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Tiago Duarte, Diane M. Culver and Kyle Paquette

This study addresses the preintervention phase of a larger project aimed at enhancing the learning capability of the Canadian wheelchair curling coaches’ landscape. To understand the learning leverage features and learning barriers of this landscape, a mapping exercise was conducted. The authors interviewed 16 people, using a semistructured interview guide. The thematic analysis and a landscape metaphor resulted in a map illustrating the main features of the landscape and where the learning potential might be. The findings of this study suggest that geographical isolation, the high costs associated with coach training, and the low number of athletes are all barriers to coaches’ learning. Therefore, with the information gleaned from this phase, an intervention for these coaches should be designed to prioritize meaningful learning opportunities, incorporate influential people noted by coaches, and leverage opportunities at training camps and competitions to mitigate the barriers identified. The landscape view allows for a systems approach that considers the potential of involving the different levels of the sport system to best serve the learning needs of coaches. Rather than focus on individual coach learning, research is needed to better understand how the landscape approach can build learning capability within sport organizations.

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Tiago Duarte, Diane M. Culver and Kyle Paquette

The purpose of this paper is to delineate how an intervention aimed at increasing the learning capability of Canadian wheelchair curling coaches was framed by a systems convener in collaboration with stakeholders from different levels. Social learning theory, in particular a landscape of practice perspective, provides the conceptual framework. The methodology was collaborative inquiry with people from across the landscape to delineate the intervention strategies through cycles of reflection and action. The participants included parasport coaches, researchers, and Curling Canada technical leaders. Based on preintervention findings, the intervention was driven by (a) the use of technology to overcome barriers and the implementation of learning activities at competitions, (b) the use of a collective learning map to promote meaningful learning, (c) the involvement of the sport organization leadership to promote the participation of influential people, and (d) a reflection of how subpar outcomes occurred when the systems convener failed to engage with the sport organization leadership. The discussion sheds light on the many roles of systems conveners and the importance of promoting strategic and enabling values. Sport organizations should engage a systems convener who can effectively align learning goals with the available resources and the strategic mission of the organization.

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Kyle Paquette, Pierre Trudel, Tiago Duarte and Glenn Cundari

Given the inextricable roles of the coach learner and coach educator in learner-centered (LC) coach education, research into their perceptions and experiences in these programs appears to be a priority. As such, building on Paquette and Trudel’s examination of Canada’s golf coach education program relative to its alignment with learner-centered approaches, the present study examined coaches’ and coach educators’ perspectives of their experiences participating in the abovementioned program that was found to have a LC design. In-depth semi-structured interviews were conducted with 16 participants (6 coach educators and 10 coaches), and data were analyzed using a thematic analysis. The finalized themes were used as a narrative skeleton for the creation of the four composite vignettes. The vignettes represented the experiences of four composite characters relative to their learning orientations to learner-centered teaching (LCT) and instructor-centred teaching (ICT): LCT Coach Educator, LCT Coach, ICT Coach Educator, ICT Coach. As influenced by their cognitive structures, the vignettes depict the composite coaches’ varied engagement and perceptions of the program, as well as the coach educators’ varied delivery of the program and adherence to the program’s LC design. These diverse experiences are discussed in relation to the impact of LC coach education.