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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

form of professional learning to support teachers in implementing the revised curriculum. The purpose of this study was to examine the experiences of a cohort of H&PE teachers and consultants learning to become instructional coaches who would, in turn, facilitate the professional learning of teachers

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Martin Camiré, Tanya Forneris and Pierre Trudel

Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.

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Monica A.F. Lounsbery, Thomas L. McKenzie, Stewart Trost and Nicole J. Smith


Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.


Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.


Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.


To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.

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Yolanda Barrado-Martín, Michelle Heward, Remco Polman and Samuel R. Nyman

, Clemson, & Crotty, 2016 ; Rao, Chou, Bursley, Smulofsky, & Jezequel, 2014 ; Öhman, Savikko, Strandberg, & Pitkälä, 2014 ). Lessons learnt from previous exercise interventions involving community-dwelling people living with dementia suggest that uptake facilitators are health-care professionals’ advice

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Hebe Schaillée, Ramón Spaaij, Ruth Jeanes and Marc Theeboom

. Research impact can be facilitated or enhanced through deliberate planning and action ( Beyer & Trice, 1982 ; Canhoto, Quinton, Jackson, & Dibb, 2016 ; Phipps, Cummings, Pepler, Craig, & Cardinal, 2016 ). In sports research, systematic analysis of knowledge translation is still in its infancy (e

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Jenny H. Conviser, Amanda Schlitzer Tierney and Riley Nickols

professional environments, appropriately facilitate the athlete’s treatment and recovery process ( McArdle, Meade, & Moore, 2016 ). The athlete’s willingness to sign a Release of Information Form (ROI) gives all providers permission to share relevant information and helps create the foundation of good care

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Landon Lempke, Rebecca Wilkinson, Caitlin Murray and Justin Stanek

extensibility. 1 Two common methods of stretching in clinical practice are static stretching and proprioceptive neuromuscular facilitation (PNF) stretching. It is generally believed that PNF stretching will result in increased ROM compared with static stretching due to increased inhibition of the targeted

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Rachael Bertram and Wade Gilbert

Continuing professional development (CPD) for sport coaches has been defined as all kinds of professional learning that occurs after initial certification (Nelson et al., 2006), and includes both non-formal and informal learning situations. Despite the fact that within the past decade there has been an increasing number of studies on these learning situations, learning communities as a type of CPD have received little attention. Therefore, the purpose of this paper is to share initial observations and lessons learned from creating and implementing sport coach learning communities. In addition, this paper extends the dialogue on learning community implementation and assessment. Our learning community efforts were formulated around five key guidelines: (1) Stable settings dedicated to improving instruction and learning, (2) Job-alike teams, (3) Published protocols that guide but do not prescribe, (4) Trained peer facilitators, and (5) Working on student learning goals until there are tangible gains in student learning.

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Bettina Callary, Penny Werthner and 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.

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Gylton Da Matta, Linda Gagen and Michael C. Rhoads

The purpose of this paper is to demonstrate the importance of using developmentally appropriate serving strategies that will promote the game of volleyball and facilitate learning while minimizing injury. A critical review of serving discusses the main developmental, maturational, and technical issues related to socialization and long-term development in volleyball. Teaching complex serving styles (such as the jump serve to athletes under the age of 14) might have implications for athletes’ long-term development and might lead to injury. The adoption of developmentally appropriate practices in coaching young athletes is still a novelty for many coaches. Therefore, this article stresses the importance of implementing adapted or modified games and of teaching skills in a progressive fashion to aid development.