The Impact of Formal Coach Education Course: A Coach’s View
Cardiff Metropolitan University
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Coach education has grown in importance as the coaching role has progressively become a valued full-time and part-time profession (Mallet et al, 2009). Therefore, research into coach education and how coaches learn is becoming prominent within the sport coaching research field (Lyle, 2002). This piece of research aims to evaluate the impact of a formal coach education course through a coach’s eyes. It will then examine the opinions of the coach via an autoethnographical methodology, from which 3 stories emerged from the data, based on the participants’ experiences whilst participating at a level 3 UKCC qualification. Autoethnographies have been considered a promising qualitative research method, offering an insight into the thoughts and experiences in the field, helping to further advance our understanding (Wall, 2008). Through this method, the use of autoethnography can explore beyond the surface of the context and identify what coaches feel and see, helping them to deal with these situations (Jones, 2009). These were then analysed through an inductive analysis, unpicking the impact of formal coach education. Key findings were divided in two key themes, the first being the role of the learner, more specifically active and passive learning. The second was the relevance of the assessment, which produced questions to whether the assessment was relevant to the real world practice of coaching. The study has concluded that Sfard’s (1998) learning metaphors can better inform coach education and be used to increase coach’s engagement and learning. Also, the findings suggest the use of assessment for learning (William & Black, 1998), in order to make assessment more relevant and better linked with the practice of coaches in their own contexts. The information generated could potentially be used to improve the current level and relevance of coach education and to be more specific to the needs of coaches.
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