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.
Isabel Mesquita, Joana Ribeiro, Sofia Santos and Kevin Morgan
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
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).
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
Emily J. Sleeman and Noora J. Ronkainen
Women’s football is globally experiencing unprecedented growth and public interest, and in many countries, both players and coaches have emerging possibilities to make a full-time income from the game. In England, The Football Association proposed a new strategy for women’s football, focusing on
David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin
As issues continue to arise in sport (e.g., concussions, bullying, doping, sexual abuse, analytics), sport coaches must continually undertake a process of education in order to be knowledgeable and well-prepared for situations that arise. During the early years of their coaching careers, sport
Victoria McGee and J.D. DeFreese
Coaches have a noted ability to affect technical development, motivation, and psychological experiences in athletes ( Riley & Smith, 2011 ; Vella, Oades, & Crowe, 2013 ). Relative to sport psychology practice, the coach is an important member of the sport-related social environment with great
Sean H. Kerr, Tiffanye M. Vargas, Mimi Nakajima and Jim Becker
). Due to the increasing prevalence and risk, concussions are beginning to be viewed as a major public health priority ( Wiebe, Comstock, & Nance, 2011 ), highlighting a need for research on prevention. Within youth sports, the coach is a potential means of prevention and intervention. Volunteer youth
Michel Milistetd, Pierre Trudel, Isabel Mesquita and Juarez Vieira do Nascimento
In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have acquired the same knowledge and developed the same competencies. Therefore, a broad inquiry of what is provided by different universities was needed to create a picture of the curriculum that future sport coaches will experience. In an effort to situate the Brazilian coaching and coach education system within a worldwide perspective, the data collected are interpreted using the International Sport Coaching Framework (ISCF).
Stephen Macdonald and Justine Allen
& Fonseca, 2016 ; Mills, Butt, Maynard, & Harwood, 2012 ), however, the importance of the talent development environment (TDE) and the coach’s central influence within it, have been consistently documented (e.g., Henriksen, Stambulova, & Roessler, 2011 ; International Council for Coaching Excellence