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

through three pathways: formal, nonformal, and informal. These pathways offer benefits and drawbacks for coaches of athletes with disabilities, as demonstrated within the literature. First, formal learning pathways are mostly represented by coach education courses and certifications developed and

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Andrew P. Driska and Daniel R. Gould

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

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Regina Belski, Alex Donaldson, Kiera Staley, Anne Skiadopoulos, Erica Randle, Paul O’Halloran, Pam Kappelides, Steve Teakel, Sonya Stanley and Matthew Nicholson

to improve the nutrition knowledge of coaches and increase their self-efficacy in advising young Australian football players about nutrition. The purpose of this study was to evaluate the impact of a simple nutrition education session embedded in a mandatory Australian football coach education course

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Marja Kokkonen

gaps in the current research literature. The present findings are also of educational and practical importance. First, coach education should provide coaches with theoretical knowledge about GSMs, the detrimental psychological correlates of gender-based and sexual harassment, and the contents of anti

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Emily Kroshus, Jessica Wagner, David L. Wyrick and Brian Hainline

of each component. Figure 1 Theoretic framework informing coach educational module. Table 1 Coach Education Module Components and Strategies Component Objective Example Intervention Component 1. Mental health literacy Increase knowledge about signs and symptoms of mental illness Present mental

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Darren J. Burgess and Geraldine A. Naughton

Traditional talent development pathways for adolescents in team sports follow talent identification procedures based on subjective games ratings and isolated athletic assessment. Most talent development models are exclusive rather than inclusive in nature. Subsequently, talent identification may result in discontentment, premature stratification, or dropout from team sports. Understanding the multidimensional differences among the requirements of adolescent and elite adult athletes could provide more realistic goals for potential talented players. Coach education should include adolescent development, and rewards for team success at the adolescent level should reflect the needs of long-term player development. Effective talent development needs to incorporate physical and psychological maturity, the relative age effect, objective measures of game sense, and athletic prowess. The influences of media and culture on the individual, and the competing time demands between various competitions for player training time should be monitored and mediated where appropriate. Despite the complexity, talent development is a worthy investment in professional team sport.

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Martyn Rothwell, Joseph Stone and Keith Davids

two first real influences were the major ones was my dad obviously in that field (coach education) and then xxxxx xxxxx so from the very early age that is what I thought coaching was. (PC2) Formal Learning Formal learning was reported as coach education and higher education. All participants had

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Maria Heikkilä, Raisa Valve, Mikko Lehtovirta and Mikael Fogelholm

knowledge scores ( p  = .780 and p  = .206, respectively). Similarly, coaching education was not associated with the coaches’ total knowledge score ( p  = .098). Discussion This study investigated the nutrition knowledge of young Finnish endurance athletes and their coaches. Despite the importance of

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Nicholas D. Myers, Sung Eun Park, Soyeon Ahn, Seungmin Lee, Philip J. Sullivan and Deborah L. Feltz

preparation (e.g., coaching education program); and playing experience into three distinct subcategories (e.g., demonstrated in Sullivan, Gee, & Feltz, 2006 ). The third potentially substantial modification to the original proposed sources of coaching efficacy concerns the separation of social support into

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Meredith Rocchi and Luc G. Pelletier

longitudinal, multiassessment methodology to explore how the coaching context changes throughout a season or across multiple seasons. Implications and Future Research This research may have important implications for coaching training. First, formal coach education should also be geared toward sport