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.
Andrew P. Driska and Daniel R. Gould
Stéphanie Turgeon, Kelsey Kendellen, Sara Kramers, Scott Rathwell and Martin Camiré
psychosocial outcomes associated with high school sport participation and how coaches play key roles in influencing such outcomes. Based on the conclusions drawn from the literature review, we explore the role of coach education as a catalyst for impact. We conclude the paper by sharing future research
Alan L. Smith and Daniel Gould
& Weiss, 1980 ; Howell, 1980 ; Smoll & Smith, 1979 ), established coaching education programs (e.g., Seefeldt & Milligan, 1992 ), and conducted scientific studies (e.g., Eisenmann, Pivarnik, & Malina, 2001 ; Feltz, Lirgg, & Albrecht, 1992 ). The ISYS, then, was charged with not only conducting
closely monitoring their child’s results. We have also seen an increase in non-teacher-trained coaches in school sport. In both school- and non-school-sponsored sport there is a greater awareness of and emphasis placed on coaching education, although the vast majority of coaches still remain untrained