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Michel Milistetd, Pierre Trudel, Isabel Mesquita and Juarez Vieira do Nascimento

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).

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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.

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David Pyne

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

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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

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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

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David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin

coaching framework . Champaign, IL : Human Kinetics . Vallée , C.N. , & Bloom , G.A. ( 2005 ). Building a successful university program: Key and common elements of expert coaches . Journal of Applied Sport Psychology , 17 ( 3 ), 179 – 196 . doi:10.1080/10413200591010021 10

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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

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Marco Catarino Espada Estêvão Correia and Rachael Bertram

.  516 – 539 ). London, UK : Sage . 10.4135/9781848608009.n29 Vallée , C.N. , & Bloom , G.A. ( 2005 ). Building a successful university program: Key and common elements of expert coaches . Journal of Applied Sport Psychology , 17 , 179 – 196 . doi:10.1080/10413200591010021 10

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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

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Philippe Crisp

.N. , & Bloom , G.A. ( 2005 ). Building a successful university program: Key and common elements of experienced coaches . Journal of Applied Sport Psychology, 17 ( 3 ), 179 – 196 . doi: 10.1080/10413200591010021 Vierimaa , M. , Turnnidgeb , J. , Bruner , M. , & Côté , J. ( 2017 ). Positive youth