Coaching and Coach Education

Trudel, Pierre; Gilbert, Wade

doi:10.4135/9781848608009.n29

Cited by 190 publications

(219 citation statements)

References 0 publications

Supporting

Mentioning

189

Contrasting

Unclassified

Order By: Relevance

“…Cuantos más años de experiencia como jugador, mayores son los valores de conocimiento del deporte. En nuestra opinión, y la de otros autores revisados (Cassidy & Rossi, 2006;Ericsson, et al, 2007;Hardin, 2000;Schinke, et al, 1995;Trudel & Gilbert, 2006), es preferible que el entrenador haya tenido experiencias como jugador. Por ello, un factor común en los entrenadores expertos es el haber dedicado varios miles de horas como deportistas, incluso a varios deportes (Trudel & Gilbert, 2006).…”

Section: Resultados Y Discusión De La Investigaciónunclassified

“…En nuestra opinión, y la de otros autores revisados (Cassidy & Rossi, 2006;Ericsson, et al, 2007;Hardin, 2000;Schinke, et al, 1995;Trudel & Gilbert, 2006), es preferible que el entrenador haya tenido experiencias como jugador. Por ello, un factor común en los entrenadores expertos es el haber dedicado varios miles de horas como deportistas, incluso a varios deportes (Trudel & Gilbert, 2006). Aunque es evidente que sólo con eso no basta, ya que, además, el entrenador necesita una formación inicial y permanente que le garantice unos conocimientos adecuados para llevar a cabo sus funciones.…”

Section: Resultados Y Discusión De La Investigaciónunclassified

See 1 more Smart Citation

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Jiménez¹,

Lorenzo²,

Gómez³

2009

CCD

View full text Add to dashboard Cite

ResumenLas investigaciones han demostrado que los entrenadores aprenden, no sólo a través de los programas educativos, sino también a través de otros medios de aprendizaje informales que se producen en charlas con otros compañeros, mentores, observación de otros entrenadores, libros, Internet e incluso experiencias pasadas como jugador. ,Por todo ello, el objeto del presente artículo es conocer los medios formativos más utilizados por dieciséis entrenadores expertos en baloncesto, así como exponer detalladamente cada uno de ellos para su posible transferencia hacia otros entrenadores.Para la realización del estudio, se ha utilizado una metodología cualitativa y la técnica de entrevista semiestructurada en la cual se ha entrevistado a dieciséis entrenadores expertos en baloncesto. Los resultados muestran que la educación formal (cursos federativos) de los entrenadores tiene un volumen claramente inferior a los medios informales. Además, estos medios informales tienen mayor relevancia en los entrenadores al tratarse de contenidos mucho más específicos. Entre estos medios destacan, principalmente, el aprendizaje situado (experiencias diarias como entrenador), la reflexión práctica, el mentoring, el aprendizaje compartido (charlas y observación de otros entrenadores, etc.), así como en menor relevancia, las comunidades de práctica, las experiencias de la etapa como jugador y el aprendizaje no situado.Estos resultados nos hacen reflexionar sobre la reestructuración de los actuales programas formativos en los entrenadores, los cuales claramente tienen que ser más específicos, cercanos a la realidad y a las circunstancias del entrenador.Palabras clave: Formación, entrenadores, baloncesto. AbstractResearch has shown that coaches learn not only through educational programs, but also through other means of learning that can take place in informal talks with colleagues, mentors, observing other coaches, books, Internet, and even past experiences as a player.Therefore, the aim of this paper is to understand the means most used by sixteen expert basketball coaches as well as to describe each of them in detail for possible transfer to other coaches.To conduct the study, qualitative methodology was used, utilizing the technique of a semi-structured interview in which sixteen expert basketball coaches were interviewed. The results show that formal education (federated courses) has a much lower volume than informal means. Additionally, these informal means have greater relevance for the coaches due to much more specific content. Among these means, situated learning (daily experiences as a coach), practical reflection, mentoring, and shared learning (lectures and observing other coaches, etc…) are highlighted, as well as to a lesser degree, practice communities, the experiences at that stage as a player and non-situated learning.These results make us reflect on the restructuring of the existing training programs for coaches, which clearly need to be more specific and closer to the reality and circumstances of the coach.

show abstract

Section: Resultados Y Discusión De La Investigaciónunclassified

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Jiménez¹,

Lorenzo²,

Gómez³

2009

CCD

View full text Add to dashboard Cite

show abstract

“…Consequently, and reflecting this central agenda, a great deal of formal coach education consists of a 'train and certify' approach (Trudel & Gilbert, 2006) where the program developers direct what is to be learned and, it is assumed, coaches are able to acquire the concepts and skills they require ) before transferring and applying them effectively to the context in which they practice (Gilbert et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

View full text Add to dashboard Cite

Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social 'milieu'. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.

show abstract

“…Where, in this fictitious case, coaching competence can be greatly informed and shaped by theoretical insights through the integration of a 'constraints based approach ' (Renshaw et al, 2010; Davids et al, 2015). In response to an 'age' old problem where SCR is packaged scientifically with little consideration about how this can transfer to the practice of coaching (Trudel & Gilbert, 2006). As part of a more radical shift toward representing theory, increased focus should be on shaping practices which allow for the development of innovative, adaptive players who are able to modify behaviours appropriately when confronted with a range of constraints (Chow et al, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…Certainly in terms of how this learning transfers and remains robust in the 'real world' where very little impact has been reported (Piggott, 2012; Cushion & Hull, 2013). Moreover, when the critical indices of delivery, learning and impact, a "bleak situation" is acknowledged (Nelson, Cushion, and Potrac, 2013, p.205) and a growing consensus recognises the limiting factors associated with current methods attempting to educate sports coaches (Lyle, 2002; Nelson et al, 2013) Sports coaching research has a responsibility to demonstrate the potential to close and not widen this chasm (Trudel & Gilbert, 2006;Jones, Morgan & Harris, 2012). With a key requirement here, not only to illustrate the pedagogical implications of innovative pedagogies (Cushion, 2013), but also to recognise the importance of the methodological process applied which can support coaches through introducing theory-based concepts differently (Groom et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

Williams

Alder

Bush

2015

Sports Coaching Review

View full text Add to dashboard Cite

This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The 'constraints led approach' (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to 'poor' coaching and the merits of a more innovative pedagogy through a discussion between 'manager' and 'coach' are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning. Whereby such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. Through presenting Mark (coach) as 'theoretical negotiator', this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.Keywords: constraints led approach (CLA); sport coaching; coach education; coach learning; theory-practice. IntroductionThe impact of coach education has received significant attention from the academic community in recent years (for example see: Cushion & Hull, 2013;Nelson, Cushion & Potrac, 2012; Piggott, 2015; Cushion, Armour & Jones, 2003;Mallett, Trudel, Lyle & Rynne, 2009; Bush, Silk, Andrews & Lauder, 2013). Multiple criticisms have come to the fore, but in the main, it has been noted that attempts to provide sufficient learning opportunities in large scale coaching programmes through accumulating hours in practice, is at best considered dated (Piggott, 2012; Morgan, Jones, Gilbourne & Llewellyn, 2013). Despite these approaches being sanctioned by National Governing Bodies (NGB's), this linear process of 'brick by brick' development is responsible for producing a specific type of coach, one considered a kind of 'robotic practitioner' (Cassidy, 2004). It is still unclear as to how the current content of coach education actually leads to increased coach learning. Furthermore how we best educate coaches' remains an ongoing cause for concern (Cassidy, Potrac & McKenzie, 2006; Townsend & Cushion, 2015). Certainly in terms of how this learning transfers and remains robust in the 'real world' where very little impact has been reported (Piggott, 2012; Cushion & Hull, 2013). Moreover, when the critical indices of delivery, learning and impact, a "bleak situation" is acknowledged (Nelson, Cushion, and Potrac, 2013, p.205) and a gr...

show abstract

Coaching and Coach Education

Cited by 190 publications

References 0 publications

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Communities of practice, social learning and networks: exploiting the social side of coach development

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

Contact Info

Product

Resources

About