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Travis Crickard, Diane M. Culver and Cassandra M. Seguin

Coach development has been described as the process through which coach learning occurs. This process encompasses formal, nonformal, and informal learning situations that lead to enhanced coaching skills and expertise ( Mallett, Trudel, Lyle, & Rynne, 2009 ; Trudel, Culver, & Werthner, 2013 ). How

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Paul G. Schempp and Sophie Woorons

Olympians pushing the limits of human performance, medical doctors discovering ways of fighting debilitating diseases, coaches finding fresh solutions to athlete development challenges—experts in every discipline make a difference in people’s daily lives. Experts are those who possess “the

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Göran Kenttä, Marte Bentzen, Kristen Dieffenbach and Peter Olusoga

High-performance (HP) coaching is a demanding profession that challenges mental health and sustainability in the profession ( Didymus, 2017 ). Coaches face constant pressure related to performance expectations, along with the perennial threat of negative consequences such as funding cuts and job

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Marie Hedberg

The purpose of this article is to describe the status of coaching and coach education in Sweden. The Swedish Sport Movement can be traced to the distinctive cultural and political characteristics that exist in Sweden and in other Scandinavian countries. The typical Swedish coach has been described as a collectivist, having a high work ethic and believing strongly in the importance of the group (Birkinshaw & Crainer, 2002). They build their coaching on what are traditionally considered female values, have a high-risk tolerance and there is often a lack of hierarchy in the coach-athlete relationship. Most coaching is done on a voluntary basis and the different Sport federations design and deliver coach education. There is no standard or uniform coach education regarding content, structure and costs. In addition, the quality of coach education in Sweden has not been assessed. Although many coaches recognize the importance of learning from other coaches, research has found that coaches in Sweden are seldom prepared to reflect and to think critically (Fahlström, Glemne, Hageskog, Kenttä, & Linnér, 2013; Hedberg, 2014).

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Sergio J. Ibáñez, Javier García-Rubio, Antonio Antúnez and Sebastián Feu

The importance of generating scientific knowledge is growing daily. This demand is clearly evident in sport sciences focused on the agents involved in the sport process (players, coaches, doctors, managers, public, etc.). Scientific knowledge is disseminated in many different forums and academic

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Isabel Mesquita, Joana Ribeiro, Sofia Santos and Kevin Morgan

The aim of this study was to analyze Portuguese expert coaches’ conceptions of learning sources that promote long-term coach development and the extent to which these sources are currently present in coach education programs. Six expert coaches were individually interviewed, using a semistructured format and the interviews were analyzed using QSR N6 Nudist software. The results highlighted the participants’ awareness of the uniqueness of coach education, emphasizing the importance of reflecting and engaging with a variety of learning experiences. Findings also revealed dissatisfaction with the current dominant education framework in Portugal, which remains excessively didactic and classroom-orientated. In contrast, the participants externalized a constructivist approach for coach education assuming the need for theoretical knowledge to be framed in practical contexts, where they have the opportunity to share and reflect their own and others’ experiences to develop learning. Such a position echoes Sfard’s acquisition and participation learning metaphors.

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva

skills development and transfer consisting of six levels, with the inherent premise that athletes “have a greater likelihood of experiencing positive development outcomes as coaches move up the continuum” (p. 3). Specifically, coaches who actively discuss and practice life skills development and transfer

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Lynn Kidman and David Keelty

The purpose of this article is to provide an overview of coaching and coach development in New Zealand. For a small country with a population of 4.47 million (Statistics New Zealand, 2015), New Zealand achieves great success on the world sporting stage. One of the many contributors to this success is New Zealand’s commitment to developing coaches with an emphasis on continuous improvement through the provision of ongoing learning opportunities for coaches (SPARC, 2006). Interestingly the International Sport Coaching Framework’s recommendations aligns itself to such an emphasis that they refer to as lifelong learning (ICCE, 2013). To achieve this focus, and based on a Ministerial Taskforce findings that, “Coaching is in urgent need of support and development” (Ministerial Taskforce, 2001, p.10) Sport and Recreation New Zealand (SPARC) established a consultancy group to review and redevelop coaching. An outcome of this consultation was the production of the New Zealand Coaching Strategy (SPARC, 2004). Based on robust discussion on many issues of how people learn and coaching development philosophies, the Coach Development Framework (CDF) was established in 2006. Since its establishment, the CDF has been guiding coach development in New Zealand, placing the responsibility for this development on the National Sporting Organisations (NSOs).

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Jonathon Edwards, Diane Culver, Ross Leadbetter, Kate Kloos and Luke Potwarka

An understanding of the relationship between the key stakeholders such as sport organizations, coach developers (CDs), and coaches and their roles within a system is imperative for ensuring the effective delivery of key programs and activities. This is particularly the case in the delivery of a

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Maja Gunhild Olsen, Jan Arvid Haugan, Maria Hrozanova and Frode Moen

Elite coaches invest considerable amounts of time and energy in their coaching practice, and coaching in sport is found to be a demanding professional area ( McNeill, Durand-Bush, & Lemyre, 2018 ; Moen, Bentzen, & Myhre, 2018 ). To undertake the task as an elite coach requires the fulfillment of