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Joe W. Burden Jr. and Glenn W. Lambie

As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.

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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

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Niall O’Regan and Seamus Kelly

Building on previous research that explored coaching and coach education in Ireland ( Chambers & Gregg, 2016 ), this article provides a history of the Football Association of Ireland (FAI) and coach education in Ireland. An overview of coach education in Ireland precedes how UEFA policy documents

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Bettina Callary, Scott Rathwell and Bradley W. Young

Coach education programs are increasingly moving away from a ‘beginner’ to ‘expert’ continuum, and instead recognizing the influence of the coaching context in providing coaches with the education that they seek ( Rodrigue, He, & Trudel, 2016 ). The International Sport Coaching Framework (ISCF) 1

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Kyle Paquette and Pierre Trudel

( Lyle, 2007 ), simplistic coach education programs allow for an expeditious growth in the population of certified coaches, leading to greater perceived program effectiveness ( Trudel, Gilbert, & Werthner, 2010 ), and in turn greater levels of funding. Regardless of the rationale for the instruction

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Majid AL-Busafi

The purpose of this critical review is to propose a coach education system for Oman. The lack of any coach education system is one of the major obstacles confronting sport in Oman, which is an emerging “sport-interested” country (Zayed, 2004). The current review is based on two sources. First, an empirical investigation across Oman was conducted. Second, in order to learn from other notable coach-education systems, national and international coach-education systems were analyzed. Four data-gathering instruments were selected: questionnaire, interview, document analysis, and a research journal. Knowledge and understanding gained in these exercises were used to underpin a proposal for a coach education system for Oman that includes an accreditation structure, a curriculum outline, and a management system.

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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

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Lori A. Gano-Overway and Kristen Dieffenbach

, 52% of these students reported that they did not feel their physical education preparation was sufficient to prepare them to coach. Further, few investigators (e.g.,  McMillin & Reffner, 1998 ) have explored whether higher education institutions (HEIs) with programs in coach education are in a

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Fernando Santos, Daniel Gould and Leisha Strachan

effectively (e.g.,  Santos, Camiré, & Campos, 2016 ). Coach education programs (i.e., including formal and informal coach education opportunities) should provide guidance for youth sport coaches and help them overcome challenges that prevent or interfere with coaching for PYD outcomes ( Newman, Ortega, Lower

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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