Coach Development and Education for the Masters Coach

2021 ◽  
pp. 151-164
Author(s):  
Bettina Callary ◽  
Brian Gearity
Keyword(s):  
Coach Development

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.

scholarly journals A case study examining the mediating impact of Coach Educators delivering a professional development programme.

2019 ◽  
Author(s):  
Alexander Sobolewski
Keyword(s):  
Professional Development ◽  
Qualitative Data ◽  
Research Strategy ◽  
Development Programme ◽  
Personal Agency ◽  
Structured Interviews ◽  
Coach Development ◽  
Professional Development Programme ◽  
High Degree

The important mediating influence of Coach Educators (CEs) delivering a programme of learning has been largely ignored in research seeking to find the key to effective CPD. This paper aims to bring CEs to the fore by reporting the experiences of 7 CEs and 2 Programme Managers delivering a sport National Governing Body coach development programme. Qualitative data were collected via semi-structured interviews and interpreted through the theoretical lens of relational interdependence (Billett, 2008) using a retroductive research strategy. The findings identified the subjective and idiosyncratic processes through which CEs developed their understanding of the programme resulting in individual differences in construal. The high degree of workplace affordance gave CEs autonomy to deploy their personal agency and intentionality to shape practice leading to wide variations in CPD delivery. The results suggest the subjectivity of CEs can have a potentially significant impact on the fidelity of the programme being delivered.

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.

Examining Experienced S&C Coaches’ Reflections on the Effectiveness of Psychosocial Behaviors in Coaching

2020 ◽  
pp. 1-9
Author(s):  
Christoph Szedlak ◽  
Jo Batey ◽  
Matthew J. Smith ◽  
Matthew Church
Keyword(s):  
Reflective Practice ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Constructivist Learning ◽  
Formal Training ◽  
Semistructured Interview ◽  
Development Programs ◽  
Strength And Conditioning ◽  
Holistic Development ◽  
Coach Development

This study aimed to examine elite, experienced strength and conditioning (S&C) coaches’ reflections on the effectiveness of psychosocial behaviors in S&C coaching. In particular, this study aimed to explore which psychosocial behaviors are essential, the process of how these might influence coaching practice, and how the development of psychosocial behaviors should be encouraged. Eight elite, experienced S&C coaches were recruited and partook in a semistructured interview. Using a reflexive thematic analysis, six themes were identified: understanding athlete’s needs, communicating effectively, caring and connecting with the athlete, practicing what you preach, the importance of reflective practice, and the contribution of formal training. The findings of this study enhance the literature by highlighting that elite, experienced S&C coaches perceive psychosocial behaviors to be essential in effective S&C coaching practice. In particular, the findings describe the processes of how identified psychosocial behaviors might positively influence athlete development by enhancing motivation, buy-in, and autonomy. In addition, the authors’ results suggest that current S&C coach development programs are limited in facilitating the learning of psychosocial behaviors. Thus, their findings strengthen the call for S&C coach educators to utilize constructivist learning strategies including facilitated reflection to encourage the development of essential psychosocial behaviors that contribute to the holistic development of the athlete.

Coach Development: Practical Recommendations for Interscholastic Sport

2021 ◽  
Vol 8 (1) ◽  
pp. 101-112
Author(s):  
Pete Van Mullem ◽  
Kirk Mathias
Keyword(s):  
Best Practices ◽  
The United States ◽  
Know How ◽  
Interscholastic Sport ◽  
Coach Development ◽  
Sport Coaches ◽  
Local Levels ◽  
Practical Recommendations ◽  
Research Studies

In the United States, interscholastic sport coach development occurs at the national, regional, and local levels, through higher education institutions, coaching associations, governing bodies of sport, and coach developers. Although each coach development pathway employs similar instructional methods, delivery formats, and often seeks the same outcome (i.e., certification or degree), each is unique in how they educate interscholastic coaches. Research studies on coach development have examined how interscholastic coaches learn, what they need to know, and what they need to know how to do. Furthermore, research studies in sport coaching have examined the role of a coach developer in facilitating, mentoring, and guiding coach development activities. Therefore, guided by the literature on coach development, the role of the interscholastic sport administrator as a coach developer, and insight gleaned from an exploratory descriptive study on interscholastic sport coaches, this best practices paper offers three steps the interscholastic sport administrator can implement in practice to provide ongoing coach development.

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.

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