‘We were all looking at them quite critically’: collaborative reflection on a university-based coach education program

2021 ◽  
pp. 1-16
Author(s):  
Martin Dixon ◽  
Chris Lee ◽  
Craig Corrigan
Keyword(s):  
Education Program ◽  
Collaborative Reflection ◽  
Coach Education

Common Coaching Challenges and their Association with Coach and Contextual Characteristics

2009 ◽  
Vol 2 (2) ◽  
pp. 73-96
Author(s):  
Ian Reade ◽  
Wendy Rodgers
Keyword(s):  
Education Program ◽  
Female Athletes ◽  
Education Programs ◽  
Male And Female ◽  
Coach Education ◽  
Contextual Characteristics ◽  
Multiple Levels ◽  
Multiple Challenges

This study asked a group of coaches about the major challenges they encounter in their coaching experience. The study was conducted with a group that had recently completed an introductory coaching course, but they had widely varied coaching experience, and coached male and female athletes in a variety of sports at multiple levels. We were interested in the extent to which the challenges were specific to the coaches’ context, or varied according to the age, education or experience of the coach. Our results showed that coaches face multiple challenges, but dealing with parents was commonly cited as the most challenging in all contexts, indicating that a generic coach education program on this topic could be effective. Other challenges tended to be associated with specific contexts and generic coach education programs may not be able to effectively prepare coaches for those challenges.

scholarly journals The Learner-Centred Status of a Brazilian University Coach Education Program

2018 ◽  
Vol 5 (2) ◽  
pp. 105-115 ◽  
Author(s):  
Michel Milistetd ◽  
Pierre Trudel ◽  
Steven Rynne ◽  
Isabel Maria Ribeiro Mesquita ◽  
Juarez Vieira do Nascimento
Keyword(s):  
Education Program ◽  
Social Factors ◽  
Sport Performance ◽  
Education Programs ◽  
Coach Education ◽  
Learner Centeredness ◽  
Education Leaders ◽  
The Social ◽  
Higher Education Leaders ◽  
Performance Area

Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.

Impact of a Large-Scale Coach Education Program from a Lifelong-Learning Perspective

2013 ◽  
Vol 6 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Diana Deek ◽  
Penny Werthner ◽  
Kyle J. Paquette ◽  
Diane Culver
Keyword(s):  
Lifelong Learning ◽  
Education Program ◽  
Large Scale ◽  
Learning Experience ◽  
Coach Education ◽  
Coach Learning ◽  
Before And After ◽  
Coaching Certification ◽  
The Impact ◽  
Depth Interviews

This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelong-learning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada’s National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches’ biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a lifelong-learning perspective and integrates constructivist principles into its design and delivery.

Coach Like a Woman: Learnings From a Pilot Coach Education Program

2020 ◽  
pp. 1-6
Author(s):  
Fraser Carson ◽  
Clara McCormack ◽  
Paula McGovern ◽  
Samara Ralston ◽  
Julia Walsh
Keyword(s):  
Education Program ◽  
High Performance ◽  
Best Practice ◽  
Self Regulation ◽  
Transfer Of Knowledge ◽  
Coach Education ◽  
Self Confidence ◽  
Self Talk ◽  
Australian Rules Football ◽  
Program Content

This best practice paper reflects on a pilot coach education program designed for women coaching Australian Rules football. Focused on enhancing self-regulation, and underpinned by a growth mindset framework, the “Coach like a Woman” program was delivered to a selected group of female coaches either working in or having been identified with the potential to coach at high-performance levels. This manuscript describes the program content and discusses the key insights identified by the delivery team. Creating a community of practice encouraged the transfer of knowledge and experience between the enrolled coaches, which increased competence and self-confidence. Providing an understanding of behavioral tendencies enhanced positive self-talk and aided self-regulation by the coaches. The delivery of the program and challenges experienced are also discussed. This reflection on the program is provided to assist future developments in coach education.

Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)

2018 ◽  
Vol 5 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Phil Ferrar ◽  
Lillian Hosea ◽  
Miles Henson ◽  
Nadine Dubina ◽  
Guy Krueger ◽  
...  
Keyword(s):  
Education Program ◽  
High Performance ◽  
The United States ◽  
Leadership Education ◽  
Relationship Building ◽  
Coach Education ◽  
High Performing ◽  
National Team ◽  
Coach Leadership ◽  
The Impact

The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.

scholarly journals Investigating Possible Effects from a One-Year Coach-Education Program

Sports ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 3
Author(s):  
Frode Moen ◽  
Maja Olsen ◽  
John Anders Bjørkøy
Keyword(s):  
Education Program ◽  
Future Research ◽  
Control Group ◽  
Working Alliances ◽  
Coach Education ◽  
Post Test ◽  
Cross Country Skiing ◽  
Cross Country ◽  
One Year ◽  
And Task

The main purpose of the current study was to examine possible effects from a coach education program over one year, in which each coach was supervised by a mentor who facilitated their learning based on coach-centered values. The current study was designed as an experiment with a control group, where the coaches in the experiment group received mentoring by a mentor over one year, whereas the coaches in the control group did not. Ninety-four coaches completed the study over one year from a variety of sports (n > 30), where cross-country skiing, soccer, biathlon, handball and swimming were the most represented sports. Among the coaches in the sample, 87% were coaches for athletes who competed or had ambitions to compete at an international level. The results from self-reported questionnaires at the pre-test and post-test show that the coach education program had a significant effect on the bond dimension in the coach–athlete working alliances and the coaches’ perceived coach performances. The analysis did not find any effects from the coach education program on the goal and task dimension in the coach–athlete working alliances. The findings are discussed in terms of applied implications and possible future research.

A Sport Federation’s Attempt to Restructure a Coach Education Program Using Constructivist Principles

2014 ◽  
Vol 1 (2) ◽  
pp. 75-85 ◽  
Author(s):  
Kyle J. Paquette ◽  
Aman Hussain ◽  
Pierre Trudel ◽  
Martin Camiré
Keyword(s):  
Education Program ◽  
Formative Evaluation ◽  
Learning Activities ◽  
Coach Education ◽  
Initial Implementation ◽  
Coach Development ◽  
Development Literature ◽  
Program Designer ◽  
Assessment Strategies

Building on Hussain et al.’s (2012) analysis of Triathlon Canada’s constructivist-informed coach education program from the perspective of the program designer, this case study explored the structure and initial implementation of the program, as well as coaches’ perspectives of their journey to certification. Through a series of document analyses and interviews with the inaugural group of coach participants (N = 4), strategies for the application of constructivist principles are presented and discussed in relation to the coaches’ perspectives and coach development literature. More specifically, through its innovative use of learning activities and formative evaluation and assessment strategies, the program is shown to place considerable emphasis on coaches’ biographies, refection, and representation of learning. Finally, recommendations for coach educators are presented.

Evaluating and Reflecting upon a Coach Education Initiative: The CoDe of Rugby

2006 ◽  
Vol 20 (2) ◽  
pp. 145-161 ◽  
Author(s):  
Tania Cassidy ◽  
Paul Potrac ◽  
Alex McKenzie
Keyword(s):  
Education Program ◽  
Curriculum Change ◽  
Rugby Union ◽  
Coach Education ◽  
Semistructured Interviews ◽  
Education Initiative

The aim of this paper is twofold. The first purpose is to report on participant coaches’ perceptions of a theory-based coach education program (known as the CoDe program). The second purpose is to discuss how we, as coach educators, reflected on the initiation of the CoDe program. In evaluating the coach education program, semistructured interviews were conducted with eight rugby union coaches. Three themes emerged from the interviews: (a) thinking about athletes as learners, (b) focusing on the process of coaching, and (c) the value of talking with other coaches. Fullan’s (1991a) notion of curriculum change frames our discussion of the participant coaches’ evaluations and our reflections on the initiation of the CoDe program.

scholarly journals Women Training to Coach a Men’s Sport

2016 ◽  
Vol 4 (4) ◽  
pp. 401-423 ◽  
Author(s):  
Beth Fielding-Lloyd ◽  
Lindsey Mean
Keyword(s):  
Education Program ◽  
Discursive Practices ◽  
Female Participation ◽  
Coach Education ◽  
Gendered Identities ◽  
Football Coach ◽  
Male Dominated

Despite increasing female participation in English football (aka soccer), the sport remains rooted in the values and discursive practices of orthodox masculinity. This is exemplified by the English Football Association (FA), which has been criticized for its ineffective responses to addressing the inclusion and progression of women as players and workers within the organization. Female membership in male-dominated organizations is not readily achieved, given the dominance of masculinist discourses and the risks of overtly challenging these. In this study, we explored the discursive management of gendered and/or footballing identities from interviews with participants in an English regional FA’s women-only football coach education program. All of the participants described the peripheral positioning of women in English football. Analysis identified evidence of both collaboration with and resistance to the dominant masculinist discourses in the accounts of their experiences in football, while also reproducing the most valued footballing identities and knowledge as male. We connect this to the complexities of negotiating and managing gendered identities for women in male-dominated organizations. All of the participants described the value and benefits of women-only coach education and the majority noted they would prefer women-only coach education in future.

Sign in / Sign up

Export Citation Format

Share Document