Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.
Rachael Bertram, Diane M. Culver and Wade Gilbert
Donna L. Goodwin and Brenda Rossow-Kimball
There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.
Kathryn Longshore and Michael Sachs
Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.
Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li
teachers, as part of their teacher education training and professional development. Ball et al. ( 2008 ) and Ward ( 2009 ) also hypothesized that SCK would typically not be acquired in the same way as CCK, because it represented a special form of knowledge that only needed to be known if one was an
Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith
teacher makes are grounded in the assumption that they work ( What Works Clearinghouse, 2014 ). Those responsible for teacher preparation and professional development should, in turn, focus on providing prospective and in-service teachers with knowledge that has already been proven to be useful ( Darling
Meredith Rocchi and Luc G. Pelletier
positions, it can have a positive impact on employees’ psychological health ( Probst, 2003 ). Stebbings, Taylor, Spray, and Ntoumanis ( 2012 ) discovered there was a positive relationship between coaches’ perceptions of job security and need satisfaction. (c) Professional development : Formalized coach
Barrie Gordon and Sylvie Beaudoin
internationally. We did not consider professional development programs, as these are covered elsewhere within this special edition by Dunn and Doolittle’s ( 2020 ) article. The sources were systematically analyzed using the format presented by Cummins, Goddard, Formice, Cohan, and Harding ( 2003 ) for assessing
Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro
of developing quality PETE and professional development programs (PDP) to better equip pre- and in-service PE teachers with skills and knowledge to integrate technology, there has been limited empirical evidence, to date, of programs’ efficacy and effectiveness to achieve the stated objectives. With
Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach and Lee-Ann Sharp
initiated recognition of coaches’ need for professional development to perform optimally ( Mallett, Rynne, & Dickens, 2013 ). These advancements have been most notable in the establishment of international coaching organizations dedicated to the enhancement of high-quality coach education programs
Catherine P. Abel-Berei, Grace Goc Karp, Marcis Fennell, Elisa Drake and Simon Olsen
healthy and active lifestyle; developing positive social and cooperative skills through PA; and professional development (PD) opportunities related to physical fitness, PE, and PA ( U.S. Department of Education, 2016 ). Through the assistance of a PEP grant, schools were able to purchase a number of