.2.21.

Full text
Abstract:
Among the physical activity, exercise and health related academic disciplines, coaching education remains an under-developed field. Once closely aligned with physical education, coaching education has remained practically immobile despite the activity and growth in the related functional fitness and sport performance fields of exercise and sport sciences such as sport pedagogy, exercise physiology, and sport and exercise psychology. This article provides a historical context for the evolution of the academic discipline of coaching education within the broader field of physical education and a brief overview of coaching education as it exists within academia today. Recommendations and suggestions are made for the future growth and development of the coaching education discipline.
APA, Harvard, Vancouver, ISO, and other styles
10

Tinning, Richard. "Ruminations on reflection and critical pedagogy in sport coaching." Sports Coaching Review 11, no. 1 (October 27, 2021): 87–107. http://dx.doi.org/10.1080/21640629.2021.1984045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Coaching pedagogy"

1

Borg, Caroline. "Varaktiga effekter av coaching : En intervjustudie om upplevda effekter av coaching." Thesis, Högskolan i Gävle, Pedagogik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27799.

Full text
Abstract:
Syftet med denna studie var att söka svar på hur individer upplever varaktiga effekter av coaching samt hur coachingen påverkat deras välbefinnande. De tre respondenterna i studien hade fått en blandning av ledarskapscoaching och livscoaching hos samma coach. En kvalitativ metod med semistrukturerade intervjuer användes för att få en djupgående förståelse för de tidigare klienternas upplevelser av coaching och därefter analyserades datan med hjälp av tematisk analys. Resultatet visade att samtliga upplevt ett ökat och varaktigt välbefinnande. Ytterligare effekter, som hos vissa av deltagarna även var bestående var: en större trygghet i sig själv och/eller i yrkesrollen, ett större mod, självkännedom och förändring genom ökad reflektion, medvetenhet och insikt samt utökade färdigheter/förmågor. Slutsatsen som kan dras av studien är att de effekter som tidigare klienter upplevt av coaching bidragit till personlig utveckling och ett ökat varaktigt välbefinnande.
APA, Harvard, Vancouver, ISO, and other styles
2

Bush, Anthony J. "'Doing coaching justice' : promoting a critical consciousness in sports coaching research." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500692.

Full text
Abstract:
This research enquiry is a positional paper that locates the context in which sports coaching research is undertaken. Embracing a physical cultural studies sensibility, the research enquiry raises critical questions about the explanatory framework guiding sports coaching research and presents a new conceptualisation for research in the ‘field’. Deploying the theory and method of articulation (Hall, 1996) and Foucault’s (1969) genealogical method, this research enquiry maps out the critical history of the sports coaching present through consideration of the social forces that comprise our conjunctural moment (Grossberg, 2006). By doing so, the impact of the liberal capitalist order prevalent in higher education in the United Kingdom – termed the ‘proto-fascist / pernicious present’ (Giroux, 2005a; Silk and Andrews, in press) – is unpacked. Within this context, the research enquiry explicates how these various social forces congeal at, meet at, and frame the practice of sports coaching research. Through mapping sports coaching research within a corporatised higher education, the dominant or legitimate forms of sports coaching knowledge are problematised.
APA, Harvard, Vancouver, ISO, and other styles
3

Thunholm, Maria. "Lärandets relevans i coachingyrket : en intervjustudie om coachers uppfattningar." Thesis, University of Gävle, Faculty of Education and Business Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7266.

Full text
Abstract:

Lärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.

APA, Harvard, Vancouver, ISO, and other styles
4

Lindell, Johan. "En kvalitativ studie om Livscoachers uppfattningar om Livscoachning i Sverige." Thesis, Högskolan i Gävle, Pedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36369.

Full text
Abstract:
Den här studiens mål var att studera livscoacher uppfattningar om livscoachning i Sverige och fånga livscoachningens karaktärer. Metoden som användes var kvalitativa intervjuer. Det var totalt tre informanter som deltog i studien. Resultatet visade på att livscoachning handlar om att skapa en stark relation till sina klienter, där det är okej att i fråga sätta olika mönster och förutfattade tankar hos de, eftersom relationen mellan livscoachen och klienten är baserat på ett starkt förtroende för varandra. Andra fynd är att livscoachen försöker ständigt själv utvecklas. Resultat av livscoachningen är att klienter förbättrar tron på sig själva, löser sina problem, hanterar ångest bättre och får en bättre hälsa samt tar mer ansvar. Studien visar att det finns svårigheter inom livscoachningen, det kan bli för opersonligt om inte coachen är tillräckligt empatisk. Livscoachning kan även fungera som en resurs hos företagens HR avdelning.
APA, Harvard, Vancouver, ISO, and other styles
5

Larsson, Sanna. "Chefen som coach : En kvalitativ studie om problematiken med att coacha som chef." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39926.

Full text
Abstract:
Denna studie syftar till att ge chefer bättre förutsättningar att coacha personal genom att undersöka vilka svårigheter och utmaningar de kan möta i ett coachande (pedagogiskt) ledarskap. Extra fokus riktas mot faktorer som påverkar förutsättningarna för just chefer att coacha i sin chefsroll, som dubbla arbetsroller och personalens mottaglighet. Ansatsen är av kvalitativ design och semistrukturerade intervjuer användes som metod. Utifrån kriterierna att vara chef med personal- och verksamhetsansvar, samt anse sig själv bedriva ett coachande ledarskap, intervjuades fem chefer. Säljö’s (2014) tolkning av det sociokulturella perspektivet har utgjort grund för tematisk analys. Resultaten visar att begreppet coachning definieras på olika sätt av olika chefer, och att det finns en uppfattad fördel om alla visste vad coachning innebar. Det kan vara svårt att hitta tid att coacha i chefsrollen och alla personer inblandade påverkar förutsättningarna. En god relation mellan chef och mottagare är av stor vikt och coachningens effekter påverkar motivationen. Resultaten visar även att ett coachande ledarskap behöver kombineras med andra former av ledarskap, och att avvägningen för användning är svår. Studien bidrar till en ökad förståelse för svårigheter och utmaningar chefer kan möta i ett coachande ledarskap, vilka med förhoppning kan avhjälpas och därmed bidra till ökad kompetensutveckling hos personal.
APA, Harvard, Vancouver, ISO, and other styles
6

Chadwick, Hunter M. Dmitriyev Grigory. "Towards a critical coaching curriculum." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/hunter_m_chadwick/Chadwick_Hunter_M_200908_edd.pdf.

Full text
Abstract:
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Dr. Grigory Dmitriyev, major professor; Dr. John Weaver, Dr. Daniel Czech, Dr. Trey Burdette, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 109-115).
APA, Harvard, Vancouver, ISO, and other styles
7

Rodger, Fiona B. "Peer-coaching in higher education : an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1553975/.

Full text
Abstract:
This research explores learning and democratic values in the peer-coaching service at the Institute of Education (IOE). The service, set up seven years ago, adopted a learning-centred model of coaching (Carnell, MacDonald and Askew 2006). An initial evaluation of the service focused mainly on benefits to the coachee (Hargreaves 2007). To date, there has been no study into how learning is understood and facilitated by the coaches. This study builds on the work of the initial facilitators of the coaching group, Askew and Carnell 2011, by providing a detailed study into how learning is interpreted in practice. The study is set in the context of Adult Learning. In particular, aspects of Mezirow’s Theory of Transformative Learning are applied to illuminate the learning process. Six audio-recorded coaching conversations are analysed. A system of analysis is borrowed and developed from Conversation Analysis. The conversations are presented and analysed sequentially, before discussing approaches to learning, and values that appear to underpin practice. Findings suggest that despite following the same programme of professional development, coaches seem to understand learning differently resulting in diverse practice. Some appear to facilitate reflection on self. Connections between current and previous behaviour patterns are explored together with developing an understanding of where embedded beliefs and attitudes have originated. In other conversations, a goal-centred approach, focusing on completing specific tasks, is dominant. This research advances the argument for a learning-centred model of coaching leading to individual development, fulfilment and possibly better working practices. The thesis addresses a gap in research by exploring the practice of coaching as a model for supporting adult learning, identifying democratic values that underpin and give strength to, the transformative learning model. The thesis concludes with suggestions for coaches’ professional development and thoughts for future research.
APA, Harvard, Vancouver, ISO, and other styles
8

Koivisto, Tomi, and Marcus Odén. "En tränares väg till framgång : En kvalitativ studie om tränare och deras kompetenskrav." Thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-140205.

Full text
Abstract:
Since the need for financial resources and competent leaders is high in the modern sports industry, the demands on these leaders are also growing. With few means it is expected that good results will be achieved. In order to compete at the international level, higher demands will be placed on coaches and leaders in all sports in Sweden. The purpose of this study was to develop an elite development plan for trainer in wrestling with the specific purpose of identifying the characteristics a successful trainer should possess and what efforts are needed to develop the Swedish wrestling movement. In the study, four national team coaches and four national team wrestlers participated, four of which were men and four were women. The answers received have largely been about the coach's ability to listen to his adept and to respond to their opinions. It also emerged that cohesion in the training group is a key factor for success. Furthermore, the lack of financial resources was considered a major obstacle to the development of sport. As a conclusion, it can be seen that the visibility of wrestling in Sweden is not great, which indirectly affects the conditions that both coaches and practitioners have to work in their sports.
APA, Harvard, Vancouver, ISO, and other styles
9

Renton, Paul Andrew. "The identification of a referee practice model and a pedagogy for the coaching of Rugby Union referees." Thesis, Cardiff Metropolitan University, 2013. http://hdl.handle.net/10369/6526.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Johns, Janet Rachel. "Abriendo caminos : peer coaching of culturally relevant pedagogy for teachers of adolescent emergent bilinguals /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Coaching pedagogy"

1

Harvey, Stephen. Positive Pedagogy for Sport Coaching. Edited by Richard Light. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Light, Richard. Positive Pedagogy for Sport Coaching. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the: Routledge, 2016. http://dx.doi.org/10.4324/9781315443720.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Light, Richard, and Stephen Harvey, eds. Applied Positive Pedagogy in Sport Coaching. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003043812.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sport pedagogy: An introduction for teaching and coaching. Harlow, Essex: Prentice Hall/Pearson, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Armour, Kathleen M. Sport pedagogy: An introduction for teaching and coaching. Harlow, Essex: Prentice Hall/Pearson, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Game sense: Pedagogy for performance, participation and enjoyment. Milton Park, Abingdon, Oxon: Routledge, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pieron, Maurice. An introduction to the terminology of sport pedagogy: Vocabulary used in research in teaching and coaching. Liège: International Committee of Sport Pedagogy, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Piéron, Maurice. An introduction to the terminology of sport pedagogy: (vocabulary used in research in teaching and coaching). Liège: International Committee of Sport Pedagogy, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

What a coach can teach a teacher: Lessons urban schools can learn from a successful sports program. New York: P. Lang, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Creating smart schools: The education instructional coaching model. [New Jersey]: Xlibris Corporation, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Coaching pedagogy"

1

Brammall, Chris, and Jonathan Lowes. "Coaching Pedagogy." In Foundations of Sports Coaching, 129–51. 3rd ed. Third edition. | New York, N.Y. : Routledge, 2020 | Revised edition of: Foundations of sports coaching / Paul E. Robinson. 2015: Routledge, 2021. http://dx.doi.org/10.4324/9781003157526-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pill, Shane, and Brendan SueSee. "Coaching Pedagogy." In Routledge Handbook of Coaching Children in Sport, 16–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003199359-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jensen, Melissa. "Pedagogy of Coaching." In Coaching for Sports Performance, 38–74. First Edition. | New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429299360-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Costa dos Santos, Laura. "Coaching youth volleyball." In Positive Pedagogy for Sport Coaching, 102–6. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Light, Richard. "Coaching boxing technique." In Positive Pedagogy for Sport Coaching, 135–38. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Light, Richard. "Coaching breaststroke in Japan." In Positive Pedagogy for Sport Coaching, 153–56. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Harvey, Stephen. "Accounting for coaching context." In Positive Pedagogy for Sport Coaching, edited by Richard Light, 85–92. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jarrett, Kendall, Elliot Wilson, and Andy Siddall. "Positive Pedagogy in Cricket Coaching." In Applied Positive Pedagogy in Sport Coaching, 35–43. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003043812-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kuklick, Clayton. "Coaching Baseball with Positive Pedagogy." In Applied Positive Pedagogy in Sport Coaching, 52–58. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003043812-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Harvey, Stephen. "Outline of Positive Pedagogy." In Positive Pedagogy for Sport Coaching, edited by Richard Light, 13–23. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Coaching pedagogy"

1

Rony, Zahara, and Sani Aryanto. "Coaching Competency as a Solution for Indonesian Headmaster of Elementary School in Disruption Era." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286504.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Terpenny, Janis P., and Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

Full text
Abstract:
This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.
APA, Harvard, Vancouver, ISO, and other styles
3

Dewi, Ina Fatina. "A Combination of Mentoring-Coaching to Improve Teacher Pedagogic Competence." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Deswita, Yeni, and Rusdinal. "Development of the Pedagogic Competency Coaching Model for Teachers in Elementary School in PKG." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.39.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Coaching pedagogy"

1

Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

Full text
Abstract:
Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Coaching pedagogy' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography