This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelong-learning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada’s National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches’ biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a lifelong-learning perspective and integrates constructivist principles into its design and delivery.
Diana Deek, Penny Werthner, Kyle J. Paquette, and Diane Culver
Bettina Callary, Dr. Penny Werthner, and Dr. Pierre Trudel
Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.