scholarly journals Reflection in a High-Performance Sport Coach Education Program: A Foucauldian Analysis of Coach Developers

2020 ◽  
Vol 7 (3) ◽  
pp. 347-359 ◽  
Author(s):  
Lauren Downham ◽  
Christopher Cushion
Keyword(s):  
Education Program ◽  
High Performance ◽  
Critical Depth ◽  
Coach Education ◽  
Learner Centered ◽  
Program Support ◽  
Depth Analysis ◽  
Semistructured Interviews ◽  
Relations Of Power ◽  
Foucauldian Analysis

Reflection is a contested but taken for granted concept, whose meaning shifts to accommodate the interpretation and interests of those using the term. Subsequently, there is limited understanding of the concept. The purpose of this article was to consider critically the discursive complexities of reflection and their articulation through coach developers’ practice. Data were collected from a National High-Performance coach education program. Coach developers responsible for one-to-one support (n = 8) and on-program support (n = 3) participated in the research. Semistructured interviews were conducted with coach developers, and participant observations were undertaken of a coach developer forum and program workshops (n = 9). Foucault’s concepts: power, discourse, and discipline were used to examine data with critical depth. Analysis explored “Discourse of Reflection,” “Discipline, Power, and Reflection,” and “Coach Developers: Confession, ‘Empowerment,’ and Reflection.” Humanistic ideas constructed a discourse of reflection that was mobilized through coach confession. Coach developer efforts to be “critical” and “learner centered” were embroiled with intrinsic and subtle relations of power as “empowering” intent exacerbated rather than ameliorated its exercise. This article makes visible a different destabilized and problematized version of reflection, thus introducing an awkwardness into the fabric of our experiences of reflection.

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.

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.

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.

Participating in a Learner-Centered Coach Education Program: Composite Vignettes of Coaches’ and Coach Educators’ Experiences

2019 ◽  
Vol 6 (3) ◽  
pp. 274-284 ◽  
Author(s):  
Kyle Paquette ◽  
Pierre Trudel ◽  
Tiago Duarte ◽  
Glenn Cundari
Keyword(s):  
Education Research ◽  
Thematic Analysis ◽  
Education Program ◽  
Cognitive Structures ◽  
Structured Interviews ◽  
Coach Education ◽  
Learner Centered ◽  
Learning Orientations ◽  
A Priority ◽  
The Impact

Given the inextricable roles of the coach learner and coach educator in learner-centered (LC) coach education, research into their perceptions and experiences in these programs appears to be a priority. As such, building on Paquette and Trudel’s examination of Canada’s golf coach education program relative to its alignment with learner-centered approaches, the present study examined coaches’ and coach educators’ perspectives of their experiences participating in the abovementioned program that was found to have a LC design. In-depth semi-structured interviews were conducted with 16 participants (6 coach educators and 10 coaches), and data were analyzed using a thematic analysis. The finalized themes were used as a narrative skeleton for the creation of the four composite vignettes. The vignettes represented the experiences of four composite characters relative to their learning orientations to learner-centered teaching (LCT) and instructor-centred teaching (ICT): LCT Coach Educator, LCT Coach, ICT Coach Educator, ICT Coach. As influenced by their cognitive structures, the vignettes depict the composite coaches’ varied engagement and perceptions of the program, as well as the coach educators’ varied delivery of the program and adherence to the program’s LC design. These diverse experiences are discussed in relation to the impact of LC coach education.

The Evolution and Learner-Centered Status of a Coach Education Program

2018 ◽  
Vol 5 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Kyle Paquette ◽  
Pierre Trudel
Keyword(s):  
Education Program ◽  
Education Programs ◽  
Coach Education ◽  
Functional Equilibrium ◽  
Learner Centered ◽  
Coach Development ◽  
History Of ◽  
Educational Paradigms ◽  
Pedagogical Approaches

The history of coach education in Western countries, much like higher education, has been shaped by societal influences and external drivers. The resulting trajectory includes a notable movement and shift in focus related to educational paradigms. Being learner-centered (LC) has become a central theme and mission by many coach education programs. The purpose of this case study was twofold: to explore the evolution of the historically rich coach education program of golf in Canada, and to assess the LC status of the most recently developed context of the program using Blumberg’s (2009) framework for developing and assessing learner-centered teaching (LCT). A series of program documents and interviews with seven coach development administrators involved in the program were analyzed. Findings revealed the turbulent epistemic evolution of the program and its pedagogical approaches, as well as the combination of internal and external drivers that triggered the shift from one extreme (instructor-centered teaching) to another (LCT) until finding a functional equilibrium. Moreover, the assessment of the program confirmed its claims of being LC. Discussions are presented on leading a LC change, facilitating learning, and using the framework to assess LC coach education.

Effects of a life skills-based sexuality education program on Korean early adolescents

2019 ◽  
Vol 47 (12) ◽  
pp. 1-11
Author(s):  
Gyu-Young Lee ◽  
Da Ye Lee
Keyword(s):  
Sexual Behaviors ◽  
Education Program ◽  
Life Skills ◽  
Sexuality Education ◽  
Intervention Program ◽  
Real Life ◽  
Sexual Attitude ◽  
School Students ◽  
Learner Centered ◽  
Sexuality Education Program

We verified the effectiveness of a life skills-based sexuality education program that involved applying learner-centered principles among South Korean upper elementary grade students. We developed an 8-session program to improve sexuality knowledge and the sexual behaviors of adolescents through gaining practical skills applicable to daily life. Participants were 68 students at a school located in Seoul and we analyzed their data using a 1-sample t test to determine the effectiveness of the proposed intervention program. The results showed that the proposed program increased the sexuality knowledge and interpersonal skills of the adolescents; however, the improvement in sexual attitude was not statistically significant. This study is significant as the program is the first life skills-based sexuality education course developed for use with elementary school students in Korea. Our program could be used in developing a learner-centered sexuality education program applicable to real-life situations.

scholarly journals “Is It Overtraining or Just Work Ethic?”: Coaches’ Perceptions of Overtraining in High-Performance Strength Sports

Sports ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 85
Author(s):  
Lee Bell ◽  
Alan Ruddock ◽  
Tom Maden-Wilkinson ◽  
Dave Hembrough ◽  
David Rogerson
Keyword(s):  
Physical Performance ◽  
Thematic Analysis ◽  
High Performance ◽  
Higher Order ◽  
Short Term ◽  
Semistructured Interviews ◽  
Diagnostic Symptoms ◽  
Careful Manipulation ◽  
Sport Coaches

Optimal physical performance is achieved through the careful manipulation of training and recovery. Short-term increases in training demand can induce functional overreaching (FOR) that can lead to improved physical capabilities, whereas nonfunctional overreaching (NFOR) or the overtraining syndrome (OTS) occur when high training-demand is applied for extensive periods with limited recovery. To date, little is known about the OTS in strength sports, particularly from the perspective of the strength sport coach. Fourteen high-performance strength sport coaches from a range of strength sports (weightlifting; n = 5, powerlifting; n = 4, sprinting; n = 2, throws; n = 2, jumps; n = 1) participated in semistructured interviews (mean duration 57; SD = 10 min) to discuss their experiences of the OTS. Reflexive thematic analysis resulted in the identification of four higher order themes: definitions, symptoms, recovery and experiences and observations. Additional subthemes were created to facilitate organisation and presentation of data, and to aid both cohesiveness of reporting and publicising of results. Participants provided varied and sometimes dichotomous perceptions of the OTS and proposed a multifactorial profile of diagnostic symptoms. Prevalence of OTS within strength sports was considered low, with the majority of participants not observing or experiencing long-term reductions in performance with their athletes.

Coach Education in Ireland: Observations and Considerations for High Performance

2011 ◽  
Vol 4 (3) ◽  
pp. 29-43 ◽  
Author(s):  
Sunnhild Bertz ◽  
Laura Purdy
Keyword(s):  
High Performance ◽  
Educational Interventions ◽  
Institutional Evolution ◽  
Structured Interviews ◽  
Education Development ◽  
Coach Education ◽  
Know How ◽  
Sources Of Knowledge ◽  
Performance Coaching ◽  
Formal Recognition

The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.

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