A Case Study of a Parasport Coach and a Life of Learning

Abstract

The complex process of sport coaching is a dynamic and evolving practice that develops over a long period of time. As such, a useful constructivist perspective on lifelong learning is Jarvis’ (2006, 2009) theory of human learning. According to Jarvis, how people learn is at the core of understanding how we can best support educational development. The purpose of the current study is to explore the lifelong learning of one parasport coach who stood out in his feld, and how his coaching practice evolved and developed throughout his life. A thematic analysis (Braun & Clarke, 2006) was used to extract themes and examples from three two-hour interviews as well as interviews with key collaborators in his coaching network. The findings reveal a coach whose coaching practice is founded on pragmatic problem solving in the face of a lack in resources; an investment in formal and nonformal adapted activity education at the start of his parasport career; and observation, communication, and relationship-building with his athletes and the parasport community. Suggestions are provided for coach developers on how they might invest resources and create learning opportunities for coaches of athletes with a disability.

The importance of reflection for coaches in parasport

“…Through these types of discussions and the subsequent reflection, the coaches began to both understand and change how they coached their athletes. These types of interactions were a way of learning for coaches, and recent research in parasport coaching suggests that reflection and collaboration with others can be a means of building a coaching practice (Burkett, 2013;Burkett & Mellifont, 2008;McMaster et al, 2012;Taylor et al, 2014). This notion of reflecting while engaging with others lends support to Boud's (2010) questioning of the individualistic view of learning associated with reflection and his suggestion that it is important to also consider a view of 'reflection within the context of settings which necessarily have more of a group or team-based work orientation ' (p. 25).…”

“…As competent coaches and robust coaching systems are the foundation for strong sport programs, it is worthwhile to consider developing a greater understanding of parasport coaching practice. Much of the early research in parasport found that coaches often rely on past coaching experience gained in the able-bodied context and in nonformal and informal learning environments due, in part, to a lack of formal training and resources for parasport (Cregan, Bloom, & Reid, 2007;McMaster, Culver, & Werthner, 2012;Taylor, Werthner, & Culver, 2014). We know from the able-bodied coaching literature that reflective practice in a coach's learning cycle can play an important role in helping a coach develop their coaching practice (e.g.…”

“…Technical and sport science resources that are available tend to be designed by specialists or academics to meet their own needs, are not readily accessible to the parasport coach, and are often not suitable to fill coaching knowledge gaps (Burkett, 2013). Due to this lack of resources, it has been suggested that coaches in parasport often must be more creative in making their own modifications to existing able-bodied programs and use more self-discovery, reflection and informal resources (Cregan et al, 2007;DePauw & Gavron, 2005;McMaster et al, 2012;Taylor et al, 2014). An increased reliance on a multidisciplinary network of experts and other coaches working in the parasport world has also emerged as an important source of parasport coach learning (Cregan et al, 2007;McMaster et al, 2012;Taylor et al, 2014).…”

The Life Trajectory of Artistic Gymnastics Coaches

“…Considerando o tempo que os treinadores investigados estiveram expostos à GA, é contundente afirmar que o ingresso nessa carreira correspondeu a um processo "natural" 19,38 . Diversos estudos com foco na carreira e no desenvolvimento de treinadores esportivos 8,12,38 evidenciam que há uma forte relação entre as experiências positivas no esporte e a escolha pela carreira de treinador. Segundo Côté et al 39 e Jones, Armour e Potrac 37 , os treinadores interpretam situções e idealizam ações pedagógicas futuras com base em suas experiências prévias.…”

“…Estudos recentes, de abordagem biográfica [7][8][9][10][11] , mostram que as crenças, os valores e os comportamentos, incorporados por meio das experiências ao longo da trajetória de vida, exercem forte influência no ingresso à carreira e na prática como treinador. Conceitualmente, esse processo tem sido entendido como uma trajetória de participação [12][13][14] , em que a aprendizagem está fundamentada na interação e colaboração social em diferentes contextos e situações, ao longo da vida do treinador [15][16][17][18] .…”