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Kyle Paquette and Pierre Trudel

coachesdevelopment ( 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

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Jim Denison

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

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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

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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.

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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.

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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

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Clayton Kuklick, Stephen Harvey, and Roch King

formative, formal, and professional experience, coaches’ habitus become strongly ingrained and, consequently, make it difficult for coaches to develop and change ( Harvey et al., 2010 ; Nash, Sproule, & Horton, 2008 ). Formal coach development programs in higher education settings have increased in recent

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Julie McCleery, Jennifer Lee Hoffman, Irina Tereschenko, and Regena Pauketat

, Fletcher, Pack, & Dahlin, 2018 ; Turnnidge & Côté, 2017 ), and how one learns to coach ( Cushion et al., 2010 ; Paquette & Trudel, 2018 ; Stodter & Cushion, 2017 ) have brought changes to the content and delivery of coach development programs (CDPs). On the whole, the evolution in all three areas could

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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

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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