In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have acquired the same knowledge and developed the same competencies. Therefore, a broad inquiry of what is provided by different universities was needed to create a picture of the curriculum that future sport coaches will experience. In an effort to situate the Brazilian coaching and coach education system within a worldwide perspective, the data collected are interpreted using the International Sport Coaching Framework (ISCF).
Michel Milistetd, Pierre Trudel, Isabel Mesquita and Juarez Vieira do Nascimento
Larissa R. Galatti, Yura Yuka Sato dos Santos and Paula Korsakas
Sport coaching in Brazil is a regulated profession that requires higher education qualifications. A degree in physical education (PE) is mandatory since 1998 for those who aspire to work as coaches in the country, which has led universities and professors to play a key role in developing coaches through formal education. Through a personal narrative approach, we—a professor and a PhD candidate—wrote this paper with the purpose of sharing our pathways and reflections in implementing a learner-centred teaching (LCT) approach in an undergraduate coaching course in Brazil, both acting as coach developers (CDs). From a personal and professional growth perspective, as CDs, we acknowledge the relevance of offering such practical experiences along with reflection and peer sharing as crucial steps for practitioners to improve CD expertise in the higher education setting. By reflecting on the potential of a LCT approach in higher education, we demonstrate how LCT strategies can enhance opportunities for student-coaches to gain exposure to meaningful practical coaching situations as a way to better develop their coaching skills within the university environment.
Patty Freedson, David M. Buchner, Russ Pate, Brad Hatfield, Loretta DiPietro, David A. Dzewaltowski, Tim Gavin and Jeff Nessler
This paper provides an overview of several university programs that have integrated various aspects of public health into their kinesiology instruction, research, and outreach efforts. The summaries of these programs provide the historical context that shows the various stages of transformation of their kinesiology and exercise science programs over the last century. Examples of specific academic structural designs and curricula are described, as well as the rationale the faculty used to justify these programs. In addition, advantages, opportunities, and challenges of this integration are highlighted.
Melissa Murray, Kristen Dieffenbach and Rebecca Zakraj sek
According to the National Coaching Report (NASPE, 2008), over 57 million youth participated in organized sport in 2006, with around eight million of those participating in interscholastic sport. While the NFHS has been a major advocate for coaching education in the interscholastic setting, the other 87% of the youth sport participants are likely being serviced by ill-prepared coaches. In response to the 1970s call for more prepared coaches (NASPE, 2008), collegiate institutions have created academic programs in coaching education. These academic programs seek to prepare qualified coaches at all levels of competition (e.g., youth, interscholastic, intercollegiate, professional, elite). In an effort to provide students with hands on, applied experiences, academic programs generally require some sort of internship. In a recent study, coaching education students reported having numerous opportunities to motivate, encourage, and build confidence in athletes during their internships (Dieffenbach, Murray, & Zakrajsek, 2010), all of which are interpersonal interactions. Given that interpersonal interactions are one of the most significant factors impacting athlete development and the athlete – coach relationship (Jowett, 2003; Jowett & Cockerill, 2003), student coaches are in a critical position. Therefore, these findings beg for a system of checks to be in place within the internship process, namely background checks, required health insurance, and university waivers. The purpose of this presentation is to discuss the regulations and policies in place to protect the student-athletes, student coaches, and university programs during internships in coaching education. Issues like legal responsibilities of the universities, background check policies and procedures, school district-specific requirements, and other policies in place will be discussed in an interactive session. The discussion will also highlight what other organizations (NGBs, NFHS) are doing or could be doing to aid in the protection of their athletes and coaches.
maintain links to a project, to active researchers, and/or to a university program. Universities are often looking for industry links, so it can be a win-win situation. Midcareer individuals are usually well-established, but often they are under substantial pressure from both work and family commitments
Lori A. Gano-Overway and Kristen Dieffenbach
solving skills, and reflective practice). No evaluations of curriculum-based university programs were identified in their review. Therefore, future research should not only evaluate the effectiveness of college and university programs using formal evaluation models like the Logic Model (e.g., Lyle, 2007
Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende and Sarah Banner
, options to receive credentials (associate’s degree) after transfer, a strong presence at the community college, and early involvement in university programs are practices that can be incorporated to promote transfer success. As more community colleges reform to make advising more specialized with
Tshepang Tshube and Stephanie J. Hanrahan
and Hanrahan ( 2016 ) noted the introduction of physical education at the University of Botswana in 1996 has played a pivotal role in training secondary school teachers, who in most cases are volunteer coaches across the nation. There are no university programs on coaching except coaching modules in
Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita and Juarez Vieira do Nascimento
program regulation’ was 30 pages long and focused on the rules for all university programs (e.g., student enrolment, course transfers, time limit to graduate, etc.). The Department’s document called ‘The bachelor regulation in Physical Education’ was 129 pages that brought together information on various
Hayley Morrison and Doug Gleddie
context, it has also been demonstrated that university programs often fail to provide knowledge and experience for preservice teachers regarding inclusive practices ( McCrimmon, 2015 ). Therefore, it is not surprising that in-service teachers have explained that they have limited confidence and training