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Lori A. Gano-Overway and Kristen Dieffenbach

of professional development among coaches ( ICCE et al., 2013 ) and the need for the integration of science and theory into academic program design in coaching education ( Lara-Bercial et al., 2016 ). Thus, reinforcing the need to explore how coaches are educated in formal HEI programs. While Trudel

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Shannon David and Mary Larson

learning to develop, and to effectively express empathy is particularly important for professional development. Given the importance of developing competence in these relational skills, we recommend professional organizations for ATs consider offering professional development in the areas of relational

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International Sport Coaching Journal

DIGEST VOLUME 6, ISSUE #3

, enhancing interactions, friendship development (individual and social benefit themes), lack of resources and stigma (barriers to using SPC services themes). This research gives insight into how SPCs and coaches navigate working together in support of the coaches’ performance and professional development

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

enrolled were 11,294, where 10,417 studied intermediate level studies and 877 at high level degree. Coach Training in Spain A prominent line of research on sport coaches is the study of their professional development ( Gilbert & Trudel, 2004 ), as adequate training and qualifications are one of the means

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Insook Kim and Bomna Ko

’Sullivan, 2007 ; Kim et al., 2018 ; Ward & Ayvazo, 2016 ). A significant issue in teacher education and the continuing professional development of teachers is the degree to which programs help individuals gain and refine CK to become expert teachers in PE ( Siedentop & Tannehill, 2000 ). Drawing on the work of

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Martin Camiré, Kelsey Kendellen, Scott Rathwell and Evelyne Felber Charbonneau

believed they were much more mindful of the key role they play in using high school sport as a vehicle for development. Coaches deemed the program to be a valuable professional development opportunity that reinforced the main goal for participation in high school sport. The findings indicated that coaches

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David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin

Relationships with Stakeholders • Networking with Others • Professional Development Framework Discussion Professional Knowledge for Participation Sport Coaches Rules, laws and history of the sport As discussed by Lemyre, Trudel, and Durand-Bush ( 2007 ) and as also noted in the USOC’s QCF ( 2017 ), one of the

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Suzan F. Ayers and Amelia Mays Woods

.02 1.26 Print materials such as pamphlets and information sheets 175 4.45 1.45 Personal communication with potential students (e.g., e-mail, calls, text message, letters, visits) 175 4.09 1.49 In-service professional development training for K-12 teachers when indirect recruitment opportunities arise

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Stephanie Truelove, Andrew M. Johnson, Shauna M. Burke and Patricia Tucker

generalists. However, when provided with additional support, classroom teachers have reported an increased sense of efficacy when it comes to preparing PE classes. For example, as mentioned previously, following a 1-year PE professional development program, generalists reported feeling better prepared for PE

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Diane M. Culver, Penny Werthner and Pierre Trudel

learning situations has become a distinct and legitimate area of academic inquiry” ( Cushion et al., 2010 , p. 23). An examination of the studies on coach development shows that coaches learn through many different learning situations (e.g., formal coach education programmes, professional development