scholarly journals Sport Experiences, Milestones, and Educational Activities Associated with High-Performance Coaches’ Development

2007 ◽  
Vol 21 (3) ◽  
pp. 302-316 ◽  
Author(s):  
Karl Erickson ◽  
Jean Côté ◽  
Jessica Fraser-Thomas
Keyword(s):  
High Performance ◽  
Team Sport ◽  
Education Programs ◽  
Educational Activities ◽  
Coaching Education ◽  
Coach Development ◽  
Leadership Opportunities ◽  
Sport Coaches

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

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.

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.

Coaches’ Perspectives of Intrateam Competition in High Performance Sport Teams

2016 ◽  
Vol 3 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Sebastian Harenberg ◽  
Harold A. Riemer ◽  
Erwin Karreman ◽  
Kim D. Dorsch
Keyword(s):  
High Performance ◽  
Team Sport ◽  
Head Coaches ◽  
Full Time ◽  
Constructive Process ◽  
Semistructured Interviews ◽  
Sport Teams ◽  
University Level ◽  
Playing Time ◽  
Sport Coaches

Competition is a common phenomenon and occurs frequently in sports. In high performance sports, competition takes place not only between teams (interteam competition) but also within a team (intrateam competition). In the intrateam competition, coaches might play a central role because of their power to structure competition within their teams. Yet, there is a lack of research exploring how coaches facilitate this type of competition. Consequently, the purpose of this study was to explore how university-level team sport coaches’ experience, structure and use intrateam competition. Eight full-time Canadian Interuniversity Sports head coaches participated in semistructured interviews. The participants indicated that intrateam competition involves two distinct types of competition: situational and positional competition. While situational competition occurs primarily in practices, positional competition is an ongoing, continual process in which athletes who occupy the same position compete for playing time. The coaches shared important considerations about how to carefully structure and use both types of competition constructively. The study is an original account of intrateam competition as a multifaceted, constructive process within high performance sport teams.

On the Right Track: Maximizing Educational Opportunities for Usatf Coaching Education

2012 ◽  
Vol 5 (1) ◽  
pp. 41-63
Author(s):  
Lawrence W. Judge ◽  
Kimberly J. Bodey ◽  
David Bellar ◽  
Christine Brooks ◽  
Terry Crawford
Keyword(s):  
Subject Matter ◽  
Large Scale ◽  
National Standards ◽  
Developmental Level ◽  
Education Programs ◽  
Coaching Education ◽  
Level Ii ◽  
Level I ◽  
The Right ◽  
Sport Coaches

In recent years, large scale sport organizations and national governing bodies have produced coaching education programs to prepare coaches to teach and mentor athletes. The purpose of this study was to examine: a) track & field coaches’ familiarity with the National Standards for Sport Coaches, b) the alignment of United States Track & Field (USATF) Developmental, Level I, and Level II coaching education programs with the National Standards for Sport Coaches, and c) the alignment of USATF Developmental, Level I, and Level II coaching education programs with coaches’ perceived needs for subject matter training. A 39-item survey was administered during a USATF certification course to measure coaches’ familiarity and perceptions. The results showed the vast majority of coaches (75.2%) were not familiar with the National Standards. At the time of assessment, the Developmental, Level I, and Level II courses were partially aligned with 25 of 40 standards at the Level 1, Level 3, or Level 5 accreditation levels. The courses were not aligned with 15 of 40 standards at any accreditation level. The majority of deficiencies existed in Domain 2: Safety and Injury Prevention, Domain 7: Organization and Administration, and Domain 8: Evaluation. While the USATF coaching education curriculum is partially aligned with many, but not all, of the national standards, the curriculum appears to contain subject matter training that coaches perceived as needed. Curricular revisions, including future directions of the USATF coaching education program, such as new courses and innovative use of technology, are presented.

Preparing the Next Generation: Practical Tips for Mentoring Student Coaches During Internship

2010 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Melissa A. Murray ◽  
Rebecca Zakrajsek ◽  
Kristen D. Dieffenbach
Keyword(s):  
Experiential Learning ◽  
Mentor Relationship ◽  
Education Programs ◽  
Coaching Education ◽  
Internship Experience ◽  
Hands On ◽  
Coach Development ◽  
Collegiate Level ◽  
Professional Expert ◽  
The U.S

Schempp, McCullick and Mason (2006) suggested gaining hands-on experience is the key element of coach development and the process of becoming a professional expert in the field. Cushion, Armour, and Jones (2003) also recommend the opportunity to observe more experienced coaches as a key experience in novice coach’s development. At the collegiate level in the U.S., a model similar to scholastic teacher training is the foundation for academic-based coaching education programs that seek to combine classroom-based education with experiential learning. In these programs student coaches are generally required to participate in field internship experiences in order to develop a strong art- and science-based approach to coaching. This internship experience is one of great importance, especially since expert coaches have identified having a quality mentor relationship early in their career as essential to their development as a coach (Nash & Sproule, 2009).

Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches

1990 ◽  
Vol 9 (4) ◽  
pp. 332-344 ◽  
Author(s):  
Daniel Gould ◽  
John Giannini ◽  
Vikki Krane ◽  
Ken Hodge
Keyword(s):  
Physical Education ◽  
Team Sport ◽  
Science Courses ◽  
National Team ◽  
Coaching Education ◽  
Amateur Sport ◽  
Pan American ◽  
Education Degree ◽  
Education Needs ◽  
Sport Coaches

The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.

Practicing Unstructured Play in Team Ball Sports: A Rugby Union Example

2018 ◽  
Vol 5 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Jim Mckay ◽  
Donna O’Connor
Keyword(s):  
Team Performance ◽  
High Performance ◽  
Final Section ◽  
Relevant Literature ◽  
Team Sports ◽  
Team Sport ◽  
Rugby Union ◽  
Unstructured Play ◽  
Sport Coaches

The purpose of this paper is to share a successful high performance coach’s approach to practicing unstructured aspects of team play to enhance team performance. The approach was implemented by Jim Mckay (attack coach) during the Queensland Red’s Super Rugby 2010–2013 campaigns. For team sports such as Rugby union, coaches need to assist players in developing their decision-making and execution under unpredictable and chaotic match conditions by scheduling a high proportion of playing form activities related to unstructured possession sources (e.g., response to turnover possession). This paper is organized into three sections. The first section provides an overview of relevant literature on coach-led practice sessions and dynamics system theory. This is followed by the Queensland Reds case study that outlines the data they analysed, the process and implementation of new practices and coach Mckay’s reflections. The final section provides suggestions for team sport coaches wanting to practice the unstructured aspects of team play.

An Overview of Seven National High Performance Coach Education Programs

2014 ◽  
Vol 1 (3) ◽  
pp. 152-164 ◽  
Author(s):  
Bettina Callary ◽  
Diane Culver ◽  
Penny Werthner ◽  
John Bales
Keyword(s):  
High Performance ◽  
Theory And Practice ◽  
Quality Education ◽  
Learning Approaches ◽  
Education Programs ◽  
Alternative Learning ◽  
Coach Education ◽  
Coaching Education ◽  
High Quality Education ◽  
Sports Coaching

High quality education programs across the globe could help coaching move forward as a profession. Although there have been suggestions to improve sports coaching education programs by integrating theory and practice through alternative learning approaches such as mentoring and critical refection (Armour, 2010; Cushion, Armour, & Jones, 2003), it is unclear whether such approaches have been implemented in coach education programs and how different countries are educating their coaches. The purpose of this paper is to describe how seven high performance coach education programs are educating coaches and to what extent they are employing alternative learning approaches. The goals, curricula, and pedagogical approaches are described and implications for the professionalization of coaching are discussed.

scholarly journals Content Analysis of Volunteer Youth Training Programs in the U.S.

2011 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Donna Duffy ◽  
Brian Loy
Keyword(s):  
Training Programs ◽  
Positive Impact ◽  
Youth Sport ◽  
Education Programs ◽  
Coaching Education ◽  
Attitudes And Behaviors ◽  
American Academy Of Pediatrics ◽  
Youth Training Programs ◽  
Volunteer Coaches ◽  
Sport Coaches

Despite the apparent positive impact that coaching education programs have on the attitudes and behaviors of volunteer youth sport coaches, few programs exist to actually educate these coaches (American Academy of Pediatrics, 2001; Gould et al., 1990). The organizations that coordinate youth sport leagues have an obligation to train these volunteer coaches, but few coaches receive training and if they do receive training, it is often lacking in specific developmental areas. There are also often differences between the coaching education programs that do exist and what volunteer coaches actually want to learn and need to learn.

scholarly journals An investigation of high-performance team sport coaches’ planning practices

2021 ◽  
pp. 1-28
Author(s):  
Paul Kinnerk ◽  
Philip E. Kearney ◽  
Stephen Harvey ◽  
Mark Lyons
Keyword(s):  
High Performance ◽  
Team Sport ◽  
Sport Coaches
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