scholarly journals Post-match video-based feedback: A longitudinal work-based coach development program stimulating changes in coaches’ knowledge and understanding

2021 ◽  
pp. 174795412110172
Author(s):  
Pablo E Raya-Castellano ◽  
Matthew J Reeves ◽  
Luis Fradua-Uriondo ◽  
Allistair P McRobert
Keyword(s):  
Corrective Feedback ◽  
Development Program ◽  
Coach Education ◽  
Self Reflection ◽  
Usable Knowledge ◽  
Data Collection Strategy ◽  
Multiple Method ◽  
Coach Development ◽  
Education And Development ◽  
Coach Behaviors

The literature regarding formal coach education and development highlights issues of transference of usable knowledge to the real-world context. This study sought to engage coaches from a Spanish football academy in a longitudinal work-based coach development program (CDP) focused on the delivery of post-match feedback. The CDP was delivered over a 23-month period through collaboration between a sport pedagogue researcher-practitioner, the Academy Management Team, and an experienced research team. The study adopted a case study design, utilizing a multiple method data collection strategy that occurred in several stages: 1) Systematic observations (Sep–Dec 2018) and 2) debrief (Jan 2019), where baseline coach behaviors and underpinning knowledge were recorded; 3) a workshop and a directed task (Mar 2019), encouraging coaches to apply new knowledge; 4) a directed task 2 and reflective interview (Apr/May 2019), facilitating coaches’ reflection on their past deliveries and rationalization and planning of their forthcoming sessions’ delivery and 5) a consolidation interview (Apr 2020), capturing knowledge stabilization. Qualitative data suggest that there was an increased understanding in the adoption of behaviors including corrective feedback, silence, questioning, and player participation throughout the CDP. In addition, coaches’ self-reflection found acceptance of their coaching delivery or a disconnect between their desired and actual behaviors during the delivery of video-based feedback. This study provides a preliminary framework for further implementation and exploration in developing coaches’ knowledge and understanding of delivering post-match video-based feedback.

scholarly journals Scaffolding Women Coaches’ Development: A Program to Build Coaches’ Competence and Confidence

2019 ◽  
Vol 27 (2) ◽  
pp. 101-109 ◽  
Author(s):  
Justine B. Allen ◽  
Colleen Reid
Keyword(s):  
Good Practice ◽  
Development Program ◽  
Lessons Learned ◽  
Women Coaches ◽  
Systematic Observation ◽  
Learning And Development ◽  
Coach Education ◽  
Self Perceptions ◽  
Underrepresentation Of Women ◽  
Education And Development

Research continues to demonstrate the underrepresentation of women coaches and that barriers outweigh support. The purpose of this practical article is to describe the process undertaken by a National Governing Body of Sport to deliver a learning and development program to support women hockey coaches in Scotland, the Women in Coaching program. Our aim is to share understanding about this example of good practice to provide insight and direction for change that can enhance the experiences and provisions of coach education and development for women coaches. First, we explain the use of scaffolding as a concept to capture the approach adopted in the program to bring together a range of learning situations (e.g., coach education, workshops, systematic observation of coaching practice, mentoring). We then describe and discuss the evidence gathered to inform program development (i.e., workforce analysis, interviews with coaches). Next the delivery of the program and assessment of its impact are discussed (i.e., pre-post self-perceptions, players’ perceptions, coaching behaviors, reflective survey). Finally we present best practices based on the lessons learned from our involvement with the program over the past six years.

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 Mentorship Program as A Productive Teacher Development Program at Sekolah Pelita Harapan in Indonesia

2020 ◽  
Vol 1 (3) ◽  
pp. 311-318
Author(s):  
Rosma Indriana Purba ◽  
Ratna Setyowati Putri ◽  
Donna Imelda
Keyword(s):  
Leadership Development ◽  
Teacher Development ◽  
Educational Leaders ◽  
Development Program ◽  
Mentoring Program ◽  
Development Programs ◽  
Mentorship Program ◽  
Self Reflection ◽  
Job Shadowing ◽  
Cost Efficient

A mentorship program is cost-efficient and effective ways to get employees engaged and empowered. The program enables developing talent and increases productivity across the organization. The executive team of Sekolah Pelita Harapan has grown a strong desire to help equipping educational leaders to be effective in their role as educators. It is founded on the belief that an excellent candidate having a background of experience in education and showing strong potential for further leadership development can benefit enormously through the opportunities that mentorship can offer. Through several models of teacher development programs, it was finally confirmed that the mentoring program was an excellent way to develop the teacher's performance. Keywords: mentoring, job shadowing, active application, dialogue, professional reading, self-reflection.

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.

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.

Coach Education and Learning

2015 ◽  
pp. 275-288
Author(s):  
Koon Teck Koh ◽  
Wai Cheong Eugene Chew
Keyword(s):  
Individual Differences ◽  
Experiential Learning ◽  
Coach Education ◽  
International Council ◽  
Significant Growth ◽  
Diverse Learning ◽  
Metropolitan University ◽  
Education And Development ◽  
Sports Coaching

The vocation of sports coaching has seen a significant growth across the globe (Taylor & Garratt, 2013). Accordingly, the need to professionalise coaching and to establish a framework for the development of the coaching profession has also been advocated by many scholars (Cushion et al., 2010; Lyle, 2002). The International Sports Coaching Framework (ISCF) jointly proposed by the International Council for Coaching Excellence, the Association of Summer Olympic International Federations, and Leeds Metropolitan University in 2012 has provided directions and systems for global coach education and development. Coaches need to continually learn and develop their craft to remain relevant and competent. Learning can be formal or informal and can happen through many forms such as experiential learning, reflection, study, and workshops/clinics (Cushion & Neslon, 2013). These diverse learning formats cater to individual differences and hence should be encouraged to develop coaches. Coach education is explored in this chapter.

scholarly journals Touch Screen Technology: Implementing a Technologically-Enhanced Profiling System for Student Sport Coaches | La technologie des écrans tactiles : mettre en œuvre un système de profilage amélioré par la technologie pour les entraîneurs sportifs en formation

2018 ◽  
Vol 44 (3) ◽  
Author(s):  
Tom Browne ◽  
John Lyle
Keyword(s):  
Touch Screen ◽  
Assessment System ◽  
Assessment Process ◽  
Integrate Assessment ◽  
Coach Education ◽  
Mise En Œuvre ◽  
Coaching Process ◽  
Education And Development ◽  
Sport Coaches

This exploratory case study evaluates the implementation and use by student coaches of an innovative coaching profiling system, Touch Screen Technology (TST), to assess coaching behaviours. The study was designed to evaluate the potential of this technologically-enhanced assessment system as a profiling option for gathering, storing, retrieving, and presenting data about coaching competences. The case study documents and evaluates trainee coaches’ (N=100) experiences of using TST during an internship, identifying the advantages and challenges of implementation, and evaluating the potential for coach education and development. Evidence was triangulated from questionnaires, journals, and interviews (N=20). The responses from the coaches were overwhelmingly positive. The touch screen technology, specified assessment criteria, and graphical profiling helped to integrate assessment into the program along with increased awareness and understanding of the assessment process. The students’ subsequent reflections on the components of the coaching process positively impacted their performance. The study concludes that TST has the potential to assist in enhancing the learning process and bridging the gap between education and practice. Attention is drawn to the challenges of implementation.Cette étude de cas exploratoire évalue la mise en œuvre et l’utilisation, par les élèves entraîneurs, d’un système innovateur de profilage d’entraîneurs, la technologie des écrans tactiles (« TÉT »), pour évaluer les comportements des entraîneurs. L’étude a été conçue pour évaluer le potentiel de ce système d’évaluation technologiquement amélioré comme option de profilage pour la collecte, l’entreposage, la récupération et la présentation de données sur les compétences des entraîneurs. L’étude de cas documente et évalue les expériences d’utilisation de la TÉT par les entraîneurs stagiaires (N=100) durant un stage tout en relevant les avantages et les défis liés à la mise en œuvre et en évaluant le potentiel pour la formation et le développement des entraîneurs. Les preuves ont été triangulées à partir de questionnaires, de journaux et d’entrevues (N=20). Les réponses des entraîneurs ont été très largement positives. La technologie des écrans tactiles, les critères d’évaluation précisés et le profilage graphique, tout comme la sensibilisation et la compréhension accrue du processus d’évaluation, ont aidé à intégrer l’évaluation au programme. Les réflexions subséquentes des élèves sur les composantes du processus d’entraînement ont eu une incidence positive sur leur rendement. L’étude conclut que la TÉT a le potentiel d’aider à améliorer le processus d’apprentissage et à combler l’écueil entre l’éducation et la pratique. L’étude attire l’attention vers les défis liés à la mise en œuvre.

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.

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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