In this paper, we provide information regarding the past, present and future of coach education in Flanders, the Dutch-speaking part in the North of Belgium with a population of 6.6 million. Sports policy in Belgium is strongly determined by its complex political structure. Through several
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The History of Coach Education in Flanders
Hans Vangrunderbeek and Hans Ponnet
Developing Critical Reflection Skills in a Formal Coach Education Program
Hans Vangrunderbeek, Maarten De Backer, Liam McCarthy, Evi Buelens, and Hans Ponnet
and ethical coaching practice, plus the specific importance of reflection skills, is promoted by the International Council for Coaching Excellence ( 2013 ). Despite this, the vast majority of coach education programs prioritizes and privileges the development of coaches’ professional knowledge (e
Coaching and Coach Education in Botswana
Tshepang Tshube and Stephanie J. Hanrahan
coach education in Botswana. Second, a historical account of Botswana sport will be presented followed by coach education programs, particularly coach development frameworks, and conclusions. Sport cannot be separated from the cultural, political, and geographical environment of any community. For
Principles of Good Assessment Practice in Coach Education: An Initial Proposal
Liam McCarthy, Hans Vangrunderbeek, and David Piggott
). For this reason, a growing amount of attention has been directed towards mechanisms for the professional development of sport coaches ( Callary & Gearity, 2019 ). Coach education programmes, as one mechanism, have become increasingly important and valued by sport coaching stakeholders (e
Mapping School-Based Coach Education Requirements in the United States
Obidiah Atkinson, Samantha Bates, Dawn Anderson-Butcher, Sydney Mack, and Jacqueline Goodway
). By in large, effective coaches engage in formal coaching education ( Gould et al., 2007 ), develop a holistic coaching philosophy ( Camiré, 2014 ), and voice a desire for continued learning ( Pierce et al., 2018 ). Accessing coach education and training is another predictor of whether coaches have
Process and Outcome Evaluation of a Positive Youth Development-Focused Online Coach Education Course
Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição, and Ana Silva
. Similarly, Santos et al. ( 2018 ) found that youth sport coaches struggled to identify the strategies they used to facilitate PYD outcomes and that the coach education programs they completed did not equip them with the tools necessary to target PYD intentionally. Such findings suggest that coaches could
Searching for a Signature Pedagogy in Novice Coach Education
Julia Walsh and Fraser Carson
who deliver coach education. The coach developer must take into consideration the coach as learner, the design of safe, productive and challenging learning environments, and the sport ecosystem ( McQuade & Nash, 2015 ). Current delivery of formal coach education has received mixed reviews for its
USOC Coaching Education Department/Sport Performance Division: “What We Do”
Dave McCann and Christine Bolger
Introduction: Coach Education
John Bales
Coaching and Coach Education in Sweden
Marie Hedberg
The purpose of this article is to describe the status of coaching and coach education in Sweden. The Swedish Sport Movement can be traced to the distinctive cultural and political characteristics that exist in Sweden and in other Scandinavian countries. The typical Swedish coach has been described as a collectivist, having a high work ethic and believing strongly in the importance of the group (Birkinshaw & Crainer, 2002). They build their coaching on what are traditionally considered female values, have a high-risk tolerance and there is often a lack of hierarchy in the coach-athlete relationship. Most coaching is done on a voluntary basis and the different Sport federations design and deliver coach education. There is no standard or uniform coach education regarding content, structure and costs. In addition, the quality of coach education in Sweden has not been assessed. Although many coaches recognize the importance of learning from other coaches, research has found that coaches in Sweden are seldom prepared to reflect and to think critically (Fahlström, Glemne, Hageskog, Kenttä, & Linnér, 2013; Hedberg, 2014).
