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Karl Erickson, Jean Côté and Jessica Fraser-Thomas

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

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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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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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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

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Martyn Rothwell, Joseph Stone and Keith Davids

. Sports Medicine, 40 , 271 – 283 . PubMed ID: 20364873 doi:10.2165/11319430-000000000-00000 10.2165/11319430-000000000-00000 Piggott , D. ( 2012 ). Coaches’ experiences of formal coach education: A critical sociological investigation . Sport, Education and Society, 17 , 535 – 554 . doi:10

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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

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Leanne Norman

fit (pp.  3 – 71 ). New York, NY : Psychology Press . 10.4324/9780203810026 Piggott , D. ( 2012 ). Coaches’ experiences of formal coach education: a critical sociological investigation . Sport, Education & Society, 17 ( 4 ), 535 – 554 . doi: 10.1080/13573322.2011.608949 Puwar , N. ( 2004

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Colin J. Lewis, Simon J. Roberts, Hazel Andrews and Rebecca Sawiuk

), formal coach education is framed as a predominantly male-dominated preserve, where women continue to present and negotiate their gendered identities along a path of both acceptance and resistance ( Norman, Rankin-Wright, & Allison, 2018 ). More recently, coach education has been described as a harsh and