Using Project-Based Learning to Promote College Student Understanding of Strength and Conditioning Coaching

Gearity, Brian; Hudson, Geoffrey L.; Murray, Marvin

doi:10.1519/ssc.0000000000000024

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…This is surprising because S&C practitioners work within all the aforementioned sporting contexts, as well as school, collegiate, and private or public one-on-one or group fitness settings. Furthermore, researchers within S&C have suggested that formal education should incorporate internship, (32,55) and learner-centered strategies (21). Thus, to underpin the proposed multilevel recommendations of how to teach and enhance practitioners' psychosocial skill development, explained next is a detailed rationale of reflective practice and internship (including mentorship) from a constructivist approach.…”

Section: Evidence-informed Approaches To Developing Psychosocial Comp...mentioning

confidence: 99%

Enriching Selves in Strength and Conditioning Society: A Multilevel Proposal to Enhance Strength and Conditioning Psychosocial Practice as Part of the Council on Accreditation of Strength and Conditioning Education

Gearity

Szedlak

Kuklick

et al. 2020

Strength &Amp; Conditioning Journal

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Section: Evidence-informed Approaches To Developing Psychosocial Comp...mentioning

confidence: 99%

Enriching Selves in Strength and Conditioning Society: A Multilevel Proposal to Enhance Strength and Conditioning Psychosocial Practice as Part of the Council on Accreditation of Strength and Conditioning Education

Gearity

Szedlak

Kuklick

et al. 2020

Strength &Amp; Conditioning Journal

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Principles of Good Assessment Practice in Coach Education: An Initial Proposal

McCarthy

Vangrunderbeek

Piggott

2022

International Sport Coaching Journal

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Despite its obvious importance, we argue that assessment as a feature of coach education programmes has been overlooked in the peer-reviewed published literature. As a result, it is suggested that approaches to assessing sport coaches within coach education programmes can sometimes be ill considered and lead to suboptimal experiences for multiple stakeholders. To address this problem situation, we tentatively propose five interconnected principles of assessment in the first section of this article. These include the integration of teaching, learning, and assessment; assessment as a means of developing metacognitive skills; authentic/practice-based assessment; clearly and transparently foregrounding success criteria; and collaboration within assessment activities. By considering these principles, we suggest that there is much to be gained by the coach education community. In the second section, we showcase how these principles have been adopted within a football coach education programme in Flanders (Belgium). With this example, we explain why assessment became a central concern of the organisation and how they developed an effective assessment approach. Finally, we invite considered discussion and comments on our paper, with a view to starting a conversation in an area that is scarcely spoken about.

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Using Project-Based Learning to Promote College Student Understanding of Strength and Conditioning Coaching

Cited by 2 publications

References 16 publications

Enriching Selves in Strength and Conditioning Society: A Multilevel Proposal to Enhance Strength and Conditioning Psychosocial Practice as Part of the Council on Accreditation of Strength and Conditioning Education

Enriching Selves in Strength and Conditioning Society: A Multilevel Proposal to Enhance Strength and Conditioning Psychosocial Practice as Part of the Council on Accreditation of Strength and Conditioning Education

Principles of Good Assessment Practice in Coach Education: An Initial Proposal

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