coaches’ development ( Nelson & Cushion, 2006 ; Trudel et al., 2010 ). We must remember that uncovering our guiding paradigm and initiating change is difficult because our “common sense assumptions about how we learn operate, unquestioned, at a subconscious level” ( Light, 2008 , p. 33). Therefore, it
Kyle Paquette and Pierre Trudel
writing that melds expression and theory can become a method for learning and a means for change ( Denison, 2016 ); this is how writing can become a coach development strategy, particularly when Foucault’s ( 1995 ) analysis of discipline services the theory. I read further to my students from this essay I
Pete Van Mullem and Kirk Mathias
coach development activities, coaching educators often consider the importance of experiential learning ( Gilbert, Lichtenwaldt, Gilbert, Zelezny, & Côté, 2009 ; Walker, Thomas, & Driska, 2018 ), the learning preferences of coaches ( Nelson, Cushion, & Potrac, 2006 ; Vargas-Tonsing, 2007 ), and long
Jennifer Turnnidge and Jean Côté
It is well established that coach learning and athlete outcomes can be enhanced through participation in Coach Development Programs (CDPs). Researchers advocate that the quality of CDPs can be improved by: (a) placing a greater emphasis on facilitating coaches’ interpersonal behaviours (Lefebvre, Evans, et al., 2016), (b) using appropriate and systematic evaluation frameworks to guide the evaluation of interpersonally-focused CDPs (Evans et al., 2015), and (c) incorporating behaviour change theories into the design and implementation of these CDPs (Allan et al., 2017). In doing so, the relevance of CDP content and the uptake of this content among coaching practitioners may be enhanced. Transformational leadership theory provides a valuable guiding framework for designing CDPs that aim to promote positive development in youth sport. Thus, the goal of the present paper is to outline the development of a novel, evidence-informed CDP: The Transformational Coaching Workshop and to provide practical strategies for the implementation of this workshop.
Pete Van Mullem and Chris Croft
.e., soccer license), and inconsistent across similar contexts ( Bodey, Brylinsky, & Kuhlman, 2008 ; Dieffenbach, 2020 ). Thus, to develop as a coach in collegiate sport, one must engage in ongoing coach development activities and learn to navigate career pathways for professional advancement. Furthermore, the coach
Antonio Solana-Sánchez, Sergio Lara-Bercial and David Solana-Sánchez
Professional youth football (soccer) academies face a number of challenges related to the contrasting and at times competing nature of their goals. Marrying long-term development of players with success in youth competitions and combining the development of young people as athletes with their growth as human beings are some examples. Professional football clubs and those tasked with leading their academies have to make key decisions as to how these challenges will be addressed. In this paper we argue that those decisions must be made based on a clearly shared philosophy and accompanying set of values. We present some of the key principles governing the work of the Sevilla Club de Fútbol Youth Academy and the rationale behind them. These principles span from developmental, methodological and pedagogical choices to the building of an internal long-term approach to coach development.
Bettina Callary, Abbe Brady, Cameron Kiosoglous, Pekka Clewer, Rui Resende, Tammy Mehrtens, Matthew Wilkie and Rita Horvath
participants from over 27 countries who applied and were chosen based on their involvement in coach development either as a university professor involved in coach development, a National Sport Federation, or a National Multisport Organization director of coach education ( Nippon Sport Science University, 2018
Travis Crickard, Diane M. Culver and Cassandra M. Seguin
Coach development has been described as the process through which coach learning occurs. This process encompasses formal, nonformal, and informal learning situations that lead to enhanced coaching skills and expertise ( Mallett, Trudel, Lyle, & Rynne, 2009 ; Trudel, Culver, & Werthner, 2013 ). How
Lynn Kidman and David Keelty
The purpose of this article is to provide an overview of coaching and coach development in New Zealand. For a small country with a population of 4.47 million (Statistics New Zealand, 2015), New Zealand achieves great success on the world sporting stage. One of the many contributors to this success is New Zealand’s commitment to developing coaches with an emphasis on continuous improvement through the provision of ongoing learning opportunities for coaches (SPARC, 2006). Interestingly the International Sport Coaching Framework’s recommendations aligns itself to such an emphasis that they refer to as lifelong learning (ICCE, 2013). To achieve this focus, and based on a Ministerial Taskforce findings that, “Coaching is in urgent need of support and development” (Ministerial Taskforce, 2001, p.10) Sport and Recreation New Zealand (SPARC) established a consultancy group to review and redevelop coaching. An outcome of this consultation was the production of the New Zealand Coaching Strategy (SPARC, 2004). Based on robust discussion on many issues of how people learn and coaching development philosophies, the Coach Development Framework (CDF) was established in 2006. Since its establishment, the CDF has been guiding coach development in New Zealand, placing the responsibility for this development on the National Sporting Organisations (NSOs).
Hedda Berntsen and Elsa Kristiansen
recommended for young elite athletes’ well-being and long term competitive participation ( Balaguer et al., 2012 ; González, Tomás, Castillo, Duda, & Balaguer, 2017 ; Kristiansen & Roberts, 2010 ; Ntoumanis, 2012 ). Coach development programs (CDP) can change coaches’ interpersonal, intrapersonal and