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Erica Pasquini and Melissa Thompson

traditionally volunteers, they often have the least amount of coach training. In fact, a large majority of youth-sport coaches have received no formal coach education. This lack of education combined with the growing competitive youth-sport culture creates a hot spot for the CEC’s occurrence. Simply stated

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Scott Douglas, William R. Falcão and Gordon A. Bloom

, including personal experiences as athletes and coaches, peer coaches, formal coach education, and mentors. Coach Blair spoke about the importance of having been in similar high-pressure competitive environments as his Paralympic athletes: I’ve had experiences of winning and losing at the Paralympic Games

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Diane M. Culver, Penny Werthner and Pierre Trudel

The focus of this paper is the Canadian National Coaching Certification Program (NCCP), a large-scale formal coach education programme. Beginning in the early 2000s, revisions to the programme have moved the NCCP from an instructor-centred to a learner-centred programme. Through an examination of

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Pierre Trudel, Michel Milestetd and Diane M. Culver

.g., formal programs, mentoring, experience as an athlete, peers, etc.), (b) there is no agreement about the most important sources, and (c) it is more important to understand the complementarity of different sources rather than trying to find the best one. This being said, formal coach education programs have a

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Kurtis Pankow, Amber D. Mosewich and Nicholas L. Holt

hockey, and baseball developed their coaching knowledge. Formal coach-education programs were only one of a range of opportunities and experiences through which they gained knowledge. Most coaches identified previous experience playing, coaching, or both as contributing to their coaching knowledge. The

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Joseph J. Gurgis, Gretchen A. Kerr and Ashley E. Stirling

development, which adopts a train-and-certify approach ( Trudel & Gilbert, 2006 ), has been criticized by researchers and practitioners alike, internationally. More specifically, concerns have been expressed that formal coach education and certification programs are ineffective, have little relevance to

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Bettina Callary and Brian Gearity

provided by: Ashley Ross; Coach Development Lead for the South Australian Sports Institute 1. Tell me what is different about being a coach developer in Australia? In Australia the notion of coach development is primarily around formal coach education. The idea that you have people who actually spend time

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International Sport Coaching Journal

DIGEST VOLUME 6, ISSUE #1

in addressing leadership in formal coach-education. The Effects of a Nonlinear Pedagogy Training Program in the Technical-Tactical Behaviour of Youth Futsal Players Pizarro, D., Praxedes, A., Travassos, B., del Villar, F., Moreno, A. (2019). International Journal of Sports Science and Coaching , 14

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Marco Catarino Espada Estêvão Correia and Rachael Bertram

more participants into the sea. As a result, more trained coaches will be required. However, there is currently little to no formal coach education programs that focus on the sport of surfing, and very few empirical studies on the knowledge development of surfing coaches (e.g., Correia, 2005

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Justine B. Allen and Colleen Reid

particular to women football coaches’ experiences ( Lewis et al., 2018 ), and yet similar to McCullick et al.’s ( 2005 ) research with women golf coaches, these coaches valued formal coach education and workshops. Also consistent with McCullick et al. ( 2005 ) and research on coaches’ learning more generally