This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelong-learning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada’s National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches’ biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a lifelong-learning perspective and integrates constructivist principles into its design and delivery.
Diana Deek, Penny Werthner, Kyle J. Paquette and Diane Culver
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
Kyle J. Paquette, Aman Hussain, Pierre Trudel and Martin Camiré
Building on Hussain et al.’s (2012) analysis of Triathlon Canada’s constructivist-informed coach education program from the perspective of the program designer, this case study explored the structure and initial implementation of the program, as well as coaches’ perspectives of their journey to certification. Through a series of document analyses and interviews with the inaugural group of coach participants (N = 4), strategies for the application of constructivist principles are presented and discussed in relation to the coaches’ perspectives and coach development literature. More specifically, through its innovative use of learning activities and formative evaluation and assessment strategies, the program is shown to place considerable emphasis on coaches’ biographies, refection, and representation of learning. Finally, recommendations for coach educators are presented.
Anita Lee and Jarrod Schenewark
The purpose of this presentation is to introduce the compliance information of the National Council for Accreditation of Coaching Education (NCACE) accreditation guidelines and standards, to provide coaching educators with the information which will help their portfolio preparation when applying to the NCACE accreditation. The target audience of this presentation is coaching educators, especially those who are interested in the NCACE accreditation. The following information will be presented: (a) statistics of compliance rate for the NCACE accreditation in the past four years by guidelines and standards; (b) the reasons of complying or not complying by each guideline and standard; (c) materials and artifacts that readers and the Portfolio Review Coordinator are looking for; and (d) common mistakes when preparing portfolios. Question and answer session will be included at the end of this presentation.
Joe W. Burden Jr. and Glenn W. Lambie
As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.
Philip Sullivan, Kyle J. Paquette, Nicholas L. Holt and Gordon A. Bloom
This research was supported by the Social Sciences and Humanities Research Council.
The purposes of this study were to examine how coaching context and level of coaching education were related to coaching efficacy and, subsequently, how coaching efficacy was related to perceived leadership behaviors in youth sports. One hundred and seventy-two youth sport coaches completed the Coaching Efficacy Scale and Revised Leadership Scale for Sports. Structural equation modeling revealed that coach education significantly affected the multidimensional construct of coaching efficacy whereas coaching context did not. Coaching efficacy predicted perceived leadership behaviors comprising training and instruction, positive feedback, social support, and situational consideration. These findings question the issue of coaching efficacy as a factor that may distinguish between coaches at different organizational contexts but highlight the importance of coach education training for improving coaching efficacy in youth sport.
Bettina Callary and Brian Gearity
A sizeable amount of research and theorizing exists on understanding, advocating for, and preparing quality coaches. New work in that vein continues. For example, we, Callary and Gearity ( in press ), will publish a seminal textbook on instructional strategies for coach education and development
Sarah McQuade and Christine Nash
The purpose of this paper is to provide a critical discussion on the role of the coach developer. The discussion is framed within the context of the roles coach developers play within coach education and sport in the UK. We conclude with some reflective questions designed to promote discussion and debate on how to optimize the central role of the coach developer in shaping quality coach education and ongoing coach development.