Participating in a Learner-Centered Coach Education Program: Composite Vignettes of Coaches’ and Coach Educators’ Experiences

Abstract

Given the inextricable roles of the coach learner and coach educator in learner-centered (LC) coach education, research into their perceptions and experiences in these programs appears to be a priority. As such, building on Paquette and Trudel’s examination of Canada’s golf coach education program relative to its alignment with learner-centered approaches, the present study examined coaches’ and coach educators’ perspectives of their experiences participating in the abovementioned program that was found to have a LC design. In-depth semi-structured interviews were conducted with 16 participants (6 coach educators and 10 coaches), and data were analyzed using a thematic analysis. The finalized themes were used as a narrative skeleton for the creation of the four composite vignettes. The vignettes represented the experiences of four composite characters relative to their learning orientations to learner-centered teaching (LCT) and instructor-centred teaching (ICT): LCT Coach Educator, LCT Coach, ICT Coach Educator, ICT Coach. As influenced by their cognitive structures, the vignettes depict the composite coaches’ varied engagement and perceptions of the program, as well as the coach educators’ varied delivery of the program and adherence to the program’s LC design. These diverse experiences are discussed in relation to the impact of LC coach education.

An Investigation Into Coach Developers’ Theories in Practice, Learning, and Development on a Continuing Professional Development Course

“…Being able to align the theory, learning, and practice within coach education helps garner this learner centred approach to understanding which advocates and allows for meaningful engagement with their learning experiences and supports their professional development (Paquette and Trudel, 2018a). Such careful consideration must be acknowledged in relation to coach education programmes, their focus and strategies to impact learning and empower coaches with autonomy (Paquette and Trudel, 2018b) whilst obtaining perceptions and experiences needed to continue to refine, shape, and also construct delivery for coach developers (Paquette, Trudel, Duarte and Cundari, 2019). As Argyris and Schön (1974) suggest "understanding how we diagnose and construct our experience, take action, and monitor our behaviour while simultaneously achieving our goals is crucial to understanding and enhancing effectiveness" (p.xxxii).…”

Assessing the Value Created in a Social Learning Space Intervention: Four Vignettes of Parasport Coaches

“…With a relativist approach framing our efforts toward quality standards for qualitative research (Burke, 2016), the ability of composite vignettes to improve the accessibility of the research findings was justified. Furthermore, the possibility for coach developers to make naturalistic generalizations (Sparkes & Smith, 2013) through reading the vignettes was a plausible aim given previous research (e.g., Deal & Camiré, 2016;Paquette, Trudel, Duarte, & Cundari, 2019).…”

Coach Training Within the Covid-19 Pandemic: Challenges and Potential Pathways

“…Independently of the course format used, we should have in mind the course format alone does not automatically represent meaningful learning outcomes (i.e., a greater ability for coaches to foster specific outcomes and sustain coaching behaviors) and as mentioned previously just mean more information ( Whitley, 2021 ). Nevertheless, we should consider that variables such as coaches’ background, previous experiences and age may also influence their ability to engage in e-learning and understand contents/materials through asynchronous and synchronous approaches ( Paquette et al, 2019 ). Nevertheless, online teaching is a valuable avenue for meaningful learning when carefully and deliberately paired with appropriate learning strategies.…”

“…There is an ethical and deontological obligation to make sure coaches receive appropriate training and support, and specific coach learning outcomes are attained. Coach training by itself is a complex endeavor that involves exposing coaches to a range of learning sources such as discussion forums, mentoring programs, and practicum opportunities ( Paquette et al, 2019 ). Currently, in some cases, there might be the temptation to replace practical modules and coaches’ practicum with inequivalent tasks and requirements.…”