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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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Pierre Trudel, Michel Milestetd, and Diane M. Culver

coach developers are, their roles, and how to train them (e.g.,  Crisfield, 2019 ; Culver, Werthner, & Trudel, 2019 ; Horgan & Daly, 2015 ; International Council for Coaching Excellence, 2014 ; McQuade & Nash, 2015 ). The apparent lack of studies on HE coach education programs is a factor to

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Stiliani “Ani” Chroni, Kristen Dieffenbach, and Sigurd Pettersen

resources they offer to former elites who become early career coaches. We deemed the learning sought here as instrumental for improving the preparation and support provided (e.g., by sport psychologists, coach developers, federation staff, mentors, and coach educators) to those athletes who chose to retire

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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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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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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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International Sport Coaching Journal

DIGEST VOLUME 6, ISSUE #1

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

DIGEST VOLUME 7, ISSUE #2

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