. The research described in this paper is intended to be a contribution to this area of study and, more specifically, sessional-interactive pedagogy. Effective sport coaching is cognitively demanding and requires coaches to observe, think, and act ( Lyle & Cushion, 2017 ; North, 2017 ). It is clear
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An In Situ Exploration of Practicing Rugby Coaches’ Cognitions, Higher Psychological Functions, and Actions Using Think Aloud Protocol
Simon Quick and John Lyle
Learning to Coach through Experience: Reflection in Model Youth Sport Coaches
Wade D. Gilbert and Pierre Trudel
The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.
Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches
Daniel Gould, John Giannini, Vikki Krane, and Ken Hodge
The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.
Chapter 7: An Investigation Into Sports Coaches’ Twitter Use
Stephen Harvey, Obidiah Atkinson, and Brendon P. Hyndman
value and impact of their Twitter use? Literature Review Coaches’ knowledge represents an integration of professional (sport-specific skills), interpersonal (develop and maintain relationships), and intrapersonal knowledge (reflect and learn; Turnnidge & Côté, 2017 ). Despite sport coaches being
“From a Learning Perspective, It’s a Better Way for Them to Learn”: Impact of an Education Program on Two Youth Soccer Coaches’ Perspectives and Practices
Colin S. Barnes and Matthew D. Curtner-Smith
. He recalled his own youth sport coaches as being “entertainers” who “made sure [he and other children] were enjoying ourselves” and noted that he did not aspire to be like them. Moreover, he was aware that the media generally “portrays coaches as hard-line and very, very regimented,” but rejected
Gestalt Psychological Principles in Developing Meaningful Understanding of Games and Sport in Physical Education
Shane Pill and Brendon Hyndman
the values of applying Gestalt psychological principles for learning experiences will enable PE teachers and possibly sport coaches to better understand the player experience and associated meaning-making of their enacted games pedagogy. References Active Healthy Kids Global Alliance . ( 2016 ). The
“Does Anyone Even Care That I’m Down Here?”: Creating Shared Values in a District-Wide Physical Education Professional Learning Community
Sara Hagenah, Julianne A. Wenner, Kimberly Tucker, Tyler Johnson, Hannah Calvert, and Lindsey Turner
, assemblies, and election days ( Lux, 2010 ); this would be unthinkable for most classroom teachers. Extracurricular sport coaching is an expectation for most PE teachers ( Stroot & Ko, 2006 ) rather than an optional duty, as it often is for classroom teachers. Taking on a sport coaching role can cause
Chapter 1: Introduction to Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy
Stephen Harvey, Jeffrey P. Carpenter, and Brendon P. Hyndman
, 2017 ). The aim of this monograph is, therefore, to present key issues, relevant literature, new findings, and generative discussion pertaining to social media use by physical educators and sport coaches for PDL. This is achieved by applying a variety of theoretical frameworks and research methods to
Chapter 8: Research Ruminations and New Frontiers for Social Media Use for Professional Development and Learning in Physical Education and Sport Pedagogy
Jeffrey P. Carpenter and Stephen Harvey
common local understandings can strengthen school cultures and enhance coherence for students. The sport coaches who were the participants in Chapter 7 ( Harvey, Atkinson, & Hyndman, 2020 ) reported various benefits to social media use similar to those identified by the teachers in other chapters (e
U.S. Physical Education Teacher Education Faculty Members’ Workplace Perceptions Across Gender and Institution Type
K. Andrew R. Richards, Kim C. Graber, Amelia Mays Woods, Shelby E. Ison, and Chad M. Killian
sociopolitics ( Blankenship & Coleman, 2009 ), and experience challenges while attempting to balance teaching with extracurricular sport coaching ( Konukman, Agbuga, Erdogan, Zorba, & Demirhan, 2010 ), among other things. Nevertheless, more optimal working environments, characterized by support and positive
