How Coach Educators Deliver Formal Coach Education: A Full Range Leadership Perspective

in International Sport Coaching Journal
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  • 1 University of Gloucestershire
  • 2 Queen’s University
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While recent work recognizes a need for coach education to place greater emphasis on interpersonal knowledge when developing coaching expertise, it is our position that coach educators (CEs) must follow a similar trajectory in embracing the interpersonal knowledge requisite of their role and move beyond a reliance on content and professional knowledge in order to shape their delivery. To better understand CEs’ behaviors, the authors observed four experienced CEs in Alpine skiing, using an adapted version of the Coach Leadership Assessment System during delivery of a coach education and assessment course. The authors also interviewed CEs to further elucidate the observational data. The findings suggest the benefit of transactional approaches to leadership during assessment when set against the backdrop of an environment driven by intentions consistent with transformational leadership. Furthermore, we call for a greater appreciation of context when imagining CEs’ behaviors that align with effective practice.

Garner and Roberts are with the School of Sport and Exercise, University of Gloucestershire, Gloucester, United Kingdom. Turnnidge and Côté are with the School of Kinesiology and Health Studies, Queen’s University, Kingston, Ontario, Canada.

Garner (pgarner@glos.ac.uk) is corresponding author.

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