Creating Value in a Sport Coach Community of Practice: A Collaborative Inquiry

2016 ◽  
Vol 3 (1) ◽  
pp. 2-16 ◽  
Author(s):  
Rachael Bertram ◽  
Diane M. Culver ◽  
Wade Gilbert
Keyword(s):  
Community Of Practice ◽  
Value Creation ◽  
Effective Means ◽  
Learning And Development ◽  
Coach Education ◽  
Coach Learning ◽  
Individual Interviews ◽  
Continued Learning ◽  
Ongoing Support ◽  
Sport Coaches

Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.

The developmental experiences of basketball mentor coaches

2017 ◽  
Vol 12 (4) ◽  
pp. 520-531 ◽  
Author(s):  
Koon T Koh ◽  
Xin YM Ho ◽  
Yizhe Koh
Keyword(s):  
Early Stage ◽  
Empirical Studies ◽  
Mentoring Program ◽  
Learning And Development ◽  
Self Directed Learning ◽  
Coach Education ◽  
Practical Applications ◽  
Developmental Experiences ◽  
Coach Learning ◽  
Directed Learning

Numerous studies have examined the developmental activities of expert coaches. However, empirical studies on the development of mentor coaches in sport are scarce, despite literature reporting benefits of coach mentoring. The purpose of the present study was to examine the developmental experiences of mentor coaches who were involved in a structured mentoring program embedded in a level-one basketball coach education program. Four mentor coaches (one female) who met the selection criteria participated in structured retrospective interviews. Quantitative data such as mentor coaches’ demographic, athletics and coaching experiences were analyzed to calculate the means, standard deviation, and frequency of mentor coaches’ profile. Results were partially consistent with literature on expert coaches where mentor coaches (1) were competitive athletes, (2) held leadership positions as athletes, and (3) had accumulated at least 10 years of coaching experience and were successful coaches at the developmental level and beyond. Qualitative data were content analyzed using the narrative method to examine how mentor coaches learned their craft. Results show that (1) past coaches greatly influenced the development of mentor coaches’ mentoring knowledge, especially in the early stage of their coaching career, (2) exposure to different levels of mentoring appears to be useful in preparing them for eventual mentoring roles, and (3) self-directed learning helped mentor coaches to enhance their mentoring knowledge. The results are discussed in relation to literature on coach learning and development. Practical applications of the findings are also proposed.

Intellectual Capital: Who Counts, Controls?

2004 ◽  
Vol 4 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Robin Roslender ◽  
Robin Fincham
Keyword(s):  
Intellectual Capital ◽  
Value Creation ◽  
Business Strategy ◽  
Research Agenda ◽  
Effective Means ◽  
Management Research ◽  
Successful Management

Intellectual capital and related topics including intangibles, innovation, and knowledge have rapidly climbed the management research agenda. Their significance lies in the contribution these assets make to sustained value creation, a central mantra within contemporary business strategy. A premium has been placed on the successful management of such assets, and within this program, the accountancy profession has found itself challenged to devise effective means of counting and controlling them. Driven by a distinctly managerial agenda, the majority of developments within intellectual capital accounting to date have exhibited the negative characteristics that critical accounting researchers associate with the extension of the prevailing accounting calculus into new fields. Nevertheless, in some recent contributions there are indications of how an alternative, more progressive approach, that of intellectual capital self-accounts, might be fashioned. As a consequence, the emergence of intellectual capital may yet provide an opportunity to return to the task of accounting for labor. This aspect of the critical accounting project has become less evident as researchers seeking to promote enabling accounting have directed their focus on a range of “other voices” to be encouraged to tell their own stories “from below.”

Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program

2015 ◽  
Vol 2 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jamie Araya ◽  
Andrew Bennie ◽  
Donna O’Connor
Keyword(s):  
Informal Learning ◽  
Community Of Practice ◽  
Formal Learning ◽  
Coach Education ◽  
Types Of Knowledge ◽  
Socially Constructed ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Coach Development ◽  
Semistructured Interviews

The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.

A university sport coach community of practice: Using a value creation framework to explore learning and social interactions

2017 ◽  
Vol 12 (3) ◽  
pp. 287-302 ◽  
Author(s):  
Rachael Bertram ◽  
Diane M Culver ◽  
Wade Gilbert
Keyword(s):  
Social Learning ◽  
Social Interactions ◽  
Community Of Practice ◽  
Value Creation ◽  
National Collegiate Athletic Association ◽  
A Value ◽  
Coaching Strategies ◽  
Division 1 ◽  
Practice Approach ◽  
University Setting

Coaches often identify social learning situations as the most valuable and influential to their learning. Thus, researchers have proposed implementing social learning initiatives, in particular, the community of practice approach. The purpose of the present study was to explore how an existing coach community of practice was created and sustained in a university setting, and to assess what value was created by participating in the community of practice. Participants included four National Collegiate Athletic Association Division 1 coaches from a university in the Southwestern United States. Data collection included an individual interview with each coach. Interviews were analysed using a value creation framework. The findings revealed that the coaches created value within all five cycles of Wenger et al.’s framework. In particular, the coaches learned a number of coaching strategies, some of which they were able to implement, and as a result, observe benefits in their coaching and athletes’ performance.

The ‘Lieutenants’ of Coaching: How Materiality Shapes Coach Developers’ Practices

Somatechnics ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 265-282
Author(s):  
Jordan Maclean
Keyword(s):  
Network Theory ◽  
Actor Network Theory ◽  
Children And Youth ◽  
Actor Network ◽  
Cd Rom ◽  
Coach Education ◽  
Coach Development ◽  
Material Engagement ◽  
Sport Coaches

One might assume that sport coaches are experts in coaching relationally as they do, after all, have to consider how their lieutenants work together in any given practice. If true, then coach developers, who coach the coaches, might be thought of as superior experts in relational provision. If also true, then a relational inquiry into coach education programmes is necessary for conceptualising learning. But previous conceptualisations of learning have neither considered relational analyses nor viewed learning as something that is not derivative from the coach. In this article, I examine how materials participate in and the ways materiality shapes two coach developers’ practices. Methodologically, I draw inspiration from actor-network theory, which is a sociomaterial approach that focuses on the relations of humans and nonhumans in practices. Methods include the ‘interview to the double’ ( Nicolini 2009 ), followed by observations during two level one coach education programmes: children and youth. Two vignettes of cones and the CD-ROM describe how social and material relations come together and shape coach developers’ practices in surprising and unexpected ways. The coach developers grappled with their ‘educator’ role so that coaches were better prepared to articulate the materiality of practices. Based on my analysis, I conclude by making a case for a material engagement with coach development.

Coaching and Coach Education in Spain: A Critical Analysis of Legislative Evolution

2018 ◽  
Vol 5 (3) ◽  
pp. 281-292 ◽  
Author(s):  
Sebastián Feu ◽  
Javier García-Rubio ◽  
Antonio Antúnez ◽  
Sergio Ibáñez
Keyword(s):  
Education System ◽  
Formal Training ◽  
Coach Education ◽  
Single Process ◽  
The Status ◽  
Training Courses ◽  
Administrative Procedures ◽  
Legislative Changes ◽  
Sport Coaches ◽  
Spanish Education

The purpose of this paper is to describe the status of coaching and coach education in Spain. Particular emphasis is placed on legislative evolution of the qualifications of sport coaches and the repercussions it has had on the sport and education system. The formal training of sport coaches in Spain has undergone many legislative changes since the promulgation of the Constitution in 1978. This period of legislative changes has been long and has not ended as a single process. Transitory provisions are still being used to impart and approve training courses. The changes adopted have served to introduce sport teaching into the Spanish education system as a special education system; and to homogenize the study plans, the requisites for teachers who give the courses and the administrative procedures, among the different sport disciplines. The equalization of professional sport qualifications at the European level is now more feasible.

scholarly journals PRESENT AND FUTURE OF COACH DEVELOPMENT RESEARCH AND PRACTICE

2021 ◽  
pp. 218-230
Author(s):  
Michel Milistetd
Keyword(s):  
Development Research ◽  
Education Programs ◽  
Coach Education ◽  
Research And Practice ◽  
The Past ◽  
Coach Development ◽  
The Future ◽  
Sport Coaches

The field of sport coach development has changed considerably in the last decades and everything indicates that, in an increasingly volatile, uncertain, complex, and ambiguous world (VUCA world), many other changes will take place. It seems increasingly likely that ways will have to be found to harmonize on-the-job learning with the formal coach education programs from which qualifications are derived. In an attempt to analyze the present and to address some directions for the future of sport coach development research and practice, this insight paper presents the summary of a series of conversations with one of the researchers who has greatly influenced the development of sport coaches over the past 30 years, Professor Pierre Trudel.

scholarly journals Assessment as Action Research: Bridging Academic Scholarship and Everyday Practice

2017 ◽  
Author(s):  
Lisa Janicke Hinchliffe
Keyword(s):  
Action Research ◽  
Community Of Practice ◽  
Effective Means ◽  
Ways Of Knowing ◽  
Vital Role ◽  
Research Approach ◽  
Informed Decision Making ◽  
Culture Of Evidence ◽  
Academic Scholarship ◽  
Scholarly Projects

"This introductory essay demonstrates that action research has a vital role in evidence informed practice in academic libraries. Scholarly projects like the ones described in thisspecial issue can support the development of a culture of evidence-informed decision making. Through the articles in this issue, readers can come to a deeper understanding ofaction research as a productive, appropriate, and rigorous way of knowing and generating knowledge. Action research studies, such as these, are effective means of buildinga profession’s ways of knowing, nurturing a community of practice, and generating legitimate and rigorous scholarship. We invite you to learn, through the thoughtfulcontributions of these authors, the value of this research approach as well as their results."

scholarly journals Touch Screen Technology: Implementing a Technologically-Enhanced Profiling System for Student Sport Coaches | La technologie des écrans tactiles : mettre en œuvre un système de profilage amélioré par la technologie pour les entraîneurs sportifs en formation

2018 ◽  
Vol 44 (3) ◽  
Author(s):  
Tom Browne ◽  
John Lyle
Keyword(s):  
Touch Screen ◽  
Assessment System ◽  
Assessment Process ◽  
Integrate Assessment ◽  
Coach Education ◽  
Mise En Œuvre ◽  
Coaching Process ◽  
Education And Development ◽  
Sport Coaches

This exploratory case study evaluates the implementation and use by student coaches of an innovative coaching profiling system, Touch Screen Technology (TST), to assess coaching behaviours. The study was designed to evaluate the potential of this technologically-enhanced assessment system as a profiling option for gathering, storing, retrieving, and presenting data about coaching competences. The case study documents and evaluates trainee coaches’ (N=100) experiences of using TST during an internship, identifying the advantages and challenges of implementation, and evaluating the potential for coach education and development. Evidence was triangulated from questionnaires, journals, and interviews (N=20). The responses from the coaches were overwhelmingly positive. The touch screen technology, specified assessment criteria, and graphical profiling helped to integrate assessment into the program along with increased awareness and understanding of the assessment process. The students’ subsequent reflections on the components of the coaching process positively impacted their performance. The study concludes that TST has the potential to assist in enhancing the learning process and bridging the gap between education and practice. Attention is drawn to the challenges of implementation.Cette étude de cas exploratoire évalue la mise en œuvre et l’utilisation, par les élèves entraîneurs, d’un système innovateur de profilage d’entraîneurs, la technologie des écrans tactiles (« TÉT »), pour évaluer les comportements des entraîneurs. L’étude a été conçue pour évaluer le potentiel de ce système d’évaluation technologiquement amélioré comme option de profilage pour la collecte, l’entreposage, la récupération et la présentation de données sur les compétences des entraîneurs. L’étude de cas documente et évalue les expériences d’utilisation de la TÉT par les entraîneurs stagiaires (N=100) durant un stage tout en relevant les avantages et les défis liés à la mise en œuvre et en évaluant le potentiel pour la formation et le développement des entraîneurs. Les preuves ont été triangulées à partir de questionnaires, de journaux et d’entrevues (N=20). Les réponses des entraîneurs ont été très largement positives. La technologie des écrans tactiles, les critères d’évaluation précisés et le profilage graphique, tout comme la sensibilisation et la compréhension accrue du processus d’évaluation, ont aidé à intégrer l’évaluation au programme. Les réflexions subséquentes des élèves sur les composantes du processus d’entraînement ont eu une incidence positive sur leur rendement. L’étude conclut que la TÉT a le potentiel d’aider à améliorer le processus d’apprentissage et à combler l’écueil entre l’éducation et la pratique. L’étude attire l’attention vers les défis liés à la mise en œuvre.

scholarly journals Opinions des mères d’enfants de 06 à 59 mois sur l’enrichissement des bouillies locales avec la poudre de Moringa oleifera et la farine des tourteaux d’arachide au Niger

2020 ◽  
Vol 14 (3) ◽  
pp. 928-939
Author(s):  
Mahaman Salissou Maman ◽  
Mamadou Lewamy ◽  
Bako Aminatou Maazou ◽  
Sabo Haoua Seini
Keyword(s):  
Moringa Oleifera ◽  
Effective Means ◽  
The Body ◽  
Individual Interviews ◽  
Under Nutrition ◽  
High Prevalence ◽  
De Se ◽  
Peanut Cake ◽  
Groundnut Meal ◽  
Nutritional Benefits

L’objectif de cet article était de prendre la mesure de l’opinion des mères sur l’enrichissement des bouillies locales avec la poudre de Moringa oleifera et les tourteaux d’arachide, puis de mesurer leur consentement à donner cette bouillie aux enfants. Pour y parvenir, nous avons réalisé en février 2019, des entrevues individuelles avec 451 mères des quatre départements à haute prévalence de la malnutrition de la région de Maradi (Mayahi, Aguié, Tessaoua et Madarounfa). L’analyse des résultats a révélé que toutes les mères (100%) connaissaient le Moringa oleifera, les tourteaux d’arachide et leurs bienfaits nutritionnels. Ainsi, 57% des mères affirmait que le Moringa oleifera augmente le sang, 76,5% pensait que les tourteaux d’arachide contribuent à construire l’organisme, 97% des mères était d’accord à l’adjonction de ces ingrédients dans la bouille des enfants, 86,9% des mères affirmait que le Moringa oleifera et les tourteaux d’arachide sont disponibles dans leurs villages ou aux alentours et que 85% pensait être capables de se les procurer chaque jour pour en mettre dans la bouillie des enfants. Ces résultats sont un bon indicateur de l’opinion des mères sur la faisabilité de l’enrichissement des bouillies locales et pourrait être un moyen efficace pour prévenir et combattre la sous-nutrition au Niger.Mots clés : Opinions, enrichissement, bouillie, moringa, tourteaux d’arachide, sous-nutrition. English Title: Opinions of mothers of children aged 06-59 months on the enrichment of local porridge with Moringa oleifera powder and groundnut meal in NigerThe objective of this article was to measure the opinion of mothers on the enrichment of local porridge with Moringa oleifera powder and peanut cake, then measure their consent to give this porridge to children. To achieve this, we carried out in February 2019, individual interviews with 451 mothers from the four departments with a high prevalence of malnutrition in the Maradi region (Mayahi, Aguié, Tessaoua and Madarounfa). Analysis of the results revealed that all mothers (100%) were aware of Moringa oleifera, peanut cake and their nutritional benefits. 57% of mothers said that the Moringa oleifera increases blood, 76.5% thought that peanut cake helps to build the body, 97% of mothers agreed to the addition of these ingredients in the boil of the children, 86.9% of mothers said that Moringa oleifera and peanut cake are available in or around their villages and that 85% thought they would be able to get them every day for porridge children. C he results are a good indicator of maternal opinion on the feasibility of enriching local boiled and could be an effective means for the prevention and management of under-nutrition in Niger.Keywords : Opinions, enrichment, porridge, moringa, peanut cake, undernutrition.

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