Reflection in Coach Education: The Case of the National Governing Body Coaching Certificate

in The Sport Psychologist
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Research frequently demonstrates that coaches learn by reflecting on practical coaching experience (Gilbert & Trudel, 2001), hence both reflection and experience have been identified as essential elements of coach education (Cushion, Armour, & Jones, 2003). The case being studied was a United Kingdom (UK) National Governing Body (NGB) in the process of developing a coach education program. The purpose of this study was to empirically explore the use of reflection as a conceptual underpinning to connect and understand coach education, theory, and practice. Findings suggest that the curriculum could promote reflective practice, albeit in a largely decontextualized learning environment. Future research should attempt to directly measure, in situ, the impact of such courses on coaching knowledge and coaching practice.

The authors are with Brunel University School of Sport and Education, Middlesex, UB8 3PH, UK. E-mail: Christopher.Cushion@Brunel.ac.uk.

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