The purpose of this paper is to provide a critical discussion on the role of the coach developer. The discussion is framed within the context of the roles coach developers play within coach education and sport in the UK. We conclude with some reflective questions designed to promote discussion and debate on how to optimize the central role of the coach developer in shaping quality coach education and ongoing coach development.
Sarah McQuade and Christine Nash
Andrew Eade and John Edwards
What do you hope to achieve when you bring together coaches for a convention or conference? This paper reports on a new design process to promote learning as central to such a “meeting of minds”. By blending the best of cognitive science research with an in-depth understanding of coach learning, Eade, Edwards and their team created a “Connecting Coaches Convention” that delivered on many levels. The design elements, processes used, impact and feedback, are shared to highlight innovative ways of approaching such a learning challenge. Designing to New Zealand Sport’s Core Coaching Principles provided essential alignment to every decision made. Using Learning Challenge Teams meant that every delegate had a forum for socially constructing their learning and applying this to their own context. This also ensured delegates were challenged rather than comfortable. Having theme weavers who embodied a way of working true to Indigenous New Zealand Culture added an element of innovation fit to the particular “big picture” context of these delegates. This linked every Convention element back to Core Principles and cultural roots.
Julia Walsh and Fraser Carson
developers can support novice coach learning. To begin this exploration we examine the tenets of pedagogy and signature pedagogy to guide interpretation of coach education practice. Pedagogy is a contested term, it has been understood in different ways across different periods of history ( Armour, 2011
Anna Stodter and Christopher J. Cushion
Olympic International Federations, & Leeds Metropolitan University, 2014 ). Yet such qualities offered as contributing to an ‘effective’ coach developer, often appear neatly compartmentalised and disconnected from practice, context and subsequent coaches’ learning (e.g., Abraham et al., 2013 ; McQuade
Katie Dray and Kristy Howells
also that further research and discussion around these topics are warranted to fully understand the impacts on coaching learning and practice. In particular, they highlight the complexities of understanding how these learning practices might translate across different coach education contexts
Marco Catarino Espada Estêvão Correia and Rachael Bertram
scholarship related to how surfing coaches develop their knowledge ( Correia, 2005 ; Correia et al., 2011 ; Ramos et al., 2012 ). The present study is one of the first to explore the origins of surfing coaches’ learning and development. This type of study is crucial because coach education and development
John Stoszkowski and Dave Collins
A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support refection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for refection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive refection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative refection was conspicuous by its absence and an online community of practice did not emerge.
John Stoszkowski and Dave Collins
has had an influence, albeit delayed, on several recent initiatives such as the University-based, UK Coaching Certificate Level 4 which represents the highest award for many sports ( Sports Coach UK, 2015 ). This influence needs to be considered against the different perspectives on coach learning and
Justine B. Allen and Colleen Reid
direction for change that can enhance the experiences and provisions of coach education and development for women coaches. Coach Learning and Development Coaches’ learning situations have been described as formal, involving structured programs that require participants to achieve certain standards and
François Rodrigue, Pierre Trudel and Jennifer Boyd
roles and working conditions of coaches (volunteer, professional, part-time, full-time, etc.), variations between sports, and country-specific differences ( Duffy et al., 2011 ). In an attempt to map the roles played by different actors contributing to the coaches’ learning journey, a table was created