; Turnnidge & Coté, 2017 ). However, rarely is the process of how coaches are taught to build effective coach-athlete relationships, and the impact of these efforts, described in the coach education literature ( Allan, Vierimaa, Gainforth, & Coté, 2017 ; Evans et al., 2015 , Lefebvre, Evans, Turnnidge
Phil Ferrar, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff and Wade Gilbert
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).
Amy Elizabeth Whitehead, Brendan Cropley, Tabo Huntley, Andy Miles, Laura Quayle and Zoe Knowles
This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.
William R. Falcão, Gordon A. Bloom and Andrew Bennie
The purpose of this study was to develop and deliver a humanistic coaching workshop, as well as investigate coaches’ perceptions of this workshop and their experiences using humanistic coaching. Participants were 12 coaches of grade 7–11 basketball teams from schools in low socioeconomic communities in a major Canadian city. Data were collected using semistructured interviews and personal journals. An inductive thematic analysis revealed coaches perceived the workshop to be effective in teaching the humanistic principles and how to apply them in youth sport settings. The perceived strengths of the workshop included the group discussions, use of videos, practical coaching examples, and learning about the findings from empirical studies. The participants applied the humanistic principles with their teams by asking questions that guided athlete learning and by requesting feedback about various individual and team matters. Despite facing challenges such as increased time and effort to implement humanistic coaching principles, the participants reported positive outcomes in their athletes related to autonomy, communication, motivation, and willingness to help teammates. These results are discussed using literature on youth sport coaching, knowledge translation, and youth development through sport. Findings from this study can be used to enhance youth sport coach training protocols.
Jeanne Adèle Kentel and David Ramsankar
Coaches are in a strong position to lay the groundwork for positive outcomes and attitudes in sports. In this paper we attempt to uncover ways in which coaching and sport pedagogy might be informed through our perspectives as parents of two young girls. As a father and a mother from two different families we examine the complexities of competition among the young. We begin to theorize about the ways young people might contribute to the discourse about competition in sport and ways coaches, coach educators and researchers might respond to enact potential reform.
Sergio Lara-Bercial and Clifford J. Mallett
In 2011, the Innovation Group of Leading Agencies of the International Council for Coaching Excellence initiated a project aimed at supporting the identification and development of the next generation of high performance coaches. The project, entitled Serial Winning Coaches, studied the personalities, practices and developmental pathways of professional and Olympic coaches who had repeatedly achieved success at the highest level of sport. This paper is the third publication originating from this unique project. In the first paper, Mallett and Coulter (2016) focused on the development and testing of a novel multilayered methodology in understanding a person through a single case study of a successful Olympic coach. In the second, Mallett and Lara-Bercial (2016) applied this methodology to a large sample of Serial Winning Coaches and offered a composite account of their personality. In this third instalment, we turn the focus onto the actual practices and developmental pathways of these coaches. The composite profile of their practice emerging from the analysis revolves around four major themes: Philosophy, Vision, People and Environment. In addition, a summary of the developmental activities accessed by these coaches and their journey to success is also offered. Finally, we consider the overall findings of the project and propose the concept of Driven Benevolence as the overarching operational principle guiding the actions and behaviours of this group of Serial Winning Coaches.
Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson
A wide range of guidelines exist for developing new coaching education programs. For example, the International Sport Coaching Framework (ISCF) was developed by the International Council for Coaching Excellence (ICCE) and the Association of Summer Olympic International Federations (ASOIF) to
Anna Stodter and Christopher J. Cushion
paper goes some way to addressing this by providing evidence for the multiple associated layers of learning in a formal coach education setting involved with the development of coach developers and coach development practices. Reflecting what is known about how coaches learn ( Cushion et al., 2010
Katie Dray and Kristy Howells
Technology Enhanced Learning (TEL) in coach education has, in recent years, become part of the learning experience for many coaches. In their recent review, Cushion and Townsend ( 2019 ) highlight that the use of TEL in coaching may provide opportunities to expand our models of coach education, but
Regina Belski, Alex Donaldson, Kiera Staley, Anne Skiadopoulos, Erica Randle, Paul O’Halloran, Pam Kappelides, Steve Teakel, Sonya Stanley and Matthew Nicholson
to improve the nutrition knowledge of coaches and increase their self-efficacy in advising young Australian football players about nutrition. The purpose of this study was to evaluate the impact of a simple nutrition education session embedded in a mandatory Australian football coach education course