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Christoph Szedlak, Matthew J. Smith, Bettina Callary, and Melissa C. Day

reduced to a simple, dominant instructional paradigm, where learning is linear and instruction-centred ( Paquette & Trudel, 2016 ). Indeed, when S&C coach developers, such as National Strength and Conditioning Association (NSCA) and the United Kingdom Strength and Conditioning Association (UKSCA), teach

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Kyle Paquette and Pierre Trudel

coach developer in supporting and guiding coach learning: A commentary . International Sport Coaching Journal, 2 ( 3 ), 354 – 356 . doi:10.1123/iscj.2015-0077 10.1123/iscj.2015-0077 Hussain , A. , Trudel , P. , Patrick , T. , & Rossi , A. ( 2012 ). Reflections on a novel coach education

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Diane M. Culver, Erin Kraft, Cari Din, and Isabelle Cayer

initiatives for their individual sport organizations to support the development of gender equity in their sport leadership and coaching contexts. For example, Alberta Soccer has designed and implemented two related projects that create women-centric learning and certification programs for coach developers and

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Terilyn C. Shigeno, E. Earlynn Lauer, Leslee A. Fisher, Emily J. Johnson, and Rebecca A. Zakrajsek

coach educators as well as coach developers. Coach Development Program (CDP) curriculum appears to be continually developing and adapting to provide effective coaching practices and meet the needs of the ever-changing athlete. To continue this expansion, we suggest coach educators and coach developers

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Amy Price, Dave Collins, John Stoszkowski, and Shane Pill

development dilemmas. Author Biographies Amy Price is Women’s National Coach Developer for the English Football Association (The FA). Formally the programme director for physical education at St Mary’s University (Twickenham, England) in the School of Psychology and Pedagogic Science, she is pursuing a

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International Sport Coaching Journal


implication suggested by the authors was that coach education organisations / authorities include Foucauldian informed content, highlighting the capability of ‘problematisation’ of practice as a key coaching competency. Additionally, future research should look to work with coaches and coach developers to

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Tiago Duarte, Diane M. Culver, and Kyle Paquette

Beginning a decade and a half ago, coach developers began to frame studies about coach learning within social learning theory ( Lave & Wenger, 1991 ; Wenger, 1998 ), particularly through the concept of communities of practice (e.g.,  Bertram, Culver, & Gilbert, 2016 ; Culver & Trudel, 2006

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International Sport Coaching Journal


context). The paper argues for coaching as an intellectual, cerebral activity, rather than a technical one. In doing so, coaches and coach developers are provided with concrete examples of how phronesis and practical wisdom can look in practice, which may be considered further when examining what might

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Catalina Belalcazar and Bettina Callary

development strategies, coach developers, and psychosocial understandings of inclusive coaching (e.g., coaching MAs, women coaches, Indigenous coaches). She runs the Community Active Sport Training and Learning (CoASTaL) lab. Dr. Callary is the editor-in-chief of the International Sport Coaching Journal

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Bettina Callary, Chelsea Currie, and Bradley W. Young

, learning, and development, coach developers, psychosocial aspects of Masters athlete and long term development, and qualitative research methods. Dr. Callary is the editor-in-chief for the International Sport Coaching Journal. She is also an alpine ski coach and coach developer. Chelsea Currie recently