Gaining Insight into Actual and Preferred Sources of Coaching Knowledge

Abstract

Previous research has suggested that current formal coach education programs do not fully meet the learning needs of coaches. The purpose of the present study was to examine actual and preferred sources of coaching knowledge for developmental-level coaches. Structured quantitative interviews were conducted with coaches (N = 44) from a variety of sports. Learning by doing, interaction with coaching peers, and formal coach education were the top actual sources of coaching knowledge. Discrepancies were found between actual and preferred usage of learning by doing, formal coach education, and mentoring. Coaches indicated they would prefer more guided learning and less self-directed learning by doing. Further, differences in preferred sources were identified between coaches wishing to move to an elite level versus coaches wishing to stay at a developmental level. Findings highlight the importance of both experiential and formally guided sources of coaching knowledge and the context-specific nature of coach learning.

Coaches’ Perceived Knowledge of the National Standards for Sport Coaches: Insights into Coach Development

“…This is similar to the literature that has identified learning through experience and other coaches as frequently used components toward obtaining coaching knowledge (Erickson et al 2008;Gould et al 1990;Reade et al 2008;Cushion et al 2003;Lemyre, Trudel, & Durand-Bush, 2004). Reflection (i.e., self as feedback source) has been identified as a useful internal learning tool that is self directed in which experiences are transformed into knowledge Martens, 1997).…”

“…This leads to the question of why coaches are not utilizing mentors more often when they are perceived as having some of the most useful feedback. A similar pattern was found by Erickson et al (2008) in which coaches reported mentors as an ideal and preferred source of coaching knowledge, yet they were not frequently used. This finding provides insight that unless a formal coach mentorship program is established, coaches may perceive that they don't have adequate opportunity to access and use coaching mentors.…”

“…As compared to reading books or watching videos, workshops are mediated learning situations and may provide a more active approach to learning. To be most effective, the workshops should include experiential components as a formal aspect (Erickson et al 2008;Cushion, Armour, & Jones, 2003;Gilbert & Trudel, 1999;Gilbert & Trudel, 2005). As researchers further study this topic, it is recommended that they study participation in continuing education on an annual basis rather than over a 10-year span, as done in this study.…”

“…More specifically, coaches have reported feeling that they lacked the necessary training in their first few years of coaching, and a one-time rules clinic at the beginning of the year was not enough to prepare them (Wiersma & Sherman, 2005). Coaches go on to cite experience as their primary source of learning how to coach (Gilbert & Trudel, 2001;Erickson, Côté, Fraser-Thomas, 2007;Saiz, Calvo, & Ibanez Godoy, 2009), while stating that they also would prefer a more formal method of learning (Erickson, Bruner, MacDonald, & Côté, 2008). While informal learning opportunities, such as internships and everyday coaching tasks, can provide meaning and contextualization, they do not provide the direction, feedback and quality control that formal training can (Mallett, Trudel, Lyle, & Rynne, 2009).…”

“…This has found to be especially important with team-sport coaches (Gilbert, Lichtenwaldt, Gilbert, Zelezny, & Côté, 2009). Another study revealed that there was a difference in preferred method of future training sources between coaches who wanted to move up to the next level and those who did not, with those who wanted to advance prioritizing formal coaching certification programs (Erickson et al 2008). Coaches (NSSC;NASPE, 2006).…”