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Sarah McQuade and Christine Nash

The purpose of this paper is to provide a critical discussion on the role of the coach developer. The discussion is framed within the context of the roles coach developers play within coach education and sport in the UK. We conclude with some reflective questions designed to promote discussion and debate on how to optimize the central role of the coach developer in shaping quality coach education and ongoing coach development.

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Sara M. Campbell, Ashley Fallaize, and Paul Schempp

Formal Preparation for Coach Developers The International Council for Coaching Excellence ( 2014 ) defines coach developers as those who are, “trained to develop, support and challenge coaches to go on honing and improving their knowledge and skills” (p. 8). As such, coach developers take on one or

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Bettina Callary and Brian Gearity

In our special issue, we are very pleased to publish the work of fellow researchers around the world, but we also note that while there is work being done by coach developers worldwide, the authors in our special issue are concentrated in only five countries (Canada, USA, United Kingdom, Australia

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Anna Stodter and Christopher J. Cushion

active knowledge construction through social interaction ( Phelan & Griffiths, 2018 ; Stodter & Cushion, 2017 ). Perceptibly, if the role of impactful coach development is to accelerate learning processes ( Lyle, 2007 ), coach developers play a notable yet often overlooked part in this sociocultural and

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Lauren Downham and Christopher Cushion

Reflection and reflective practice have become conspicuous parts of coach education and the terms ensconced in the vocabulary of coach developers ( Cushion, 2016 ; Cushion, Griffiths, & Armour, 2019 ). To be “reflective” is seen as an essential part of coach learning (e.g.,  Cassidy, Jones

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Lea-Cathrin Dohme, Alexandra J. Rankin-Wright, and Sergio Lara-Bercial

) Grassroots soccer 18 coach developers Cross-culturally comparison of the implementation process of the Empowering Coaching ™ training programme that aims to enhance children’s health. Vella, Crowe, and Oades ( 2013 ) Community soccer 9 coaches Evaluation of a formal transformational leadership training

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Larissa R. Galatti, Yura Yuka Sato dos Santos, and Paula Korsakas

and group activities (e.g., a personal portfolio, readings). Figure 1 —Coaching course curriculum. Coach Developers’ Narrative: The Path of Change From a ICT to a LCT Approach We, the first and second authors, are members of the Laboratory of Studies in Pedagogy of Sport (LEPE) at FCA/UNICAMP and were

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Diane M. Culver, Penny Werthner, and Pierre Trudel

the studies conducted during this revision, the perspectives of various different actors involved in the design, delivery, and learning impact of the programme are presented. A particular focus is placed on the coach developers (CDs) with the view of understanding that while their role is critical

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Bettina Callary and Brian Gearity

shifted our interpretive lens by focusing on coach developers, the term used by the International Council for Coaching Excellence ( ICCE, 2014 ) and throughout the articles in this special issue to describe the varied roles played by personnel who develop coaches. Now is a time of many firsts— ISCJ was

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Pete Van Mullem and Chris Croft

progression of collegiate coaches; (b) discuss the role of the coach developer in collegiate sport; and (c) offer practical recommendations for those working as coach developers, to best serve collegiate coaches along their coaching journey. The recommendations support current coaching education literature