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
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
USOC Coaching Education Department/Sport Performance Division: “What We Do”
Dave McCann and Christine Bolger
Introduction: Coach Education
John Bales
Sociocultural Competencies for Sport Coaches: A Proposal for Coaches and Coach Education
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.
Coaching and Coach Education in Turkey: History, Status, and Future
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
Considerations for Designing Indigenous Coach Education
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
Coaching and Coach Education in the Football Association of Ireland
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
Coach Education and Learning Sources for Coaches of Masters Swimmers
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
