scholarly journals Understanding Effective Coaching: A Foucauldian Reading of Current Coach Education Frameworks

2017 ◽  
Vol 4 (1) ◽  
pp. 101-109 ◽  
Author(s):  
Zoe Avner ◽  
Pirkko Markula ◽  
Jim Denison
Keyword(s):  
Coach Education ◽  
Narrow Focus ◽  
Coach Development ◽  
Effective Coaching ◽  
International Sport ◽  
Sport Coaching

Drawing on a modified version of Foucault’s (1972) analysis of discursive formations, we selected key coach education texts in Canada to examine what discourses currently shape effective coaching in Canada in order to detect what choices Canadian coaches have to know about “being an effective coach.” We then compared the most salient aspects of our reading to the International Sport Coaching Framework. Our Foucauldian reading of the two Canadian coach education websites showed that the present set of choices for coaches to practice “effectively” is narrow and that correspondingly the potential for change and innovation is limited in scope. Our comparison with the International Sport Coaching Framework, however, showed more promise as we found that its focus on the development of coach competences allowed for different coaching knowledges and coaching aims than a narrow focus on performance and results. We then conclude this Insights Paper by offering some comments on the implications of our Foucauldian reading as well as some suggestions to address our concerns about the dominance of certain knowledges and the various effects of this dominance for athletes, coaches, coach development and the coaching profession at large.

Coaching and Coach Education in Brazil

2014 ◽  
Vol 1 (3) ◽  
pp. 165-172 ◽  
Author(s):  
Michel Milistetd ◽  
Pierre Trudel ◽  
Isabel Mesquita ◽  
Juarez Vieira do Nascimento
Keyword(s):  
Graduate Students ◽  
Education System ◽  
Sport Performance ◽  
Bachelor's Degree ◽  
Coach Education ◽  
The Government ◽  
International Sport ◽  
Sport Coaches ◽  
Education In Brazil ◽  
Sport Coaching

In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have acquired the same knowledge and developed the same competencies. Therefore, a broad inquiry of what is provided by different universities was needed to create a picture of the curriculum that future sport coaches will experience. In an effort to situate the Brazilian coaching and coach education system within a worldwide perspective, the data collected are interpreted using the International Sport Coaching Framework (ISCF).

International Sport Coaching Journal Digest Volume 4, Issue #3

2017 ◽  
Vol 4 (3) ◽  
pp. 369-372
Author(s):  
A.J. Rankin-Wright ◽  
Jason Tee ◽  
Tom Mitchell ◽  
Ian Cowburn ◽  
Kevin Till ◽  
...  
Keyword(s):  
International Sport ◽  
Sport Coaching

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.

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.

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.

Actual and ideal sources of coaching knowledge of elite Chinese coaches

2018 ◽  
Vol 13 (4) ◽  
pp. 496-507 ◽  
Author(s):  
Chao He ◽  
Pierre Trudel ◽  
Diane M. Culver
Keyword(s):  
Knowledge Acquisition ◽  
High Performance ◽  
English Literature ◽  
The Internet ◽  
Formal Learning ◽  
Sources Of Knowledge ◽  
Rhythmic Gymnastics ◽  
Coach Development ◽  
Development Perspective ◽  
Sport Coaching

Globalization and advances in technology have created a context where knowledge changes and circulates faster than ever. In high-performance sport coaching, coaches increasingly move from country to country to join national teams – becoming ‘migrant coaches’. From a coach development perspective, it becomes relevant to investigate how coaches from different countries learn to coach and what would be their ideal sources of knowledge acquisition. Unfortunately, there is a major gap in the English literature regarding Asian coaches. Thus, a study with Chinese gymnastics (Gym) and rhythmic gymnastics (R-Gym) coaches has been conducted. Eighty coaches completed a questionnaire on their actual and ideal sources of knowledge acquisition; 16 of these were interviewed. Data show that the coaches acquired their knowledge (actual) mainly through ‘being an athlete’ and ‘having a mentor’. Ideally, they would like to have a better balance between these two sources and formal learning situations (courses, seminars, etc.). Another key finding is the barrier resulting from the lack of English knowledge, which is an important limit for Chinese coaches wishing to gather information from abroad, especially through the Internet.

Learner-Centered Coach Education: Practical Recommendations for Coach Development Administrators

2018 ◽  
Vol 5 (2) ◽  
pp. 169-175 ◽  
Author(s):  
Kyle Paquette ◽  
Pierre Trudel
Keyword(s):  
Coach Education ◽  
Complex Needs ◽  
Empirically Supported ◽  
Critical Areas ◽  
Learner Centered ◽  
Arduous Task ◽  
Coach Development ◽  
Traditional Programs ◽  
Bridging Research And Practice ◽  
Practical Recommendations

Despite a well-established understanding of the complexity inherent to both learning and sport coaching, programs designed to educate coaches have until recently been guided by pedagogical approaches aligned with rather simplistic views of learning. Thanks to the critical and innovative efforts of coaching scholars to uncover the shortcomings of traditional programs and their guiding epistemic traditions, coach education is becoming increasingly infused with constructivist, learner-centered (LC) strategies to help meet the complex needs of coaches. Although many LC informed recommendations have been offered, rarely do they provide coach development administrators (CDAs) with concrete, practical suggestions. Furthermore, the recommendations are scattered throughout the literature, which makes an already arduous task of bridging research and practice even more difficult for CDAs. Guided by the LC literature, a practical learner-centered teaching (LCT) framework, and previous recommendations presented in the coach education literature, this Best Practices paper presents a theoretically robust and empirically supported collection of practical recommendations for CDAs to support three critical areas of LC coach education: program design, facilitation, and coach engagement.

From Center Stage to the Sidelines: What Role Might Previous Athletic Experience Play in Coach Development?

2020 ◽  
Vol 7 (2) ◽  
pp. 261-267
Author(s):  
Travis Crickard ◽  
Diane M. Culver ◽  
Cassandra M. Seguin
Keyword(s):  
High Performance ◽  
Career Advancement ◽  
Research Community ◽  
Ice Hockey ◽  
Future Research ◽  
Education Programs ◽  
Coach Education ◽  
Fast Tracking ◽  
Coach Development

Traditionally, playing experience in sport has been used as a springboard into the coaching profession. Specifically, playing experience has been discussed in research as facilitating the transition into early coaching roles, fast-tracking through coach education programs, and being viewed as a desirable factor in high-performance sport. However, explorations into the intricacies that make this playing experience so valuable have been minimal. Thus, this Insights article is meant to foster discussion within the coach research community regarding the role of playing experience in coaching pathways from a position perspective. This unique area of inquiry may offer insight to those concerned with coach pathways, coach development, and coach education. To promote this discussion, the following article will present some avenues through which previous playing experience could be explored. In addition, the authors will present a study that was conducted with high-performance head ice hockey coaches who formerly played goaltender and offer interesting directions for future research inquiries. Notably, the authors will consider playing experience in connection with career advancement, potential implications for hiring processes, considerations for coach education, and possible barriers to coaching opportunities.

Coaching

2017 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Elite Athletes ◽  
Sport Performance ◽  
Negative Outcomes ◽  
Attitudes Toward Disability ◽  
Disability Sport ◽  
Effective Coaching ◽  
Athletes With Disabilities ◽  
History Of ◽  
National Training ◽  
Sport Coaching

The purpose of this chapter is to examine research on disability sport coaching. Many athletes with disabilities receive no or very minimal coaching, although elite athletes (e.g., Paralympians) from wealthy countries usually have the benefit of good coaching during the Paralympics and at national training camps. The chapter first documents the history of coaching in disability sport and notes some negative outcomes of self-coaching. Coaches’ attitudes toward disability sport are addressed, which are mostly positive but colored by inexperience, a lack of knowledge about disability conditions, and how various impairments influence sport performance. Coaches face various challenges, such as trying to understand when impairments hamper training or when inadequate training might be the result of fatigue, lack of skill or knowledge, or lack of effort. Positive athlete outcomes stemming from effective coaching are discussed. such as reduced anxiety and enhanced confidence. Finally, effective disability sport coaching practices are reviewed.

A New Era in Sport Organizations and Coach Development in Finland

2016 ◽  
Vol 3 (3) ◽  
pp. 332-343
Author(s):  
Kirsi Hämäläinen ◽  
Minna Blomqvist
Keyword(s):  
High Performance ◽  
Systematic Research ◽  
Sport Organizations ◽  
Coach Education ◽  
New Era ◽  
Coach Development ◽  
New Learning ◽  
Strategic Goals ◽  
Further Development ◽  
Common Understanding

The purpose of this article is to describe recent actions for sport organizations and coach development in Finland. Finnish Sport organizations and systems especially in high-performance sports have been in a transition phase in recent years. The high-performance sport systems have been analyzed and reorganized and new strategic goals were set. Coach development was chosen as one of the focus areas and the leadership of coach development is at the new High Performance Unit of the Olympic Committee. There are different education paths for coaches and all the organizations which provide coach education belong to a network for coach development. This network works for developing programs, learning concepts and tools and sharing of expertise. One key idea of the development work has been to conduct systematic research among Finnish coaches to gain objective information of coaches’ needs and learning experiences. As a result of this work, the Finnish Coach Competence Model was created as a tool and for creating common understanding of coaches’ competences and for developing education programs and coaches’ assessment. Creating a new learning culture and a network have been the main steps so far and the further development for those are also the main goals in future.

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