There is widespread agreement that there is a disconnect between research and practice in how best to support coaches’ learning and development of their applied coaching skills ( Lyle & Cushion, 2016 ; Renshaw et al., 2009 ). To that end, despite an abundance of research (for a recent a review
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Supporting Coach Learning in Paralympic Sport: Rich Environments for Innovation
Georgia A. Askew, Ross A. Pinder, Ian Renshaw, and Adam D. Gorman
A Bioenergetic View of Coach Learning and Development
John Stoszkowski and Hans Amato
coaching as a crucial educational endeavor has gathered pace ( Stodter et al., 2021 ), resulting in the development of widespread formal programs for coaches’ learning, as well as a better appreciation of the informal means through which coaches often prefer to acquire and develop their knowledge
Exploring the Potential Value of Self-Study to Support Coach Learning
Anne O’Dwyer and Richard Bowles
coaching practices. Their biographies as teacher educators and a familiarity with self-study as a research approach influenced their decision to explore this approach to support their coach learning. Literature Review In their definition of effective coaching, Côté and Gilbert ( 2009 ) recognize the
University-Based Coach Education: The E-Portfolio as a Formative Assessment Tool of Student-Coaches’ Learning
Yura Yuka Sato dos Santos, Bartira Pereira Palma, Liam McCarthy, Larissa Stevanato Casline, Camila Cardoso, and Larissa Rafaela Galatti
which can be observed. It follows; therefore, that since assessment has not been prioritized in this research (see McCarthy, 2022 ; McCarthy et al., 2021 ), there is a strong case for examining the ways in which well-considered assessment can contribute to coach learning. In the work of Boud ( 2000
Understanding the Impact of an Online Level 1 Coach Education Award on Dodgeball Coaches’ Learning and Practice
Thomas M. Leeder, Lee C. Beaumont, and Ciaran M.C. Maloney
Face-to-face coach education courses are frequently positioned as the traditional method of developing sport coaches ( Lyle & Cushion, 2017 ). Yet, these have been heavily criticized due to their failure to enhance coach learning and practice ( Van Woezik et al., 2022 ) while possessing barriers
The Role of the Coach Developer in Supporting and Guiding Coach Learning
Sarah McQuade and Christine Nash
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.
Coaching Positive Youth Development in Brazil: Recommendations for Coach Education Programs
Patricia Gaion, Michel Milistetd, Fernando Santos, Andressa Contreira, Luciane Arantes, and Nayara Caruzzo
connected to how sport organizations frame coach education programs that actively contribute to coach learning, and provide the knowledge base necessary for coaches to foster high-quality developmental experiences ( Cushion, Armour, & Jones, 2003 ; Nelson, Cushion, & Potrac, 2006 ; Vella, Crowe, & Oades
Searching for a Signature Pedagogy in Novice Coach Education
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
Connecting Coaches 2015—Coaching the New Zealand Way Reflections on Designing a Coach Learning Convention
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.
A Case Study of Using an Adult-Oriented Coaching Survey and Debrief Session to Facilitate Coaches’ Learning in Masters Sport
Bettina Callary, Catalina Belalcazar, Scott Rathwell, and Bradley W. Young
-Oriented Sport Coaching Survey (AOSCS; Rathwell et al., 2020 ) is a psychometrically validated and empirically grounded self-assessment tool designed to stimulate reflection and coach learning about key psychosocial coaching approaches when working with adult athletes. It has 22 items that allow coaches to rate
