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Fiona Chambers and Robin Gregg

This paper highlights the status of coaching and coach education policy and practice on the island of Ireland. The island of Ireland represents a unique setting as it comprises a hybrid jurisdiction of (a) the United Kingdom and Northern Ireland and (b) the Republic of Ireland. A historical and sociopolitical backdrop provides insight into how key agencies develop coaching and coach education policy and practice in a highly complex dual environment. A five-step meta-synthesis process of data collection and analysis revealed key policy and practice issues on the island relating to (a) the coaching workforce and (b) coach education system.

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Alexander David Blackett, Adam B. Evans and David Piggott

, 2017 ). This subconscious embodiment of coaching dogma has been argued to create a homogenous coaching workforce on account that it restricts the advancement of coaching knowledge and skills ( Blackett et al., 2018 ; Mills & Denison, 2018 ). Indeed, when analysing the practices and development

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Katie Dray and Kristy Howells

The contribution of higher education to the development of the coaching workforce worldwide has been most recently emphasised by the development of the ICCE’s Coaching Degree Standards (2016). These standards recognise the increasing value of learning technologies, suggesting that the use of technology in such coaching programs should aim to a) “enhance the learning experience of the student-coach” and b) “gain relevant theoretical and practical knowledge to make the most of technology whilst coaching” (p. 23). This article presents one coach developer’s experience of using e-portfolios with undergraduate students on a BSc. Sport Coaching Science undergraduate program that represents an effort to address both of these aims simultaneously. Drawing from a broader field of education research and through the provision of examples, it is suggested that e-portfolios might afford the coach learner a number of benefits including their accessibility, the role they play in developing meta-cognition, and their ability to provide a space that can bring together the different communities that influence the learner. Lastly, the benefits and challenges are presented through the eyes of the academic tutor and the relevance for coach education contexts outside of HE are discussed.

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Julian North, David Piggott, Alexandra Rankin-Wright and Michael Ashford

connection ( Sports Coach UK, 2008 ; Sport England, 2016 ). However, there have also been concerns that the existing sport coaching workforce is not realising this potential because of fundamental weaknesses related to, for example, the quality of their practise, their knowledge, and how they develop

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Leanne Norman

In the United Kingdom (UK), the setting for the present study, the popularity of sport coaching has grown so much so that the size of the coaching workforce has increased to over 1.3 million people being classed as regular, active coaches delivering coaching to over seven million participants each

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International Sport Coaching Journal


environments and cultures. Particularly with the challenges a transient coaching workforce within dynamic environment presents to those attempting to foster learning in this context. “... Didn’t Only Change My Coaching, Changed My Life”: Coaches’ Use of Sport Psychology for Their Own Development and

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John Lyle

: Crowood . Lynn , A. , & Lyle , J. ( 2010 ). Coaching workforce development . In J. Lyle & C. Cushion (Eds.), Sports coaching: Professionalisation and practice (pp.  193 – 207 ). Edinburgh, Scotland : Churchill Livingstone . Martindale , A. , & Collins , D. ( 2015 ). Reflective

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Justine B. Allen and Colleen Reid

coaching workforce in Scotland, data related to coaching was extracted from the 2012 Scottish Hockey Membership survey. Members ( N  = 1,617) completed the survey which gathered demographic information and current and previous involvement in the sport (e.g., player, coach, umpire). Just less than a quarter

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Lea-Cathrin Dohme, Alexandra J. Rankin-Wright and Sergio Lara-Bercial

fostering belongingness, which ultimately enhanced feelings of competence and autonomy, have the potential to develop a coaching workforce that collaborates with and facilitates each other’s learning beyond the termination of formal CED programmes. Raising Coaches’ Aspirations by Increasing Their Sense of

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social attitudes and legislation towards equality and diversity within Western societies, as well as the actions of sporting organizations and national governing bodies. A different ‘lens’ is required on the issue of the lack of diversity within the coaching workforces. This presentation conceived gender