Journal ArticleDOI
Coach Education and Continuing Professional Development: Experience and Learning to Coach
TLDR
This article examined the influence of experience on coaching practice and found that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches, despite this, coach education and continuing professional development fail to draw effectively on this experience.Abstract:
Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the “art of coaching” can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.read more
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BookDOI
Understanding Sports Coaching : The Social, Cultural and Pedagogical Foundations of Coaching Practice
TL;DR: Understanding Sports Coaching as discussed by the authors explores the complex interplay between coach, athlete, coaching programme and social context, and encourages coaches to develop an open and reflective approach to their own coaching practice.
Journal ArticleDOI
A grounded theory of positive youth development through sport based on results from a qualitative meta-study.
Nicholas L. Holt,Kacey C. Neely,Linda Slater,Martin Camiré,Jean Côté,Jessica Fraser-Thomas,Dany J. MacDonald,Leisha Strachan,Katherine A. Tamminen +8 more
TL;DR: A model that distinguishes between implicit and explicit processes to PYD is presented and results of an inductive meta-data analysis produced three categories: PYD climate, life skills program focus, and PYD outcomes.
Journal ArticleDOI
The coaching schematic: Validation through expert coach consensus
TL;DR: A model of coaching in the form of a schematic that reflects the coaching process from both a content and information-processing stance is offered and confirmed that the schematic was valid and could form the basis of focused interventions in coaching development.
Journal ArticleDOI
Performance analysis in football: A critical review and implications for future research
TL;DR: The paper considers the applicability of variables analysed along with research findings in the context of their implications for professional practice and proposes a different approach that works with and from performance analysis information to develop research investigating athlete and coach learning, thus adding to applied practice.
Journal ArticleDOI
Formal, Nonformal and Informal Coach Learning: A Holistic Conceptualisation
TL;DR: In this paper, Coombs and Ahmed's framework of formal, non-formal, and informal learning as the analytical framework was used to review and conceptually locate literature exploring how sports coaches acquire the knowledge that underpins their professional practice.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Journal ArticleDOI
Outline of a Theory of Practice
TL;DR: Bourdieu as mentioned in this paper develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood.
Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Educating the reflective practitioner
TL;DR: Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
Related Papers (5)
Learning to coach through experience: reflection in model youth sport coaches.
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