of research conducted within coach education and development (CED) contexts ( McQuade & Nash, 2015 ). Much of this research has focussed on how coaches learn, providing detailed insight into the sources and ways of learning coaches value throughout their development ( Deek, Werthner, Paquette
Search Results
Beyond Knowledge Transfer: The Role of Coach Developers as Motivators for Lifelong Learning
Lea-Cathrin Dohme, Alexandra J. Rankin-Wright, and Sergio Lara-Bercial
Effect of Coordination Biofeedback on (Re)Learning Preferred Postural Patterns in Post-stroke Patients
Deborah Varoqui, Jérôme Froger, Jacques-Yvon Pélissier, and Benoît G. Bardy
After stroke, ankle-hip coordination during stance is characterized by changes in the postural system dynamics, specifically the disappearance of the in-phase pattern and the reduced stability of the anti-phase pattern. This study was conducted to assess the success of a coordination visual biofeedback for the (re)learning of the two preferred patterns, and to explore the effect of this treatment on postural and functional abilities. Twenty four patients were randomly assigned to one of two experimental groups or to a control group. During one month, patients from experimental groups followed a training protocol on the two preferred postural patterns using the biofeedback device. These two groups improved their in-phase coordination after the (re)learning compared with control group, and showed a related improvement of the functional independence measure. Results suggest that (re)learning the in-phase pattern is possible and seems to improve independence in poststroke patients.
The Interplay Between Learning, Knowledge, Biography and Practice: The Tale of an Experienced Track & Field Athletics Coach
Luke Oldridge, Lee Nelson, Kenny Greenough, and Paul Potrac
This paper examines how the learning biography of Jack (pseudonym), an experienced track and field athletics coach, shaped his thoughts about coaching practice. Data were collected through seven in-depth, semistructured, narrative-biographical interviews that formed part of a cyclical and iterative data analysis process. Our analysis of Jack’s narrative revealed how his understanding of two distinct features of his coaching practice (i.e., implementation of periodization and pedagogical delivery style) developed in contrasting ways. Jack’s story was primarily, although not exclusively, interpreted using Alheit’s concepts of biographical learning and biographicity, Biesta and Tedder’s writings on agency and learning in the life-course, and Jarvis’ discussion of learning as a process of becoming. The findings of this study raise significant questions for how the field of sports coaching seeks to understand coach learning.
Cognitive Load and Energy Balance Knowledge in High-School Physical Education
Anqi Deng and Ang Chen
Learning health-related fitness knowledge has been the center of physical education (PE) intervention for achieving physical literacy ( Ennis, 2015 ). The Society of Health and Physical Educators, or SHAPE America ( 2014 ), has identified physical literacy as the ultimate learning goal for PE
Effective Questioning Strategies for the Sport Management Classroom
Angela Lumpkin
get students to complete readings and discuss their learning, through peer teaching while formulating responses to teachers’ questions, and in formative assessments. Every lecture could begin with one or more questions and end with a series of questions raised or left unanswered ( Brookfield
The Walking Classroom: Measuring the Impact of Physical Activity on Student Cognitive Performance and Mood
Erianne A. Weight, Molly Harry, and Heather Erwin
history, while also giving students increased opportunities to be physically active and engaged in learning. 5 This research measures knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to a WC podcast and those
Researcher, Coach Developer, and Coaches’ Perspectives on Learner-Centered Teaching in a Rugby Coach Education Program
Vitor Ciampolini, Martin Camiré, William das Neves Salles, Juarez Vieira do Nascimento, and Michel Milistetd
.g., Nelson, Cushion, & Potrac, 2013 ; Trudel, Culver, & Werthner, 2013 ) to counter coaches’ negative perceptions of such training opportunities, often manifested in the form of poor didactics, highly prescriptive teaching strategies, and little involvement of coaches in the learning process ( Mesquita et
Effects of Acute Exercise on Memory Performance in Middle-Aged and Older Adults
Jennifer L. Etnier, Jarod C. Vance, and Aiko Ueno
controls ( M = 69 ± 2 years). However, Schramke and Bauer ( 1997 ) found no benefits for walking on STM on the California Verbal Learning Test by older adults (60- to 80-years-old), Netz et al. ( 2007 ) found no differences between a control group and two exercise groups (60% of heart rate reserve [HRR
“Who Am I to Tell Them How to Coach?”—An Analysis of Coach Developers’ Professional Identity Formation
James Davidson and Robert C. Townsend
coaching practice ( Cushion et al., 2021 ) or as skilled facilitators of coaches’ learning ( Morgan et al., 2013 ), coach developers are responsible for the delivery of a wide range of pedagogical activities that vary in terms of formality and mediation: from the delivery of formal coach education programs
Learner-Centered Coach Education: Practical Recommendations for Coach Development Administrators
Kyle Paquette and Pierre Trudel
The complexities of learning and sport coaching have both been widely accepted notions and central themes to their respective literatures for decades (e.g., Rogers, 1969 ; Smith, Smoll, & Hunt, 1977 ). Despite being equipped with these fundamental understandings, programs designed to educate
