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Sebastián Feu, Javier García-Rubio, Antonio Antúnez and Sergio Ibáñez

UNICAMP . Feu , S. , Ibáñez , S.J. , & Gozalo , M. ( 2010a ). Influence of formal and non-formal training on coaching style . Revista De Educacion, 353 , 321 – 322 . Feu , S. , Ibáñez , S.J. , & Gozalo , M. ( 2010b ). The initial certification of handball coaches for the teaching of

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Rachael Bertram and Wade Gilbert

Continuing professional development (CPD) for sport coaches has been defined as all kinds of professional learning that occurs after initial certification (Nelson et al., 2006), and includes both non-formal and informal learning situations. Despite the fact that within the past decade there has been an increasing number of studies on these learning situations, learning communities as a type of CPD have received little attention. Therefore, the purpose of this paper is to share initial observations and lessons learned from creating and implementing sport coach learning communities. In addition, this paper extends the dialogue on learning community implementation and assessment. Our learning community efforts were formulated around five key guidelines: (1) Stable settings dedicated to improving instruction and learning, (2) Job-alike teams, (3) Published protocols that guide but do not prescribe, (4) Trained peer facilitators, and (5) Working on student learning goals until there are tangible gains in student learning.

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Rachael Bertram, Diane M. Culver and Wade Gilbert

Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.

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Carrie B. Scherzer and Justine J. Reel

was even more fury. Why should we have to sit for an exam after completing all the requirements associated with initial certification and recertification over the years? In this piece, we examine the reasons why having to take the CMPC exam can be good, why it can be bad, and the reality of the

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Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander and James D. Ressler

end with initial certification. In addition to scaffolding knowledge and skills related to the technical aspects of teaching practice, in-service professional development programs should consider how physical educators can navigate relationships with colleagues and effectively advocate for the