scholarly journals Exploring How Well UK Coach Education Meets the Needs of Women Sports Coaches

2016 ◽  
Vol 3 (3) ◽  
pp. 287-302 ◽  
Author(s):  
Don Vinson ◽  
Polly Christian ◽  
Vanessa Jones ◽  
Craig Williams ◽  
Derek M. Peters
Keyword(s):  
Self Determination Theory ◽  
Women Coaches ◽  
Future Research ◽  
Analytic Structure ◽  
Coach Education ◽  
Foundational Principle ◽  
Semistructured Interviews ◽  
Sports Coaches ◽  
The Impact ◽  
Sports Coaching

Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semistructured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.

A Chinese perspective on the actual and preferred sources of coaching knowledge

2021 ◽  
pp. 174795412110187
Author(s):  
Xiangbo Ji ◽  
Jianhua Xu ◽  
Liping Cheng ◽  
Jianfei Sun ◽  
Xiaocheng Zhang
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Online Questionnaire ◽  
Coach Education ◽  
Chinese Perspective ◽  
Survey Results ◽  
The Common ◽  
Mentoring System ◽  
Sports Coaches ◽  
Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

A Qualitative Approach to Understanding the Impact of Partner Play in Doubles Racquet Sports

2020 ◽  
pp. 1-18
Author(s):  
Sarah Deck ◽  
Brianna DeSantis ◽  
Despina Kouali ◽  
Craig Hall
Keyword(s):  
Coping Strategies ◽  
Positive Emotions ◽  
Team Sports ◽  
Qualitative Approach ◽  
Future Research ◽  
Racquet Sports ◽  
Semistructured Interviews ◽  
Males And Females ◽  
And Coping ◽  
The Impact

In team sports, it has been found that team mistakes were reported as a stressor by both males and females, and at every playing level (e.g., club, university, national). The purpose of this study was to examine the impact of partners’ play on performance, emotions, and coping of doubles racquet sport athletes. Seventeen one-on-one semistructured interviews were conducted over the course of 6 months. Inductive and deductive analysis produced the main themes of overall impact on performance (i.e., positive, negative, or no impact), negative emotions (i.e., anger), positive emotions (i.e., excitement), emotion-focused coping (i.e., acceptance), and problem-focused coping (i.e., team strategy). These athletes acknowledge that how their partner plays significantly affects not only their emotions but also their own play and their choice of coping strategies. Future research should try to understand which forms of coping reduce the impact of partners’ play.

scholarly journals Formal vs. Informal Coach Education

2009 ◽  
Vol 4 (3) ◽  
pp. 325-364 ◽  
Author(s):  
Clifford J. Mallett ◽  
Pierre Trudel ◽  
John Lyle ◽  
Steven B. Rynne
Keyword(s):  
Learning Opportunities ◽  
Coach Education ◽  
International Council ◽  
Ongoing Process ◽  
Sports Coaches ◽  
Sports Coaching

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.

The Profile of Coaching and Coach Education in Singapore: Past, Present and Future

2014 ◽  
Vol 1 (2) ◽  
pp. 94-102 ◽  
Author(s):  
Koon Teck Koh ◽  
Wenxiang Foo ◽  
Goken Sakamoto ◽  
Adrian Low
Keyword(s):  
The State ◽  
Education Systems ◽  
Coach Education ◽  
Accreditation Program ◽  
Sports Coaches ◽  
Sports Coaching ◽  
Global Growth

The demand for certified sports coaches in Singapore is high, especially from the schools and private sectors. This trend is in line with the significant global growth of the vocation of sports coaching (Taylor & Garratt, 2013). The purpose of this paper is to provide an informal review of the state of coaching and coach education in Singapore, by addressing three main themes: (1) provide an overview of the evolution of the Singaporean coaching system since the late 1990s, (2) describe examples of identified ground up initiatives from various stakeholders within the coaching ecosystem and (3) draw conclusions from existing literature and provide suggestions on how coach education systems can be further developed. The foundation of the current coaching system was established in the late 1990s with the introduction of the National Coaching Accreditation Program (NCAP) and it is still the benchmark for the coaching practice in Singapore today. The basic NCAP is broken down to a theory and technical component which is administered by the Singapore Sports Council (SSC) and the National Sports Associations (NSAs) respectively. The SSC had embarked on various initiatives over the years to ensure that more Singaporeans have access to quality coaching.

Reflection in Coach Education: The Case of the National Governing Body Coaching Certificate

2006 ◽  
Vol 20 (2) ◽  
pp. 174-183 ◽  
Author(s):  
Lee J. Nelson ◽  
Christopher J. Cushion
Keyword(s):  
Reflective Practice ◽  
Essential Elements ◽  
Theory And Practice ◽  
Future Research ◽  
Coach Education ◽  
Governing Body ◽  
Education Theory ◽  
The Impact ◽  
Conceptual Underpinning

Research frequently demonstrates that coaches learn by reflecting on practical coaching experience (Gilbert & Trudel, 2001), hence both reflection and experience have been identified as essential elements of coach education (Cushion, Armour, & Jones, 2003). The case being studied was a United Kingdom (UK) National Governing Body (NGB) in the process of developing a coach education program. The purpose of this study was to empirically explore the use of reflection as a conceptual underpinning to connect and understand coach education, theory, and practice. Findings suggest that the curriculum could promote reflective practice, albeit in a largely decontextualized learning environment. Future research should attempt to directly measure, in situ, the impact of such courses on coaching knowledge and coaching practice.

scholarly journals Coworkers’ Perspectives on Mentoring Relationships

2016 ◽  
Vol 43 (2) ◽  
pp. 245-272 ◽  
Author(s):  
Suzanne Janssen ◽  
Joël Tahitu ◽  
Mark van Vuuren ◽  
Menno D. T. de Jong
Keyword(s):  
Organizational Context ◽  
Organizational Outcomes ◽  
Mentoring Relationships ◽  
Future Research ◽  
Exploratory Research ◽  
Informal Mentoring ◽  
Semistructured Interviews ◽  
Individual Functioning ◽  
The Individual ◽  
The Impact

Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers’ perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup’s functioning by influencing both their workgroup’s performance and climate. Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup’s performance as they influence the individual functioning of mentor and protégé, the workgroup’s efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup’s climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups.

Examining Coaches’ Perspectives on the Use of Exercise as Punishment

2020 ◽  
Vol 7 (3) ◽  
pp. 306-316
Author(s):  
Gretchen Kerr ◽  
Anthony Battaglia ◽  
Ashley Stirling ◽  
Ahad Bandealy
Keyword(s):  
Behavior Modification ◽  
Developmentally Appropriate ◽  
Alternative Methods ◽  
Future Research ◽  
Negative Consequences ◽  
Coach Education ◽  
Semistructured Interviews ◽  
Common Strategy ◽  
Inductive Thematic Analysis ◽  
Research Recommendations

The negative consequences associated with punishment, highlighted by researchers in the parenting and education domains, have stimulated a shift toward more developmentally appropriate methods of behavior modification. Despite the reported negative outcomes linked with punishment use, preliminary research in sport indicates that punishment, specifically in the form of exercise, remains a common strategy in this domain. The purpose of this study therefore was to explore interuniversity coaches’ perspectives on the use of exercise as punishment. Semistructured interviews with eight interuniversity coaches (four males and four females) were conducted. Data were analyzed using inductive thematic analysis. Participant accounts revealed that exercise as punishment was implemented frequently in a variety of forms (e.g., push-ups and sprints). Perceived benefits for the use of exercise as punishment, such as performance motivation and team cohesion, as well as suggested alternative methods of behavioral modification were also reported. Findings are interpreted in accordance with punishment, shaming, and coach education research. Recommendations for future research and practice are suggested.

Researcher, Coach Developer, and Coaches’ Perspectives on Learner-Centered Teaching in a Rugby Coach Education Program

2021 ◽  
pp. 1-10
Author(s):  
Vitor Ciampolini ◽  
Martin Camiré ◽  
William das Neves Salles ◽  
Juarez Vieira do Nascimento ◽  
Michel Milistetd
Keyword(s):  
Learning Process ◽  
Education Program ◽  
Active Role ◽  
Coach Education ◽  
Learner Centered ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Viable Approach ◽  
Education Courses ◽  
Sports Coaching

In the sports coaching field, learner-centered teaching (LCT) has been advocated as a viable approach to increasing learners’ involvement in the learning process. However, implementing LCT is not a simple undertaking as coach developers, and coaches have encountered dilemmas when it comes to shifting to LCT in coach education. This study aimed to investigate how LCT principles were implemented in a rugby coach education program through the perspectives of the researcher, the coach developer, and coaches. Participants included the researcher (i.e., first author), a coach developer, and 10 rugby coaches. The researcher observed three coach education courses, gathered descriptive and reflective field notes, and conducted individual semistructured interviews with both the coach developer and the 10 coaches. Findings shed light on the strategies adopted by the coach developer and the extent to which these strategies aligned with LCT principles. Coaches discussed how they enjoyed their active role in the courses and the approaches used by the coach developer to leverage learning. The discussion highlights the importance of coach developers in facilitating a learning process that is challenging, motivating, and supports coaches throughout the courses.

Searching for a Signature Pedagogy in Novice Coach Education

2019 ◽  
Vol 6 (3) ◽  
pp. 349-353 ◽  
Author(s):  
Julia Walsh ◽  
Fraser Carson
Keyword(s):  
Best Practice ◽  
Deep Understanding ◽  
Future Research ◽  
Pedagogical Practice ◽  
Design Quality ◽  
Coach Education ◽  
Coach Learning ◽  
Signature Pedagogy ◽  
Sports Coaches ◽  
Quality Learning

Despite the increased research interest in coach education there has been little consensus on how novice sports coaches should best be educated. For the coach developer this becomes problematic when trying to design quality-learning activities for novice coaches that provide a foundation for current and future learning. While the research available has focused on specific areas of best practice curriculum for coaches (e.g., planning; communication; coach-athlete relationships; leadership), there has been less interest in pedagogical practice of novice coach education. Signature pedagogies have been recognised as characteristic methods of teaching used by disciplines to organize the learning process into common elements to prepare future practitioners for their professional roles. For Shulman signature pedagogies scaffold the discipline’s habits of ‘head’ (content); habits of the ‘hand’ (skills); and habits of ‘heart’ (values). This suggests that deep understanding of the disciplines’ habits is necessary for the development of appropriate signature pedagogies that support novice learning. The purpose of this Insight paper is to explore the current literature for potential signature pedagogies that support novice coach learning and the coach developer in teaching. A reflective conclusion summarises the main points and considers the direction for future research.

Friends who game together, stay together: A Self-Determination Theory approach to the impact of social video gaming on social well-being

2021 ◽  
Author(s):  
Yemaya Halbrook ◽  
Aisling Therese O'Donnell ◽  
Rachel M. Msetfi
Keyword(s):  
Video Games ◽  
Well Being ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Video Gaming ◽  
Theory Approach ◽  
The Impact ◽  
The Relationship

As social video games are increasing in popularity, it is important to understand how this can impact an individual’s social well-being, particularly during the COVID-19 crisis. We focus here on how the relationship one has with those they play video games with relates to social well-being. We further applied the self-determination theory to determine what role, if any, autonomy, competence, and relatedness play in this relationship. Results indicate that playing with ‘known others’ predicts the highest levels of social well-being when compared to playing with online acquaintances. Further, autonomy, competence, and relatedness all predict high levels of social well-being and mediate the relation between a player’s relationship to other players and social well-being. This suggests that social video gaming is beneficially linked to social well-being, but only when played with others with whom the gamer has a known relationship. Implications and future research are also discussed.

Sign in / Sign up

Export Citation Format

Share Document