The Union of European Football Associations 2020 Coaching Convention Update and Coach Education in the Football Association of Ireland

in International Sport Coaching Journal
View More View Less
  • 1 University College Dublin
  • | 2 The Football Association of Ireland
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $42.00

1 year online subscription

USD  $56.00

Student 2 year online subscription

USD  $80.00

2 year online subscription

USD  $107.00

This article explores how the 2020 edition of the Union of European Football Association’s (UEFA) Coaching Convention impacts coach education in the Football Association of Ireland (FAI), a member of the UEFA. First, this article provides a brief history of the UEFA Coaching Convention and it’s historical benefits. Second, the UEFA Coaching Convention’s principles and practices of adult learning and reality-based learning are identified, along with the national association’s responsibilities for their implementation. Third, we outline the four main changes to the 2020 UEFA Coaching Convention, and fourth, following an overview of coach education in the FAI, we identify how the FAI’s Coach Education Department adopts a constructivist, learner-centered approach when implementing the UEFA adult learning and reality-based learning principles. Fifth, we discuss some of the implemented and planned coach education initiatives in the FAI and provide an overview of the FAI’s redeveloped coach education pathway, which was launched in August 2020 for implementation from 2021 to 2025. The article concludes with an overview of the future of coach education in the FAI and suggestions for further research.

Kelly is with the School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland. O’Regan is with The Football Association of Ireland, Dublin, Ireland.

Kelly (Seamus.kelly@ucd.ie) is corresponding author.
  • Baker, J., Cobley, S., Schorer, J., & Wattie, N. (Eds.). (2017). Routledge handbook of talent identification and development in sport. London: Routledge.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Blumberg, P. (2009). Developing learner-centred teaching: A practical guide for faculty. San Francisco, CA: Jossey-Bass.

  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA:: Harvard University Press.

    • Search Google Scholar
    • Export Citation
  • Carson, F. (2008). Utilizing video to facilitate reflective practice: Developing sports coaches. International Journal of Sports Science & Coaching, 3(3), 381390. doi:10.1260/174795408786238515

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chambers, C.F. (2015). Mentoring in physical education and sports coaching. London: Routledge.

  • Chambers, F.C. (2018). Learning to mentor in sports coaching: A design thinking approach. London: Routledge.

  • Ciampolini, V., Milistetd, M., Rynne, S.B., Brasil, V.Z., & do Nascimento, J.V. (2019). Research review on coaches’ perceptions regarding the teaching strategies experienced in coach education programmes. International Journal of Sports Science & Coaching, 14(2), 216228. doi:10.1177/1747954119833597

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Collins, D., & MacNamara, A. (2017). Talent development: A practitioner guide. London: Routledge.

  • Cropley, B., Miles, A., & Peel, J. (2012). Reflective practice: Value of, issues, and developments within sports coaching. In Sports Coach UK Research Project (pp. 151). Leeds: SCUK.

    • Search Google Scholar
    • Export Citation
  • Culver, D., & Trudel, P. (2008). Clarifying the concept of communities of practice in sport. International Journal of Sports Science & Coaching, 3(1), 110. doi:10.1260/174795408784089441

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Cumming, S.P., Searle, C., Hemsley, J.K., Haswell, F., Edwards, H., Scott, S., & Malina, R.M. (2018). Biological maturation, relative age and self-regulation in male professional academy soccer players: A test of the underdog hypothesis. Psychology of Sport and Exercise, 39, 147153. doi:10.1016/j.psychsport.2018.08.007

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Cushion, C.J. (2018). Reflection and reflective practice discourses in coaching: A critical analysis. Sport, Education and Society, 23(1), 8294. doi:10.1080/13573322.2016.1142961

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Cushion, C.J., & Townsend, R.C. (2019). Technology-enhanced learning in coaching: A review of literature. Educational Review, 71(5), 631649. doi:10.1080/00131911.2018.1457010

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Cushion, C., Harvey, S., Muir, B., & Nelson, L. (2012). Developing the Coach Analysis and Intervention System (CAIS): Establishing validity and reliability of a computerised systematic observation instrument. Journal of Sports Sciences, 30(2), 201216. PubMed ID: 22141459 doi:10.1080/02640414.2011.635310

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Deslauriers, L., McCarty, L.S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 1925119257.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Dokter, R. (2020). The FAI High Performance Strategy 2020–2025. Internal presentation to FAI Coach Education Staff. Dublin.

  • Exley, K., & Dennick, R. (2004). Small group teaching: Tutorials, seminars and beyond. London: Routledge.

  • Fessi, M.S., Zarrouk, N., Di Salvo, V., Filetti, C., Barker, A.R., & Moalla, W. (2016). Effects of tapering on physical match activities in professional soccer players. Journal of Sports Sciences, 34(24), 21892194. PubMed ID: 27065344 doi:10.1080/02640414.2016.1171891

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Finnegan, L., Richardson, D., Littlewood, M., & McArdle, J. (2017). The influence of date and place of birth on youth player selection to a National Football Association elite development programme. Science and Medicine in Football, 1(1), 3039. doi:10.1080/02640414.2016.1254807

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Fosnot, C.T. (2005). Constructivism revisited: Implications and reflections. The Constructivist, 16(1), 117.

  • Fraina, M., & Hodge, S.R. (2020). Mentoring relationships among athletes, coaches, and athletic administrators: A literature review. Journal for the Study of Sports and Athletes in Education, 14(2),  125.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 84108415.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Huntley, E., Cropley, B., Gilbourne, D., Sparkes, A., & Knowles, Z. (2014). Reflecting back and forwards: An evaluation of peer-reviewed reflective practice research in sport. Reflective Practice, 15(6), 863876. doi:10.1080/14623943.2014.969695

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Hussain, A., Trudel, P., Patrick, T., & Rossi, A. (2012). Reflections on a novel coach education program: A narrative analysis. International Journal of Sports Science & Coaching, 7(2), 227240. doi:10.1260/1747-9541.7.2.227

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Jaques, D. (2004). Learning in groups: A handbook for improving group work. London: Routledge.

  • Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments. London: Routledge.

  • Jones, R.L., Harris, R., & Miles, A. (2009). Mentoring in sports coaching: A review of the literature. Physical Education and Sport Pedagogy, 14(3), 267284. doi:10.1080/17408980801976569

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is “enhanced” and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 636. doi:10.1080/17439884.2013.770404

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Knowles, Z., Gilbourne, D., Cropley, B., & Dugdill, L. (Eds.). (2014). Reflective practice in the sport and exercise sciences: Contemporary issues. London: Routledge.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Knowles, Z., Tyler, G., Gilbourne, D., & Eubank, M. (2006). Reflecting on reflection: Exploring the practice of sports coaching graduates. Reflective Practice, 7(2), 163179. doi:10.1080/14623940600688423

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Knutsson, H., Thomasson, A., & Nilsson, C.H. (2010). Reality-based learning: How to get Business Students down to Business. International Journal of Teaching and Learning in Higher Education, 22(3), 277286.

    • Search Google Scholar
    • Export Citation
  • Lewis, C.J., Roberts, S.J., & Andrews, H. (2018). “Why am I putting myself through this?” Women football coaches’ experiences of the Football Association’s coach education process. Sport, Education and Society, 23(1), 2839. doi:10.1080/13573322.2015.1118030

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lominé, L.L. (2002). Online learning and teaching in hospitality, leisure, sport and tourism: Myths, opportunities and challenges. Journal of Hospitality, Leisure, Sport and Tourism Education, 1(1), 4349.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lyle, J., Jolly, S., & North, J. (2010). The learning formats of coach education materials. International Journal of Coaching Science, 4(1), 35−48.

    • Search Google Scholar
    • Export Citation
  • Maclean, J., & Lorimer, R. (2016). Are coach education programmes the most effective method for coach development? International Journal of Coaching Science, 10(2), 7188.

    • Search Google Scholar
    • Export Citation
  • McDermott, G. (2019). The FAI Club Mark Program. Internal Presentation to FAI Coach Education Staff. Dublin.

  • McNiff, J., & Aicher, T.J. (2017). Understanding the challenges and opportunities associated with online learning: A scaffolding theory approach. Sport Management Education Journal, 11(1), 1323. doi:10.1123/smej.2016-0007

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Milistetd, M., Trudel, P., Rynne, S., Mesquita, I.M.R., & do Nascimento, J.V. (2018). The learner-centred status of a Brazilian university coach education program. International Sport Coaching Journal, 5(2), 105115. doi:10.1123/iscj.2017-0075

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Mills, J.P., & Boardley, I.D. (2016). Expert Premier League soccer managers’ use of transformational leadership behaviours and attitude towards sport integrity: An intrinsic case study. International Journal of Sports Science & Coaching, 11(3), 382394. doi:10.1177/1747954116645011

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Morgan, K., Jones, R.L., Gilbourne, D., & Llewellyn, D. (2013). Innovative approaches in coach education pedagogy. Nuances: Estudos Sobre Educação, 24(1), 218234. doi:10.14572/nuances.v24i1.2170

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Morgans, R., Orme, P., Anderson, L., & Drust, B. (2014). Principles and practices of training for soccer. Journal of Sport and Health Science, 3(4), 251257. doi:10.1016/j.jshs.2014.07.002

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Nash, C., & Sproule, J. (2012). Coaches perceptions of their coach education experiences. International Journal of Sport Psychology, 43(1), 33.

    • Search Google Scholar
    • Export Citation
  • Nash, C., Sproule, J., & Horton, P. (2017). Feedback for coaches: Who coaches the coach? International Journal of Sports Science & Coaching, 12(1), 92102. doi:10.1177/1747954116684390

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Nelson, L., Cushion, C., & Potrac, P. (2013). Enhancing the provision of coach education: The recommendations of UK coaching practitioners. Physical Education and Sport Pedagogy, 18(2), 204218. doi:10.1080/17408989.2011.649725

    • Crossref
    • Search Google Scholar
    • Export Citation
  • O’ Regan, N. (2017). Evaluation of the process of designing and implementing a new coaching pathway within the Football Association of Ireland. Presentation at the The International Council for Coaching Excellence, Global Coach Conference, Liverpool, UK.

    • Search Google Scholar
    • Export Citation
  • O’ Regan, N. (2018). Coach and player development in the Republic of Ireland. Presentation at the United Coaches Convention, Philadelphia, USA.

    • Search Google Scholar
    • Export Citation
  • O’ Regan, N. (2020). The features of a learner-centred coach education programme for football (Unpublished MEd Dissertation). Cork, Ireland: University College Cork.

    • Search Google Scholar
    • Export Citation
  • O’Regan, N., & Kelly, S. (2018). Coaching and coach education in the football association of Ireland. International Sport Coaching Journal, 5(2), 183191. doi:10.1123/iscj.2018-0017

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Paquette, K., & Trudel, P. (2016). Learner-centered teaching: A consideration for revitalizing coach education. The Psychology of Effective Coaching and Management, 5370.

    • Search Google Scholar
    • Export Citation
  • Paquette, K., & Trudel, P. (2018). Learner-centered coach education: Practical recommendations for coach development administrators. International Sport Coaching Journal, 5(2), 169175. doi:10.1123/iscj.2017-0084

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Partington, M., Cushion, C.J., Cope, E., & Harvey, S. (2015). The impact of video feedback on professional youth football coaches’ reflection and practice behaviour: A longitudinal investigation of behaviour change. Reflective Practice, 16(5), 700716. doi:10.1080/14623943.2015.1071707

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Piggott, D. (2012). Coaches’ experiences of formal coach education: A critical sociological investigation. Sport, Education and Society, 17(4), 535554. doi:10.1080/13573322.2011.608949

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Schmidt, H.G., Wagener, S.L., Smeets, G.A., Keemink, L.M., & van der Molen, H.T. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1(1), 1218. doi:10.1016/j.hpe.2015.11.010

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Schon, D.A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126). New York, NY: Basic books.

  • Schön, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

    • Search Google Scholar
    • Export Citation
  • Smith, L.W., & Van Doran, D.C. (2004). The reality-based learning method: A simple method for keeping teaching activities relevant and effective. Journal of Marketing Education, 26, 6674. doi:10.1177/0273475303262353

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stevens, G.H., & Frazer, G.W. (2005). Coaching: The missing ingredient in blended learning strategy. Performance Improvement, 44(8), 813. doi:10.1002/pfi.4140440804

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stoszkowski, J., & Collins, D. (2014). Communities of practice, social learning and networks: Exploiting the social side of coach development. Sport, Education and Society, 19(6), 773788. doi:10.1080/13573322.2012.692671

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stoszkowski, J., & Collins, D. (2017). Using shared online blogs to structure and support informal coach learning—Part 1: A tool to promote reflection and communities of practice. Sport, Education and Society, 22(2), 247270. doi:10.1080/13573322.2015.1019447

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Trudel, P., Milestetd, M., & Culver, D.M. (2020). What the empirical studies on sport coach education programmes in higher education have to reveal: A review. International Sport Coaching Journal, 7(1), 6173. doi:10.1123/iscj.2019-0037

    • Crossref
    • Search Google Scholar
    • Export Citation
  • UEFA (2015). Coaching Convention. UEFA.com

  • UEFA (2017). Coaching Convention. UEFA.com

  • UEFA (2019). Coaching Convention. UEFA.com

  • UEFA (2020). Coaching Convention. UEFA.com

  • Vella, S.A., Oades, L.G., & Crowe, T.P. (2012). Validation of the differentiated transformational leadership inventory as a measure of coach leadership in youth soccer. The Sport Psychologist, 26(2), 207223. doi:10.1123/tsp.26.2.207

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Walker, L.F., Thomas, R., & Driska, A.P. (2018). Informal and nonformal learning for sport coaches: A systematic review. International Journal of Sports Science & Coaching, 13(5), 694707. doi:10.1177/1747954118791522

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

All Time Past Year Past 30 Days
Abstract Views 395 395 229
Full Text Views 3 3 1
PDF Downloads 4 4 1