, 52% of these students reported that they did not feel their physical education preparation was sufficient to prepare them to coach. Further, few investigators (e.g., McMillin & Reffner, 1998 ) have explored whether higher education institutions (HEIs) with programs in coach education are in a
Lori A. Gano-Overway and Kristen Dieffenbach
Fernando Santos, Daniel Gould and Leisha Strachan
effectively (e.g., Santos, Camiré, & Campos, 2016 ). Coach education programs (i.e., including formal and informal coach education opportunities) should provide guidance for youth sport coaches and help them overcome challenges that prevent or interfere with coaching for PYD outcomes ( Newman, Ortega, Lower
Kyle Paquette and Pierre Trudel
responses to a variety of external influences, notably the evolving role of the coach and professionalization of coaching (e.g., Taylor & Garratt, 2013 ), governmental interests in enhancing sport and supporting coach education (e.g., Own The Podium, 2016 ; UK Sport, 2016 ), globalization and
Karen E. Collins, Catherine E. Overson and Victor A. Benassi
Active learning strategies that engage undergraduate preservice coaching education students in practical, authentic contexts might include peer coaching, supervised “in-service” coaching, and content teaching. Promoting student engagement by adopting active learning during the classroom, content
Kyle Paquette, Pierre Trudel, Tiago Duarte and Glenn Cundari
centrality of the coach learner has led to the emergence of a learner-centered (LC) focus in the field of coach development and more specifically coach education ( Nelson, Cushion, Potrac, & Groom, 2014 ; Paquette, Hussain, Trudel, & Camiré, 2014 ). Numerous researchers have recognized the shortcomings of
Sunnhild Bertz and Laura Purdy
The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.
Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita and Juarez Vieira do Nascimento
summative to gauge student progress to determine whether learning is happening Coach Education Programs The certification of sport coaches is, to some extent, unique compared with other professions ( Trudel, Culver, & Richard, 2016 ). Coaches can be certified through programs offered by National Governing
Andrew P. Driska
substantially reduced member complaints and administrative burden, but no evidence existed that could verify its effectiveness. Thus, stakeholders at USA Swimming expressed an interest in evaluating the effectiveness of this new online coach education program. Description of the Foundations of Coaching
Rui Resende, Pedro Sequeira and Hugo Sarmento
The purpose of this paper is to provide an overview of coaching and coaching education in Portugal. In Portugal, sport coaching is traditionally considered a part-time vocation. There has been a growing concern of the Portuguese authorities to increase the standards of quality for sport coaching. Following the 1974 revolution there were profound alterations in how coaching and coach education are regulated. The legislative changes in coach education occurred mainly due to the harmonisation of the qualifications in the European Union. More recently, the responsibility for coach certification has moved from the different sports federations to a national sports organization that has created four grades of coach education. Coach education in all grades requires a general and a specific curricular component as well as an internship supervised by an accredited mentor. The academic formation is now well regulated. However, some sport federations are resistant to this academic certification process because they fear losing their exclusive control of their coach certification.
Fiona Chambers and Robin Gregg
This paper highlights the status of coaching and coach education policy and practice on the island of Ireland. The island of Ireland represents a unique setting as it comprises a hybrid jurisdiction of (a) the United Kingdom and Northern Ireland and (b) the Republic of Ireland. A historical and sociopolitical backdrop provides insight into how key agencies develop coaching and coach education policy and practice in a highly complex dual environment. A five-step meta-synthesis process of data collection and analysis revealed key policy and practice issues on the island relating to (a) the coaching workforce and (b) coach education system.