TY - JOUR
T1 - Understanding performance coach development : perceptions about a postgraduate coach education program
AU - Araya, Jamie
AU - Bennie, Andrew
AU - O'Connor, Donna
PY - 2015
Y1 - 2015
N2 - The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1 were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
AB - The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1 were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
UR - http://handle.uws.edu.au:8081/1959.7/uws:28937
U2 - 10.1123/iscj.2013-0036
DO - 10.1123/iscj.2013-0036
M3 - Article
SN - 2328-918X
VL - 2
SP - 3
EP - 14
JO - International Sport Coaching Journal
JF - International Sport Coaching Journal
IS - 1
ER -