What works in coaching and sport instructor certification programs? The participants' view

McCullick, Bryan A.; Belcher, Don; Schempp, Paul G.

doi:10.1080/17408980500105015

Cited by 56 publications

(30 citation statements)

References 11 publications

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“…Numerosos autores consideran que la formación de los entrenadores deportivos es muy importante y que éstos han de poseer una cualificación adecuada (Giménez, 2003;McCullick et al, 2005;y Sisley y Wiese, 1987). Además, los propios técnicos deportivos suelen valorar de forma positiva la utilidad de la formación inicial para desempeñar su labor (F. Jiménez, 2000), lo cual ocurre también en este estudio, a pesar de que, curiosamente, muchos de los entrenadores encuestados no tenían una formación adecuada.…”

Section: Discussionunclassified

“…Por tanto, dada la importancia del papel del entrenador-educador, la formación de éste ha de ser adecuada. McCullick, Belcher y Schempp (2005), tras realizar un estudio sobre entrenadores, concluyeron que era necesario incrementar la formación de éstos a través de cursos de calidad. Igualmente Álamo, Amador y Pintor (2002) destacaron la necesidad de dotar a los entrenadores de una mejor y adecuada formación.…”

Section: Introductionunclassified

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La formación de los entrenadores de fútbol base en la provincia de Huelva. (The training of young football coaches in the province of Huelva)

Robles¹,

Benito²,

Fuentes-Guerra³

et al. 2011

CCD

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ResumenLa formación del entrenador tiene cada vez más importancia en la enseñanza deportiva (Saura, 1996), debido a que ésta influye notablemente en la formación deportiva y personal de un gran número de chicos y chicas. Los objetivos de este trabajo fueron los siguientes: Analizar la formación inicial y permanente que tienen los entrenadores fútbol base de la provincia de Huelva, así como determinar sus necesidades y demandas de formación. Con este fin se encuestó a 79 entrenadores de fútbol base que desarrollaban su labor en escuelas y clubes de fútbol de la provincia de Huelva. Los resultados indicaron que el 24% poseía el curso de Aspirante a Técnico Deportivo de Fútbol (ATDF), mientras que el 19% no tenía titulación alguna. Casi todos los entrenadores consideraron que la formación permanente tenía gran importancia. No obstante el 17,8% afirmó estar de acuerdo o muy de acuerdo con que la experiencia diaria era suficiente para estar al día. Prác-ticamente todos los entrenadores contestaron que podían mejorar su formación y que estaban dispuestos a seguir formándose (98,7%). Podemos concluir que casi la mitad de los entrenadores de fútbol base de la provincia de Huelva tienen una formación escasa. Además, los entrenadores con menor nivel de titulación son los que tienen menor experiencia. Los entrenadores suelen realizar actividades de formación permanente, pero muchos de ellos no. Además, el intercambio de opiniones, experiencias, etc., con otros entrenadores es una estrategia de formación informal muy demandada por los entrenadores de fútbol base.Palabras clave: formación entrenador fútbol, formación inicial, formación permanente. AbstractCoach education is increasingly important in sports education (Saura, 1996), because it significantly affects sports training and staff of a large number of boys and girls. The objectives of this study were: To analyze the initial and continuing education of youth football coaches in the province of Huelva, and to determine their educational needs and demands. To this end, we interviewed 79 young football coaches that were coaching in football schools and clubs in the province of Huelva. The results showed that 24% had the certification of Aspiring Football Sports Technician (ATDF), while 19% had no qualifications whatsoever. Almost all the coaches felt that continuing education was very important. However, 17.8% said they agreed or strongly agreed that the daily experience was enough to keep up with current trends in sports education. Virtually every coach replied that they could improve their training and that they were willing to take part in further education (98.7%). We conclude that almost half of the youth soccer coaches in the province of Huelva have a limited education. In addition, coaches with the lowest degree qualifications are those with less experience. Coaches often engage in lifelong learning, but many of these coaches do not. Moreover, the exchange of views, experiences, etc., with other coaches, is a very informal training strategy that is in demand by th...

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Section: Discussionunclassified

Section: Introductionunclassified

La formación de los entrenadores de fútbol base en la provincia de Huelva. (The training of young football coaches in the province of Huelva)

Robles¹,

Benito²,

Fuentes-Guerra³

et al. 2011

CCD

View full text Add to dashboard Cite

show abstract

“…While this body of literature has provided scholars and practitioners with valuable knowledge about the role, nature and impact of coach preparation programmes, very little is known about how coaches experience such programmes. This is particularly so in terms of their structure, content and assessment, and the value that coaches attach to them (Jones, Armour, & Potrac, 2004;Sullivan & Campbell, 2005;Cassidy et al, 2006;McCullick, Belcher, & Schempp, 2005). In an attempt to partially redress this neglect, the aim of this paper is to provide an insight into UK soccer coaches' experiences of an advanced coach education programme.…”

Section: Introductionmentioning

confidence: 99%

‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

Chesterfield

Potrac

Jones

2010

Sport, Education and Society

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Chesterfield, G., Potrac, P., Jones, R. (2010) AbstractThe purpose of this study was to investigate how coaches perceived and responded to the content knowledge and assessment processes that they were exposed to during an advanced level soccer coaching award programme. In-depth interviews were conducted with six coaches who had successfully completed the UEFA 'A' Licence in the UK. Using the concepts of the 'dialectic of socialisation', 'studentship', andGoffman's (1959) work on 'the presentation of the self' as analytical pegs, the discussion highlights how the coaches were far from 'empty vessels' waiting to be filled. Rather, the findings reveal the active role that the respondent coaches played in terms of accepting, rejecting, and resisting the knowledge, beliefs and methods espoused by the coach educators. Finally, perceiving of coach learning as a negotiated and contested activity is discussed in terms of its implications for existing and future coach education provision.

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“…DCMS, 2012) and the subsequent increase in the scale and demand for sport coaching (McCullick et al, 2005) has led to the examination of coaching as an emerging professional area of activity, with an associated desire to raise vocational coaching standards Lyle & Cushion, 2010;Taylor & Garret, 2010). In 3 response, large-scale coach education programmes have been developed in many countries to help prepare coaches for their role and, once qualified, to enhance their further development.…”

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

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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.

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What works in coaching and sport instructor certification programs? The participants' view

Cited by 56 publications

References 11 publications

La formación de los entrenadores de fútbol base en la provincia de Huelva. (The training of young football coaches in the province of Huelva)

La formación de los entrenadores de fútbol base en la provincia de Huelva. (The training of young football coaches in the province of Huelva)

‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

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

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