Research review on coaches' perceptions regarding the teaching strategies experienced in coach education programs

Abstract

Using a learner-centered perspective underpinned by a constructivist view of learning, the aim of this research was to analyze the scientific articles published from 2009 to 2016 concerning sports coaches' perceptions on the teaching strategies experienced in coach education programs. The search for articles took place across six databases: PUBMED, SCOPUS, Web of Science, PyscNET, ERIC, and SPORTDiscus. Two peer-reviewed journals related to sports coaching that were not indexed in the aforementioned databases at the time of the review were also screened. A total of 1937 articles were initially found with 17 eventually deemed appropriate for incorporation into the review after applying the established exclusion criteria. Three themes related to interactive, reflective, and assessment activities were generated from an inductive thematic analysis conducted on the coaches' quotes extracted from the reviewed articles. In general, it was revealed that coaches mostly held positive perceptions of situations and experiences that positioned them at the center of the learning process through interaction and reflection. Suggestions are discussed to address coaches' negative perceptions on the assessment strategies experienced and to improve the integration of learner-centered approaches in coach education initiatives.

Lifelong learning pathway of a coach developer operating in a national sport federation

“…This negative sentiment has been raised by other coaches in previous research, where formal education has been labelled as disconnected from the reality of coaches’ real life interventions, 17,30 which hinders the process of transferring acquired knowledge to the ground. 31 A recent review of the teaching strategies adopted in coach education courses 32 has highlighted how (a) the use of prescriptive teaching strategies and (b) the lack of opportunities for coaches to interact with peers/instructors were deemed two critical factors contributing to coaches’ negative perceptions of such courses. Consequently, it is encouraging that there is a global trend to adopt learner-centred b approaches in coach education in attempts to provide individuals with an active role for better interacting and reflecting during formal education.…”

“…Consequently, it is encouraging that there is a global trend to adopt learner-centred b approaches in coach education in attempts to provide individuals with an active role for better interacting and reflecting during formal education. 32,33…”

“…34 Thus, Mille, the “weapon assembly pedagogue,” intuitively addressed his own complaints as a learner at school while serving in the military by integrating different types of challenges as a strategy to further involve students in the learning process, which seems to be often highlighted in the literature as a means for meaningful learning to occur. 32,33 Later on, as a coach developer, we will discuss how that passion was translated into a drive to create challenges and support coaches, as they develop an understanding of the real-world dynamics crucial to become an effective coach. 2,4…”

Coach Developer Special Issue: Global Perspectives in Coach Education for the Coach Developer

“…While sport coaching is undergoing the birth of its own professionalization, so too must we seek to understand coach developers and enhance their preparation. As coach education initiatives continue to become learnercentered, flexible, and co-constructed in nature (Ciampolini, Milistetd, Rynne, Zeilmann Brasil, & Viera do Nascimento, 2019), it becomes increasingly important to ensure that coach developers are knowledgeable in how to develop quality coach learning programs. In other words, if the content of coach education programs is not fixed in advance or directed in its pedagogical approach, but instead is dependent on coaches' knowledge and prior experiences coming into the programs, then we need coach developers who are confident in their expertise of professional, interpersonal, and intrapersonal knowledge with the ability to facilitate coach learning.…”

As Implicações Do Coaching Science Nos Esportes De Aventura: Um Estudo De Revisão Sistemática

“…Mesmo que os autores tenham revisado 610 estudos, o TEA não foi mencionado e nenhuma modalidade dos EA se fez presente na lista de esportes que apareceram em pelo menos 5% dos estudos (GILBERT; TRUDEL, 2004). Com o passar dos anos as revisões têm apresentado foco cada vez mais específico na busca e análise da produção científica, incluindo a efetividade de programas de formação de treinadores (LANGAN; BLAKE; LONSDALE, 2013), as percepções de treinadores sobre as estratégias de ensino propostas em programas de formação (CIAMPOLINI et al, 2019) e a aprendizagem informal (no dia a dia) e não-formal (em cursos) de treinadores (WALKER; THOMAS; DRISKA, 2018). Embora se reconheça as relevantes contribuições dessas revisões, destaca-se que as investigações no âmbito do coaching nos EA não têm sido considerados como objetos de análise até o presente momento.…”