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
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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
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
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
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).
Frank Jacobs, Annelies Knoppers, Rene Diekstra, and Marcin Sklad
A frequent critique of coach education courses is that they are designed by scholars with little input from coaches about what they think they need. The purpose of this paper is to describe the design and content of a coach education course that was grounded in stakeholder needs. Dutch amateur football coaches felt ill-equipped to handle conflicts and confrontational behaviors by players and/or parents. Therefore a coach education course was created to help coaches develop tools they could use to improve their interpersonal skills. The tools were drawn from the teaching strategies of Forgatch and DeGarmo (1999) and Rational-Emotive Education (REE) (Knaus, 1974).
Isabel Mesquita, Joana Ribeiro, Sofia Santos, and Kevin Morgan
The aim of this study was to analyze Portuguese expert coaches’ conceptions of learning sources that promote long-term coach development and the extent to which these sources are currently present in coach education programs. Six expert coaches were individually interviewed, using a semistructured format and the interviews were analyzed using QSR N6 Nudist software. The results highlighted the participants’ awareness of the uniqueness of coach education, emphasizing the importance of reflecting and engaging with a variety of learning experiences. Findings also revealed dissatisfaction with the current dominant education framework in Portugal, which remains excessively didactic and classroom-orientated. In contrast, the participants externalized a constructivist approach for coach education assuming the need for theoretical knowledge to be framed in practical contexts, where they have the opportunity to share and reflect their own and others’ experiences to develop learning. Such a position echoes Sfard’s acquisition and participation learning metaphors.
Hans Vangrunderbeek and Hans Ponnet
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
Joseph John Gurgis, Bettina Callary, and Levi Denny
The widespread design and delivery of coach education is the result of an extensive system of stakeholders (e.g., subject matter experts, instructional designers, coach developers, policy makers) who incessantly negotiate the knowledge areas relevant for coaching ( Culver et al., 2019 ; Williams
Arda Alan Işık and Louis Moustakas
international sporting success is regularly achieved ( Cumhurbaşkanlığı, 2018 ; Türkiye Cumhuriyeti Anayasası, 1982 ). Emphasizing the importance of coaching in relation to these goals, the country has shaped its coaching policies since 1987 with four different Coaching Education Regulations ( Sunay, 2020
