Examining a coach education programme to identify what complex situations coaches have been unprepared for
Cardiff Metropolitan University
MetadataShow full item record
Coach education is currently a highly contentious topic in sports science research (Chesterfield, Potrac, & Jones, 2010). The current rationalistic approach of coach education does not adequately prepare coaches for the complexities found within a coaching environment or the ambiguities of the coaching process (Adams, Cropley and Mullen, 2016). The aim of this study was to highlight if there is any theoretical and practical knowledge missing from formal coach education courses in relation to complex situations coaches have faced in the real world of coaching. In order to address concerns in current literature in further detail what learning has shaped and benefited coaches and how this learning can be presented on coach education programmes to better prepare coaches for the realities of coaching will be addressed. In order to meet the aims and objectives of the study semi-structured interviews were used to interview a group of experienced coaches with a wide variety of different coaching experience. Semi-structured interviews were used to highlight specific experiences coaches were unprepared for and to highlight ways in which coach education could better prepare coaches to deal with these situations. The study found coaches felt unprepared in dealing with issues surrounding selection and the best way to approach it and manage it. Other areas coaches had difficulty with were the coach-athlete relationship and people management and athlete development. However the study highlighted coach education has positive impacts on coaches’ development teaching coaches the coaching foundations such as planning and coaching how to skills such as providing demonstrations and technical and tactical knowledge surrounding certain topics. In order to develop coach education further it has been suggested a good addition would be communities of practice (Lave and Wenger, 1991), another good addition would be problem based learning and finally a mentoring process as the coaches in this study highlighted that as a very important part of their development as a coach. Further research recommendations consist of identifying how problem-based learning could be used within coach education, how national governing bodies could introduce a iii mentoring process to every single coach in the region and to identify ways in which to present the theories and elements of the social sciences within the curriculum.
Showing items related by title, author, subject and abstract.
Wright, Daniel (Cardiff Metropolitan University, 2014)Trudel, Lyle and Rynne (2009) contest that coach education is only a small part of a coaches’ education to becoming an effective coach. However, with the ever growing uncertainty overshadowing coach education to prepare ...
An Ivestigation(sic) into the Application of Empoweremnt(sic) Theory at Different Levels of Rugby Coaching Powell, Sarah (University of Wales, 2011-10-25)The purpose of this investigation was to provide a detailed account of how coaches apply empowerment coaching strategies in practice. Specifically focusing on the benefits of using this approach, highlighting any challenges ...
An autoethnographical account of the impact of a coach education programme in preparing a newly qualified football coach. Exworth, Rebecca (Cardiff Metropolitan University, 2014)The primary aim of this research study was to report and investigate how a coach education programme impacted my preparation as a newly qualified football coach. An autoethnographical approach was adopted to present ...