Journal articles: 'Coaching pedagogy'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.Master-Student Relations, coaching or mentoringSUMMARYThe 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.

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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.

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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.

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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.

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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.

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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.

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McDonald, Brent, and Michael Burke. "Coaching pedagogy and athlete autonomy with Japanese university rowers." Sport in Society 22, no. 8 (June 3, 2019): 1433–48. http://dx.doi.org/10.1080/17430437.2019.1621842.

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Jones, Robyn L., and Gethin Ll Thomas. "Coaching as ‘scaffolded’ practice: further insights into sport pedagogy." Sports Coaching Review 4, no. 2 (July 3, 2015): 65–79. http://dx.doi.org/10.1080/21640629.2016.1157321.

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Otte, Fabian W., Keith Davids, Sarah-Kate Millar, and Stefanie Klatt. "Specialist role coaching and skill training periodisation: A football goalkeeping case study." International Journal of Sports Science & Coaching 15, no. 4 (May 3, 2020): 562–75. http://dx.doi.org/10.1177/1747954120922548.

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In sports like association football, professional teams are increasingly devoting resources to the role-based development of individual athletes and sub-groups. By employing ‘specialist coaches’ into athlete-support structures, clubs aim to facilitate individualised athlete training programs to enhance performance preparation as well as skill learning and talent development. Here, we discuss how contemporary pedagogical training approaches, like Nonlinear Pedagogy and the Constraints-Led approach, can enhance effectiveness of specialist role-based athlete development programs to facilitate performance functionality. We argue the need for a model of specialist role-based coaching practice in high performance sports organisations, based on a unified theoretical rationale, such as ecological dynamics. To exemplify the nature of specialist role-based coaching, a case study addresses how Nonlinear Pedagogy and Constraints-Led approach are being used for training professional football goalkeepers in an U23 years age group. Integrating key concepts from ecological dynamics, allied to principles of Nonlinear Pedagogy and the Constraints-Led approach, common skill training principles for specialist role coaches are highlighted. These illustrate the use of the recently introduced ‘Periodization of Skill Training’ framework for specialist role coaching, practically exemplifying a way to harness opportunities for performance enhancement and individualised talent development in the football goalkeeping context.

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Woulfin, Sarah L. "Coach Professional Development in the Urban Emergent Context." Urban Education 55, no. 10 (June 21, 2017): 1355–84. http://dx.doi.org/10.1177/0042085917714513.

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This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The pedagogy of CCOP was loosely aligned with two dimensions of situated cognition: social interaction and authentic activity. There were limited opportunities to critically examine contextualized problems of practice regarding instruction, coaching, or the district context. Coaches rarely discussed their own work routines, teacher practice, or student learning. Although coaches received support around how to coach, this occurred in the absence of clarity around the substance of this coaching. Coaches reported benefiting from opportunities to interact professionally with other coaches from across the district. This article has implications for research on district capacity-building efforts, situated cognition, and the design and implementation of professional development for instructional leaders.

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Miller, Aaron L. "FromBushidōto science: a new pedagogy of sports coaching in Japan." Japan Forum 23, no. 3 (September 2011): 385–406. http://dx.doi.org/10.1080/09555803.2011.597054.

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Jennings, George. "Martial arts pedagogies and practice: A report on the contributions to coaching knowledge." Revista de Artes Marciales Asiáticas 12, no. 2 (November 30, 2017): 101. http://dx.doi.org/10.18002/rama.v12i2.5152.

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The 4th International Coaching Conference held at Cardiff Metropolitan University, UK, showcased a range of studies concerning pedagogy in martial arts (MA). They varied in regards to their underpinning discipline, theory and method, but were united by a concern for enhancing practice in both pedagogy (the science) and pedagogies (the objects of study). One theoretical talk advocated a study of individual practices (techniques of the body and their corresponding methods) via praxiography in relation for a balanced, critical health pedagogy examining the duality of ‘dark’ and ‘light’ aspects. This in turn was applied by an emerging study looking at rapid weight loss practices in Judo and other combat sports that is beginning to scrutinise policies in order to regular this problem. Meanwhile, an investigation into the mental toughness of Karate practitioners uncovered similarly alarming findings on extreme training methods among veteran Welsh Karateka, while another study of a British context of Savate and Capoeira shared ways of studying MA pedagogies in their total form through traditional approach to ethnography. Together, these papers exemplify the increasing corpus of knowledge on teaching and learning in MA that could support that of coaching alongside sport and body pedagogy.

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Salovaara, Isabel M. "Coaching centre as camp: Structures of feeling in popular representations of India’s coaching industry." Studies in South Asian Film & Media 11, no. 1 (November 1, 2020): 101–17. http://dx.doi.org/10.1386/safm_00022_1.

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In the last two decades, critical representations of the Indian education system have gained prominence in Hindi-language popular media. Centring on concerns about both pedagogy and inequality, these media texts have recently begun to incorporate fictionalized depictions of schooling beyond school – the vast ‘shadow education’ system that prepares students for school tests and competitive examinations in engineering, medical, civil service and other primarily technical and professional fields. This article explores the political significance of ambivalences that inhere within and between representations of the coaching industry. These ambivalences produce a narrative of enclosure in which upper-caste middle classes endure persecution while simultaneously engaging in forms of disciplinary self-fashioning in service to the nation. These ‘structures of feeling’ resonate with social theories of the camp, reconsidered from the Indian context.

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Jung, Hyunwoo. "When Sport Pedagogy Met Sport Coaching : Exploration of the direction of Sport Pedagogy through Discourse Analysis." Korean Journal of Sport Pedagogy 25, no. 3 (July 31, 2018): 85–108. http://dx.doi.org/10.21812/kjsp.2018.07.25.3.85.

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Kemp, Travis J. "Searching for the elusive model of coaching: Could the ‘Holy Grail’ be right in front of us?" International Coaching Psychology Review 3, no. 3 (November 2008): 219–26. http://dx.doi.org/10.53841/bpsicpr.2008.3.3.219.

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Efforts to conceptualise and design facilitative models that support coaching practice have been prevalent in both the peer-reviewed and industry-based literature since the popularisation of coaching as a human development methodology. A myriad of models claim to provide robust and efficacious methodologies that produce effective and targeted change and growth for clients. Whilst some of these models have gained greater popular acceptance from practitioners than others, many make erroneous and unfounded claims within the industry literature of relative superiority over other proprietary models. In apparent contradiction to the popular discourse, the current paper suggests that all coaching psychology interventions occur within a broad androgogy (or in the case of minors, pedagogy) or specifically, within a generic experiential learning process. With this assumption established it is proposed that future exploration and research into coaching intervention efficacy may be more valuably focussed on understanding and examining the techniques, methods or strategies that are utilised within this generic experiential coaching process in an effort to build a unique evidence base for coaching psychology practice.

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Correia, Marco Catarino Espada Estêvão, and Rachael Bertram. "The Surfing Coaching: Sources of Knowledge Acquisition." International Sport Coaching Journal 5, no. 1 (January 1, 2018): 14–23. http://dx.doi.org/10.1123/iscj.2017-0083.

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A career as a surfing coach is a relatively recent profession, and has not yet been the subject of extensive research. The aim of the present study was to investigate the specific sources of knowledge acquisition of surfing coaches. Individual semi-structured open-ended interviews were conducted with 11 expert surfing coaches. Results revealed that their knowledge acquisition was similar in many ways. Their formal higher education provided them with training in sport sciences and physical education pedagogy, as well as their athletes’ surfing experiences. Their knowledge base was further developed by acquiring additional information through surfing coaching courses, books, and the use of the Internet.

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Sumedi, Siti Hanna, Ilza Mayuni, and Siti Drivoka Sulistyaningrum. "Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher." NOBEL: Journal of Literature and Language Teaching 13, no. 1 (April 30, 2022): 117–37. http://dx.doi.org/10.15642/nobel.2022.13.1.117-137.

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Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching.

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Jones, Robyn, Kevin Morgan, and Kerry Harris. "Developing coaching pedagogy: seeking a better integration of theory and practice." Sport, Education and Society 17, no. 3 (June 2012): 313–29. http://dx.doi.org/10.1080/13573322.2011.608936.

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Passmore, Jonathan, and Lance Mortimer. "The experience of using coaching as a learning technique in learner driver development: An IPA study of adult learning." International Coaching Psychology Review 6, no. 1 (March 2011): 33–45. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.33.

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Objectives:This preliminary study sought to explore the experiences of UK Approved Driving Instructors (ADIs) in using coaching as a method for novice driver learning, as part of a wider research agenda into the use of coaching in driver instruction.Design:The qualitative method of Interpretative Phenomenological Analysis was used to explore the experiences of ADIs when employing a new learning technique with learner drivers.Methods:The study took place in the UK with 15 ADIs who had attended a five-day coaching skills course at the University of East London designed specifically for driving instructors and based on the University’s postgraduate programme for coaching psychology.Results:The study found seven main themes emerged with respect to the use of coaching. These were: understanding the nature of coaching; building an integrated approach; developing new skills; the learner’s acceptance of responsibility for their learning; helping learners’ change their attitude; performance; and achieving wider adoption within the industry.Conclusions:The study suggests that coaching has a role to play in driver learning. The perception of ADI participants was that, when combined with instruction, it is experienced by ADIs as a useful pedagogy. Further research is required to assess the impact of coaching on learning effectiveness and its post-test accident rates of learners.

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Minter, Mary Kennedy. "Recommendations For Faculty Development To Improve College Classroom Instruction." College Teaching Methods & Styles Journal (CTMS) 4, no. 1 (August 3, 2011): 57. http://dx.doi.org/10.19030/ctms.v4i1.5050.

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The emphasis in this paper is on basic principles of pedagogy and communication in the classroom. An underlying need for faculty development emerges because the majority of college professors have not had training in how to teach. Faculty are products of master and doctorate degree programs where the emphasis is on research and writing theses/dissertations, not teaching. Usually, only those professors who came to college teaching through the levels of elementary or high school teaching were required to have courses in pedagogy. The basic contention of this paper is that faculty development (in-service training and coaching) is needed to improve college classroom instruction, specifically related to classroom pedagogy and communication.

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Jenkins, Jayne M., and Mary Lou Veal. "Preservice Teachers’ PCK Development during Peer Coaching." Journal of Teaching in Physical Education 22, no. 1 (October 2002): 49–68. http://dx.doi.org/10.1123/jtpe.22.1.49.

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Peer coaching has recently been incorporated into teacher training programs in order to help novice teachers learn theory and incorporate teaching skills, models, and methods into the classroom. Although recent research on peer coaching has identified an increase in the reflective practice of preservice teachers (PTs), few researchers have examined how teacher knowledge develops in the coaching experience. The purpose of this study was to describe the kinds of knowledge exhibited by 8 PTs during coaching activities, and how the roles of teacher and coach contributed to knowledge development during an elementary physical education field-based methods course. Data collection included observations, postlesson conferences, and daily written reports. Results revealed that pedagogical content knowing (PCKg) developed differently in the roles of teacher and coach. Growth in the teaching role resulted initially from interaction of two knowledge components (i.e., students and pedagogy), and later from interaction of three or more components (subject matter, environmental context, and general pedagogical knowledge).

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Kee, Ying Hwa. "Mindfulness and its relevance for sports coaches adopting nonlinear pedagogy." International Journal of Sports Science & Coaching 14, no. 3 (February 24, 2019): 419–27. http://dx.doi.org/10.1177/1747954119830819.

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Nonlinear pedagogy is an approach for structuring skills acquisition that is underpinned by dynamical systems theory and ecological psychology approach of appreciating motor behavior. Given that nonlinear pedagogy calls for a different set of coaching strategies that departs from the traditional prescriptive approach, a heightened level of mindfulness—underpinned by attention/awareness and acceptance (Bishop et al., Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice 2004; 11(3): 230–241)—on coaches’ part may be particularly pertinent for facilitating this creativity-based and learner-centered approach. In this paper, the relevance of the mindfulness construct is discussed with reference to the need for coaches implementing nonlinear pedagogy to (a) develop sensitivity towards the dynamics of the movement system, (b) be open about impending variability and creativity in learner’s behavior, and (c) be accepting towards learners for who they are. The case for how coaches with heightened mindfulness might be better apt to accomplish the above is put forth. Some suggestions for future work in this area are also suggested. In line with the complex systems perspective in skills acquisition, perhaps it is not too far-fetched to consider a coach’s level of mindfulness during the coaching session as an important control parameter within a larger movement system that has a role in determining learner’s success in skill acquisition.

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Trautwein, Blane, and Sarah Ammerman. "From Pedagogy to Practice: Mentoring and Reciprocal Peer Coaching for Preservice Teachers." Volta Review 110, no. 2 (June 2010): 191–206. http://dx.doi.org/10.17955/tvr.110.2.m.629.

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Light, Richard. "Learner-centred pedagogy for swim coaching: a complex learning theory-informed approach." Asia-Pacific Journal of Health, Sport and Physical Education 5, no. 2 (May 4, 2014): 167–80. http://dx.doi.org/10.1080/18377122.2014.906056.

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Stewart, Carly, Laurita Marconi Schiavon, and Maria Luisa Bellotto. "Knowledge, nutrition and coaching pedagogy: a perspective from female Brazilian Olympic gymnasts." Sport, Education and Society 22, no. 4 (July 24, 2015): 511–27. http://dx.doi.org/10.1080/13573322.2015.1046428.

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Vinson, Don, Kelvin Beeching, Michelle Morgan, and Gareth Jones. "Collaborative Evaluation of Individual and Team Performance in Training and Match Environments Using the Coach Logic Online Platform." International Sport Coaching Journal 4, no. 1 (January 2017): 47–62. http://dx.doi.org/10.1123/iscj.2016-0048.

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Sports coaches’ commonly have a limited appreciation of pedagogy (Light & Evans, 2013). Furthermore, investigations concerning coaches’ use of performance analysis for athlete learning are rare (Groom, Cushion, & Nelson, 2011). Complex Learning Theory (CLT) advocates nonlinear and sociocultural educative approaches (Light, 2013). Considering this digital age, the aim of this investigation was to examine coaches’ use of Coach Logic—an online video-based coaching platform. Seven Head Coaches (five rugby union and two field hockey) were interviewed individually whilst their coaching staff and players contributed to group interviews. Results confirmed a priori themes of active, social and interpretive as derived from CLT. Analysis of these findings established that online coaching platforms have the capacity to facilitate the active involvement of athletes in the process of performance analysis. From a social perspective, online coaching platforms have helped to develop a positive team environment and also interpersonal working. Good practice was evident relating to interpretive approaches; however, the potential for coaches to embrace more radical conceptualisations of knowledge acquisition is stark. Online coaching platforms have a place in contemporary team sport environments and can contribute to athlete learning and other important aspects of team culture and cohesion.

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Lee, Hong-Min, and Matthew D. Curtner-Smith. "Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students." Journal of Teaching in Physical Education 30, no. 3 (July 2011): 296–313. http://dx.doi.org/10.1123/jtpe.30.3.296.

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The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

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ONG, Alexander, Michael KOH, and Quintin ROMAN. "Discussion - Integrating Sports Science Disciplines of Biomechanics and Strength Training in the Teaching of Table-tennis Drives - An Example in Singapore Sports School Experience." Asian Journal of Physical Education & Recreation 12, no. 1 (June 1, 2006): 63–68. http://dx.doi.org/10.24112/ajper.121312.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The Singapore Sports School was formed in 2003 as the result of a government initiative to strive for a sporting nation. With this emphasis on sporting success, the integration of sports science in the development of young athletes is a core strategy used in the teaching and coaching pedagogy of the sports school. The purpose of this article is to highlight an example of such a strategy used in teaching table-tennis skills. Specifically, our example will feature an integration of the disciplines of sports biomechanics, strength and conditioning principles and table-tennis coaching pedagogy, as a framework for coaching specific aspects of table-tennis forehand and backhand drives; and, draw implications of such an approach for use in sports programmes of schools in general.新加坡體育學校成立於2003年，是政府邁向運動之國目標的其中一個主要計畫。因此，這篇論文主要描述怎樣運用運動科學在於乒乓技術的進展。它內容將讓你能進一步瞭解如何運用運動生物力學與體能學在乒乓拉球與及其它運動方面。

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Rankin, Joss, Shane Pill, and Terry Magias. "Informing the Coaching Pedagogy of Game Modification in a Game Sense Approach with Affordance Theory." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 68. http://dx.doi.org/10.24197/aefd.1.2018.68-89.

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The Game Sense coaching approach is founded on expectations of game-based practice as the game (or game form) becomes the focus and starting point of practice. The theory of affordances, a conceptual pillar of ecological modelling of perception and action in sport leading to a constraintsled game design perspective, provides a basis for understanding the modifying and adapting games as a pedagogical emphasis of the Game Sense approach. We review affordance theory leading to a demonstrated application of constraints-led learning in Touch Football. We conclude with the proposition of constraints-led game design as a logical semantics for the game-based practice assumptions of the Game Sense approach. This paper demonstrates the potential of affordance theory as a means of analysis of the task dynamics of Touch Football to inform a Game Sense coaching perspective for the sport.

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Choi, Euichang. "Lost in Sport Pedagogy Research?: Navigating and Finding Possible Way Outs in Western Sport Pedagogy 3.0 Labyrinth." Korean Journal of Sport Science 33, no. 3 (September 30, 2022): 279–95. http://dx.doi.org/10.24985/kjss.2022.33.3.279.

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PURPOSE Sport pedagogy (SP) has established itself as a subdiscipline in Human Movement Studies since the 1970s. It has become an academic labyrinth as a result of its rapid flourishing. Most researchers are extremely confused about this disorderly research complex. This study aimed to evaluate the characteristics of SP in stages in the western (mostly English speaking) countries. METHODS Analysis of literature published in English from 1990 to 2022. RESULTS The developmental versions were divided as follows: SP1.0 is positivistic in nature, SP2.0 is multi-paradigmatic as it includes all paradigms, and SP3.0 (current version). Many academic journals have been launched, and a variety of books on divergent topics are being published. Currently, research has exploded. In SP3.0, research performed by British scholars are notable in terms of number and quality, overpowering those by scholars in the USA and other countries. Youth sport and sport coaching are regarded as new legitimate areas. Additionally, signs for SP4.0 have been indicated. CONCLUSIONS In order to find way outs in the SP labyrinth, it is necessary to recognize the current research trends in international SP.

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Pill, Shane, and Deboraha Agnew. "Small sided games: a scoping review of literature 2006-2016." International Sports Studies 41, no. 2 (February 12, 2019): 5–31. http://dx.doi.org/10.30819/iss.41-2.02.

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This article reports the findings of a scoping review of the use of small-sided games (SSGs) as a teaching or coaching pedagogy across four game categories. The selection criteria included empirical research available online, published after January 1 2006 and prior to December 31, 2016, in an academic journal. The data were analysed through an inductive thematic approach which generated two themes: Development and Practical considerations. This review found that SSGs can be used as a deliberate pedagogy to elicit physiological responses for a training effect. Given that the variables associated with SSGs include pitch size, game intensity, and number of players, a key determining factor in the implementation of SSGs includes the objective of the practice activity.

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Pill, Shane. "Informing Game Sense pedagogy with constraints led theory for coaching in Australian football." Sports Coaching Review 3, no. 1 (January 2, 2014): 46–62. http://dx.doi.org/10.1080/21640629.2014.890778.

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Mallett, Clifford J., Pierre Trudel, John Lyle, and Steven B. Rynne. "Formal vs. Informal Coach Education." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 325–64. http://dx.doi.org/10.1260/174795409789623883.

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The training of coaches is considered central to sustaining and improving the quality of sports coaching and the ongoing process of professionalisation. Sports coaches participate in a range of learning opportunities (informal to formal) that contribute to their development to varying degrees. In this article, we present our collective understanding on the varying types of learning opportunities and their contribution to coach accreditation and development. The authors presented these views (from a sports pedagogy perspective) as part of a workshop entitled “Formal vs. Informal Coach Education” at the 2007 International Council of Coach Education Master Class in Beijing. These reflections seek to stimulate the on-going, and often sterile, debate about formal versus informal coach education/learning in order to progress scholarship in coaching.

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Seth, Pyar J. "The Essence of My Coaching Is to Serve: Monty Williams, Faith, and Relationality." Religions 13, no. 10 (October 9, 2022): 936. http://dx.doi.org/10.3390/rel13100936.

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Oftentimes, an athletic coach is tasked with establishing a player–coach relationship that is built on trust, commitment, accountability, hard work, and a belief in process. More recently, however, head coach of the Phoenix Suns, Monty Williams, has garnered considerable public attention for adding faith into that equation. Though faith is primarily considered a theological outlook and expression of spiritual value, it has extended beyond religiosity into his coaching praxis and pedagogy. In the paper, I look to add the voice of Monty Williams to the rich cohort of Black people assembled by Carey Latimore in Unshakable Faith: African American Stories of Redemption, Hope, and Community, a text principally concerned with illuminating the diversity in thought and expression of faith. Additionally, I draw on theories from Black Studies, post-colonial studies, and the sociology of sport to interrogate a particular discursive formulation advanced by Williams—“[…] the essence of my coaching is to serve”. I explore the nature of a faith-based coaching philosophy in the game of basketball and how the notion of coaching as service expresses a dynamic, complex set of religious histories, but also embodies a form of relationality centered on the following question: What does it mean to navigate sociopolitical life and death in community?

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Hastie, Peter A. "Early Sport Specialization from a Pedagogical Perspective." Kinesiology Review 4, no. 3 (August 2015): 292–303. http://dx.doi.org/10.1123/kr.2015-0029.

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This paper examines the literature within sport pedagogy that addresses early sport specialization. The paper is presented in two sections. First, research on a number of common sense assumptions about early specialization is examined from a pedagogical perspective: (a) Is limiting youths’ experiences to a single sport the best path to elite status? (b) Do early specializers receive better coaching? (c) Do coaches of early specializers have better sport content knowledge? (d) Do coaches of early specializers have better planning behaviors? (e) Do instructional climates differ between specialized and diversified coaching settings? Second, a research agenda from a pedagogical perspective is proposed for answering the questions posed in the first section, as well as the various assessments and protocols that would allow for these questions to be answered.

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Lopez, Trish, Janet Penner-Williams, and Rebecca Carpenter de Cortina. "Facilitating Culturally Responsive Teaching Through Online Courses and Coaching." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 36–52. http://dx.doi.org/10.36021/jethe.v4i3.216.

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Teacher professional development and education programs are enhancing job-embedded experiences to address the disparity between theory and implementation. Simultaneously, higher education is now offering online courses to attract geographically distant educators, especially in high-needs fields such as teaching English Learners and Culturally and Linguistically Diverse students. There is a need to investigate what online teacher professional development and education programs can do to promote teachers’ application of what they learn. This pilot study utilized the Inventory of Situationally and Culturally Responsive Teaching (ISCRT) to investigate 23 in-service teachers’ culturally responsive teaching (CRT) practices before and after receiving online coursework and coaching. When compared to the control group, treatment teachers’ scores on four of the five ISCRT standards—Joint Productive Activity, Language and Literacy Development, Challenging Activities, and Instructional Conversations—as well as the composite were statistically significant. Findings suggest online CRT coursework with complementary instructional coaching supports teachers’ implementation of new knowledge and pedagogy.

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McMahon, Jenny, Camilla J. Knight, and Kerry R. McGannon. "Educating Parents of Children in Sport About Abuse Using Narrative Pedagogy." Sociology of Sport Journal 35, no. 4 (December 1, 2018): 314–23. http://dx.doi.org/10.1123/ssj.2017-0186.

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Research on abuse in sport reveals that sporting environments are unique contexts where athlete abuse can occur. An international panel on “safe sport” identified the need to implement strategies to ensure sport is safe for all. One strategy identified as a way of preventing abuse from occurring in sport is to educate the parents of athletes. This study centres on an education intervention implemented with 14 parents from a gymnastics and swimming context where narrative pedagogy (e.g., athletes’ stories of abuse) was used. As a result of engaging with narrative pedagogy, parents were able to identify unacceptable coaching practices. However, the extent of several dominant cultural ideologies (e.g., competitive performance ideology) became known through the parents’ responses and influenced the way they took up the athletes’ abuse stories.

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Kim, Sun-Hee, and Jin-Hee Kim. "A Study on Implementation of Sport Pedagogy Subject for the Sports Coaching Qualification System." Korean Journal of Physical Education 56, no. 2 (March 31, 2017): 259–70. http://dx.doi.org/10.23949/kjpe.2017.03.56.2.18.

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Lawrence, Heidi Y., Rachael G. Lussos, and Jessica A. Clark. "Rhetorics of Proposal Writing: Lessons for Pedagogy in Research and Real-World Practice." Journal of Technical Writing and Communication 49, no. 1 (December 13, 2017): 33–50. http://dx.doi.org/10.1177/0047281617743016.

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Proposals are ubiquitous documents with challenges beyond the writing task itself, such as project management, strategic development, and research. Reporting on proposal instruction research in other fields and the results of an interview study with proposal writers, this article argues for a shift in how proposals are taught and conceptualized. By coaching students on the wide range of rhetorical practices that proposals require rather than how to produce proposal documents, technical and professional communication instruction can better prepare future communicators to manage and produce competitive proposals and more actively participate in these important efforts in the community, industry, and academy.

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Driska, Andrew P. "A Formative, Utilization-Focused Evaluation of USA Swimming’s Nationwide Online Coach Education Program." International Sport Coaching Journal 5, no. 3 (September 1, 2018): 261–72. http://dx.doi.org/10.1123/iscj.2017-0096.

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Large-scale online coach education programs have become a preferred method of compulsory training for sport governing bodies. In particular, USA Swimming launched a revised online version of its Foundations of Coaching program in 2013. To evaluate its effectiveness, a utilization-focused evaluation was employed to engage program decision-makers in the process of inquiry. After conducting program elicitation exercises with program decision-makers, semi-structured interviews with 21 participant coaches examined course effects on knowledge, attitudes, and behaviours related to coaching swimming. Coaches indicated learning and implementing changes to their coaching of swimming skills, but also indicated the adoption of developmentally-appropriate training practices, which was supported by a corresponding attitude change towards developmentally-appropriate training. Goal setting and incorporating fun into workouts were also endorsed. The evaluation uncovered positive perceptions of the course, and showed that using the course to initiate an ongoing conversation between USA Swimming and its membership could help extend learning opportunities and professional development. The course’s effect on some attitudes (but not others) showed how intentionality of course design and pedagogy were linked to attitude formation. Future evaluations show promise for improving the function of similar large-scale coach education programs.

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Stephenson, James, Colum Cronin, and Amy E. Whitehead. "“Suspended Above, and in Action”: Think Aloud as a Reflective Practice Tool." International Sport Coaching Journal 7, no. 1 (January 1, 2020): 11–21. http://dx.doi.org/10.1123/iscj.2018-0022.

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Think Aloud (TA) involves an individual verbalising his or her thoughts throughout the duration of a task. A case study approach examined the experiences of one football coach (Dave) as he engaged in four coaching sessions using TA. Dave completed four reflective diaries, supported by an overall narrative account, TA transcriptions, and two interviews. The aim of the case study was to gain a deeper understanding of Dave’s experiences of using TA in his context. Interpretative phenomenological analysis was utilised and revealed a superordinate theme of “suspended above himself” and actively engaging in the coaching session, which reflects the essence of TA for Dave. This metaphor captures the view that the TA process enabled Dave to move between analysing his own performance as if suspended above himself, and engaging in the action of the coaching session. Five subordinate themes were also generated: improved self-awareness, pedagogy, communication skills, feelings of apprehension, and distraction. These findings provide a rich description of the experience of TA and a novel glimpse into the potential pitfalls associated with TA that will inform coach educators. A further significant contribution is provided by highlighting relevant theoretical considerations that will inform future studies.

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van Kooten, G. Cornelis. "Re-Considering Long-Term Athlete Development on Coach Education: An Illustration from Judo." International Sport Coaching Journal 3, no. 1 (January 2016): 83–89. http://dx.doi.org/10.1123/iscj.2015-0058.

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The purpose in this paper is to examine the effectiveness/usefulness of the long-term athlete development (LTAD) model, particularly in the coaching of judo. The major influences on the LTAD approach, including deliberate practice, are reviewed along with recent evidence that leads to questions about the usefulness of the LTAD model. While Judo Canada has attempted to implement this model in its program to train coaches, there remains a great deal of incongruity between the LTAD approach and the pedagogy that often characterizes judo.

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Ayliffe, Megan, Caroline Gos, and Gwen Hobbs. "An exploration of the use of ABLe by educational psychologists to promote universal inclusive practice in primary school classrooms in one local authority in Scotland." Educational Psychology in Scotland 20, no. 1 (2020): 68–75. http://dx.doi.org/10.53841/bpsepis.2020.20.1.68.

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In Scotland, an increasing amount of emphasis is being placed on creating inclusive learning environments to meet the needs of all learners. An inclusion pedagogy requires a focus on all children in a classroom and a rejection of deterministic beliefs of ability. The current study examined the use of Addressing Barriers to Learning (ABLe), an inclusive practice resource developed and promoted by Dundee City Council Educational Psychology Service (DEPS). 11 educational psychologists (EPs) took part in a survey exploring their views surrounding the impact and process of using ABLe. Qualitative thematic analysis identified three key themes (Staff engagement, role of the EP, future needs) and six sub-themes (staff resistance, within-child conceptualisations, professional dialogue, evidencing impact, accessibility and format, and staged approach to implementation). The findings suggest that successful implementation of ABLe is facilitated by the collaborative coaching of inclusive pedagogy and functional links to the National Practice Model.

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Kentel, Jeanne Adèle, and David Ramsankar. "When Winning Hurts." International Sport Coaching Journal 2, no. 2 (May 2015): 213–18. http://dx.doi.org/10.1123/iscj.2015-0016.

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Coaches are in a strong position to lay the groundwork for positive outcomes and attitudes in sports. In this paper we attempt to uncover ways in which coaching and sport pedagogy might be informed through our perspectives as parents of two young girls. As a father and a mother from two different families we examine the complexities of competition among the young. We begin to theorize about the ways young people might contribute to the discourse about competition in sport and ways coaches, coach educators and researchers might respond to enact potential reform.

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Gordon, Evelyn J. "‘The Good, the Bad and the Ugly’: A Model for Reflective Teaching Practices in Coaching Pedagogy." Strategies 30, no. 1 (January 2, 2017): 21–27. http://dx.doi.org/10.1080/08924562.2016.1251866.

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Hewitt, Mitchell, Shane Pill, and Rebecca McDonald. "Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 46. http://dx.doi.org/10.24197/aefd.1.2018.46-67.

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The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.

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Journal articles on the topic 'Coaching pedagogy'

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