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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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Hannah G. Calvert, Matthew T. Mahar, Brian Flay and Lindsey Turner

-part professional development session for integrating PA into classroom teaching. Teachers were asked to provide their classes with as many CBPA opportunities as they felt comfortable with and to try to facilitate at least 1 CBPA bout per day. Teachers were given a booklet of energizers, 35 , 36 all

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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

professional development made by Darling-Hammond, Hyler, and Gardner ( 2017 ), a major review of literature led Parker and Patton ( 2016 ) to identify the following features of “effective” professional learning and development for contemporary H&PE practice: a. It is collaborative and job-embedded, meaning

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Wade Gilbert, Ronald Gallimore and Pierre Trudel

Repeated calls have been made by prominent sport and education associations for the creation of ongoing professional development networks and learning communities for youth sport coaches. The purpose of this paper is to propose a learning community approach to coach development that complements large-scale coach education programs. This concept paper is organized into three sections followed by a brief summary. The three sections are: (a) overview of the effectiveness of community-based learning research on teacher development, (b) overview of how community-based learning literature has informed coach development initiatives, and (c) suggestions for how a learning community approach could be practically implemented in a typical youth sport setting.

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Brad Vickers and Brendon Hale

The knowledge and experience acquired in Continued Professional Development (CPD) is considered self-development and is dependent upon the individual’s perception of control over professional growth (Chalofsky, 1990). The purpose of this study was to analyze coaches’ self-development perceptions through Chalofsky’s (1990) eight constructs. An inductive analysis revealed that novice coaches lacked responsibility for self-development and believed the head coach to be responsible for athlete results. Intermediate coaches had increased perception of control that enabled them to use their own coaching styles as they relied on experiences and daily reflection to improve. Similarly, expert coaches perceived full responsibility for their self-development, and realized the dependence of their assistant coaches as well. The findings supported Chalofsky’s (1990) contention that self-development is dependent upon individual perception of control.

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Dean Dudley, John Cairney and Jackie Goodway

construct ( Cairney, Clark, Dudley, & Kriellaars, 2019 ); another article provides something of a “hitchhikers guide” to selecting appropriate measures of physical literacy ( Barnett et al., 2019 ); another article reports on the outcomes of a professional development program for primary school teachers in

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Steven Loy

of students who attribute their 3 WINS Fitness experience with their job acquisition and career satisfaction continue to grow. These are our 3 WINS: student professional development, participant health, and community health. The fact that 3 WINS Fitness is FREE without external funding for

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Artur Direito, Joseph J. Murphy, Matthew Mclaughlin, Jacqueline Mair, Kelly Mackenzie, Masamitsu Kamada, Rachel Sutherland, Shannon Montgomery, Trevor Shilton and on behalf of the ISPAH Early Career Network

environments, and environmental changes in their communities through petitions, Facebook, mass participation events, and meetings with their local political representatives. What Are the Next Steps? It is advised that ECPs use available professional development opportunities to help understand the GAPPA and

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Beth G. Clarkson, Elwyn Cox and Richard C. Thelwell

roles, whereas women coaches operating outside of the organization were left feeling frustrated by a lack of access to continued professional development. Women coaches’ experiences, therefore, do not appear equitable in the football workplace, suggesting gender as an influential factor in a coach

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Carlos Capella-Peris, Jesús Gil-Gómez and Òscar Chiva-Bartoll

school and learning, civic engagement, social skills, and academic performance ( White, 2001 ). When training PTs, SL produced personal, social, and professional development; emotional engagement and cognitive readiness with the community; and increased evaluation skills ( Chambers & Lavery, 2012