The Education of Sport Coaches: What Should They Learn and When Should They Learn It?

2018 ◽  
Vol 5 (2) ◽  
pp. 192-199 ◽  
Author(s):  
David P. Hedlund ◽  
Carol A. Fletcher ◽  
Simon M. Pack ◽  
Sean Dahlin
Keyword(s):  
United States ◽  
The United States ◽  
Training And Development ◽  
Educational Opportunities ◽  
Specific Information ◽  
Coaching Education ◽  
United States Olympic Committee ◽  
International Sport ◽  
Sport Coaches ◽  
Sport Coaching

Around the world, there is a growing movement to improve sport coaching education. In recent years, the International Council for Coaching Excellence (ICCE) has begun to address questions related to the education, training and development of sport coaches through the publication of the International Sport Coaching Framework (ISCF) and the Sport Coaching Bachelor Degree Standards (SCBDS). In the United States, because sport coaches can undertake a wide variety of coaching-related educational opportunities, the United States Olympic Committee has taken steps to address the disparity in training through the publishing of the Quality Coaching Framework (QCF). All of these documents provide valuable information about the best principles for educating and training sport coaches. While principles, standards and theories provide valuable overarching information about how to organize education, specific information about what topics should actually be taught in education programs is still lacking. In this manuscript, utilizing principles of participation versus performance sport and professional knowledge, intra- and interpersonal skills, information about what and when to teach important sport coaching topics is proposed.

scholarly journals Sociocultural Competencies for Sport Coaches: A Proposal for Coaches and Coach Education

2011 ◽  
Vol 4 (3) ◽  
pp. 3-28 ◽  
Author(s):  
Joe W. Burden ◽  
Glenn W. Lambie
Keyword(s):  
United States ◽  
Best Practices ◽  
Cultural Diversity ◽  
Culturally Diverse ◽  
Best Practice ◽  
The United States ◽  
Coach Education ◽  
Coaching Education ◽  
Wide Range ◽  
Sport Coaches

As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.

scholarly journals Let Your Past Struggles Serve as Your Future Fortitude: The Sinuous Journey of a Dreamer and a Doctor

2019 ◽  
Vol 14 (2) ◽  
pp. 209-214
Author(s):  
J. B. Rodriguez ◽  
D. X. Rodriguez
Keyword(s):  
United States ◽  
Young People ◽  
The United States ◽  
Educational Opportunities

Immigration to the United States can often be a traumatic and difficult experience for families. Unfortunately, status and responsibilities of being undocumented presents obstacles that can be difficult to overcome for many young people. This young author describes the sacrifices her parents made for her to have educational opportunities and the struggles she went through to achieve her dreams of becoming a doctor. She skillfully highlights how being undocumented places additional barriers that often limit the chances of success and thriving.

Reflections

2019 ◽  
pp. 66-72
Author(s):  
Williams Guevara Martínez
Keyword(s):  
United States ◽  
Human Rights ◽  
El Salvador ◽  
The United States ◽  
Educational Opportunities ◽  
Legal Representation ◽  
College Credits ◽  
Helping Others ◽  
Legal Relief ◽  
Formal Status

Born in El Salvador, Williams Guevara Martínez left home at seventeen to escape domestic abuse and seek refuge with family members living in the United States. After a hazardous journey and crossing into the United States in a context of heightened migration, he was immediately apprehended, detained in federal custody, and ultimately released to his brother’s care in Maryland. He found excellent legal representation and was granted legal relief in the form of Special Immigrant Juvenile Status. Now with formal status, steady work, and college credits he looks back to chronicle the challenges of youth who enter the country alone and without authorization. Guevara Martínez recounts his life in El Salvador, his harrowing journey, experience in federal custody and after release, including personal attachments, educational opportunities and his commitment “to give back” by helping others like himself. He shares the lessons he learned commenting critically on violence, the migration process, human rights, and his hopes for the future..

Extending Educational Opportunities in Rural Areas

2010 ◽  
pp. 276-294
Author(s):  
Wallace Hannum ◽  
Matthew Irvin ◽  
Claire de la Varre
Keyword(s):  
United States ◽  
Distance Education ◽  
Rural Communities ◽  
Rural Schools ◽  
Rural Areas ◽  
The United States ◽  
Further Education ◽  
Educational Opportunities ◽  
Qualified Teachers ◽  
Declining Populations

Rural schools in many countries face problems in providing educational opportunities to children and youth for a variety of reasons. There has been the tendency in many countries to migrate to urban areas, often in search of better economic opportunities. The resulting shift from rural areas to urban/suburban areas has placed increased pressures on schools in rural communities. Schools often form the hub of social and civic activity in rural communities. Although they are an important component to rural communities, many rural schools are struggling under the weight of declining populations, declining budgets, staffing difficulties, and increased pressures to better prepare students for the workforce or further education. Rural schools face particular difficulties in attracting and retaining qualified teachers. Faced with problems of providing a comprehensive curriculum and qualified teachers, many rural schools in the United States have turned to distance education. This case explores the use of distance education in the United States through a national survey of distance education use, analysis of barriers to distance education and an experimental study of enhancing distance education through more appropriate training of local facilitators to support students.

From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965–2005

2007 ◽  
Vol 77 (4) ◽  
pp. 474-504 ◽  
Author(s):  
VICTORIA-MARÍA MACDONALD ◽  
JOHN BOTTI ◽  
LISA HOFFMAN CLARK
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Black Colleges ◽  
Educational Opportunities ◽  
Higher Education Act ◽  
Higher Educational ◽  
Education Act ◽  
Political Differences ◽  
Hispanic Serving

In this article, Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education.

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).

The Development of Models for Sport Psychology: Examining the USOC Guidelines

1984 ◽  
Vol 6 (2) ◽  
pp. 125-132 ◽  
Author(s):  
Steven R. Heyman
Keyword(s):  
United States ◽  
Sport Psychology ◽  
The United States ◽  
Professional Roles ◽  
Review Of The Literature ◽  
Negative Effects ◽  
Developmental Problems ◽  
Definition Of ◽  
United States Olympic Committee

A review of the literature finds a series of articles discussing developmental problems in the field of sport psychology, particularly regarding the definition of professional roles and the establishment of credentialing criteria for these roles. A committee formed by the United States Olympic Committee was the first to establish concrete guidelines, which are reviewed here for their potential positive and negative effects as a model for sport psychology.

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