Schempp, McCullick and Mason (2006) suggested gaining hands-on experience is the key element of coach development and the process of becoming a professional expert in the field. Cushion, Armour, and Jones (2003) also recommend the opportunity to observe more experienced coaches as a key experience in novice coach’s development. At the collegiate level in the U.S., a model similar to scholastic teacher training is the foundation for academic-based coaching education programs that seek to combine classroom-based education with experiential learning. In these programs student coaches are generally required to participate in field internship experiences in order to develop a strong art- and science-based approach to coaching. This internship experience is one of great importance, especially since expert coaches have identified having a quality mentor relationship early in their career as essential to their development as a coach (Nash & Sproule, 2009).
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