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Kyle Paquette, Pierre Trudel, Tiago Duarte, and Glenn Cundari

; Paquette et al., 2014 ). Given the obvious and shared interests in LC approaches, Paquette and Trudel ( 2016 ) looked to education for a theoretically-informed and evidence-based model to support coach educators’ LC initiatives. The authors presented Weimer’s ( 2002 ) seminal framework for learner

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Paul Garner, Jennifer Turnnidge, Will Roberts, and Jean Côté

coaches often cite poor coach educator (CE) delivery and inferior communication skills as factors that limit the efficacy of formal coach education ( Nelson, Cushion, & Potrac, 2013 ; Paquette & Trudel, 2018b ). While there is a call to arms for coach education to place greater emphasis on interpersonal

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Sara M. Campbell, Ashley Fallaize, and Paul Schempp

more of the following roles: coach educator, presenter, mentor, or assessor ( International Council for Coaching Excellence, 2014 ). More generally, these individuals are responsible for the design and implementation of coach education programmes (CEPs) and, therefore, they have the potential to

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Erianne A. Weight, Coyte Cooper, and Nels K. Popp

Philosophical debate about the proper role of athletics within the academy has reverberated through each era of collegiate sport, and a growing body of literature points toward an impending tipping point unless radical reform ensues. This study contributes perspective to a proposed reform model through investigating perceptions of National Collegiate Athletics Association Division I coaches (N = 661) about their roles as educators and how this role could be altered through structural and philosophical changes within the academy. Quantitative and qualitative data provided mixed findings related to coach support for an integrated organizational structure with high variance in all structural facets explored except for compensation, where coaches believed structures should not be uniform between athletic and academic units because of the perceived greater workload, hours, media attention, and pressure in athletics.

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Kyle Paquette and Pierre Trudel

The history of coach education in Western countries, much like higher education, has been shaped by societal influences and external drivers. The resulting trajectory includes a notable movement and shift in focus related to educational paradigms. Being learner-centered (LC) has become a central theme and mission by many coach education programs. The purpose of this case study was twofold: to explore the evolution of the historically rich coach education program of golf in Canada, and to assess the LC status of the most recently developed context of the program using Blumberg’s (2009) framework for developing and assessing learner-centered teaching (LCT). A series of program documents and interviews with seven coach development administrators involved in the program were analyzed. Findings revealed the turbulent epistemic evolution of the program and its pedagogical approaches, as well as the combination of internal and external drivers that triggered the shift from one extreme (instructor-centered teaching) to another (LCT) until finding a functional equilibrium. Moreover, the assessment of the program confirmed its claims of being LC. Discussions are presented on leading a LC change, facilitating learning, and using the framework to assess LC coach education.

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Christoph Szedlak, Jo Batey, Matthew J. Smith, and Matthew Church

development on performance is difficult to evaluate (e.g.,  Szedlak et al., 2018 ). Thus, S&C coaches are pushed to adapt a coaching approach that is performance-oriented and not athlete-centered (e.g.,  Szedlak, Smith, Callary, & Day 2020 ; UKSport, 2017 ). Our results suggest that S&C coach educators

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Adam J. Nichol, Edward T. Hall, Will Vickery, and Philip R. Hayes

change, which: limits the ability of (a) researchers to set research agendas and situate their work in the larger context of coaching science, (b) coaches to access and realize the potential of coaching research, and (c) coach educators to integrate the full scope of coaching research into coach

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James Stephenson, Colum Cronin, and Amy E. Whitehead

to articulate what, to whom, and when is a vital part of coaching. This ability to communicate effectively is something that is of interest to many coach educators. Dave demonstrated this within his reflective log, a TA session, and during his member reflection: I think it was because I was

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Kelly Witte

This one hour lecture session is intended for coaches, coach educators, and sport researchers. It will focus on the results of a study involving nearly 2,000 NCAA student athletes representing twelve different intercollegiate sports teams from ten colleges in the Midwest. The purpose of the study was to identify and compare coaching leadership preferences of present day collegiate athletes.

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Anita Lee and Jarrod Schenewark

The purpose of this presentation is to introduce the compliance information of the National Council for Accreditation of Coaching Education (NCACE) accreditation guidelines and standards, to provide coaching educators with the information which will help their portfolio preparation when applying to the NCACE accreditation. The target audience of this presentation is coaching educators, especially those who are interested in the NCACE accreditation. The following information will be presented: (a) statistics of compliance rate for the NCACE accreditation in the past four years by guidelines and standards; (b) the reasons of complying or not complying by each guideline and standard; (c) materials and artifacts that readers and the Portfolio Review Coordinator are looking for; and (d) common mistakes when preparing portfolios. Question and answer session will be included at the end of this presentation.