Academic literature on the topic 'Coach pathways'
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Journal articles on the topic "Coach pathways"
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Brasil, Vinicius Z., Valmor Ramos, Michel Milistetd, Diane M. Culver, and Juarez V. do Nascimento. "The learning pathways of Brazilian surf coach developers." International Journal of Sports Science & Coaching 13, no. 3 (November 2, 2017): 349–61. http://dx.doi.org/10.1177/1747954117739717.
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The purpose of this study was to explore the learning pathways of five Brazilian surf coach developers, in order to understand how they became coach developers. A case study was conducted with five surf coach developers working in the sport participation context, and linked to a legally organized Brazilian surf federation. Three main research topics guided the semi-structured interviews: participants’ experiences as a surfer, as a surf coach, and as a coach developer. Data were analyzed using thematic analysis to explore the participants’ perceptions of the experiences around becoming a surf coach developer. The study revealed a pattern of formative experiences for the participants, across their lives and careers. Their experiences as a surfer and as a surf coach, as well as their exposure to the surfing environment and their contact with significant others, influenced in their engagement in surfing and in the surf coach context; leading them eventually to the desire to share knowledge with others. Becoming a surf coach developer in this study corresponded to a mutual socialization process across a lifetime. This process was marked by situated socio-cultural aspects of different life phases, strongly influenced by the social relations established in immediate contexts (family) and with other specific groups (surfers, coaches, and developers).
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Douglas, Scott, William R. Falcão, and Gordon A. Bloom. "Career Development and Learning Pathways of Paralympic Coaches With a Disability." Adapted Physical Activity Quarterly 35, no. 1 (January 1, 2018): 93–110. http://dx.doi.org/10.1123/apaq.2017-0010.
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The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.
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Crickard, Travis, Diane M. Culver, and Cassandra M. Seguin. "From Center Stage to the Sidelines: What Role Might Previous Athletic Experience Play in Coach Development?" International Sport Coaching Journal 7, no. 2 (May 1, 2020): 261–67. http://dx.doi.org/10.1123/iscj.2019-0091.
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Traditionally, playing experience in sport has been used as a springboard into the coaching profession. Specifically, playing experience has been discussed in research as facilitating the transition into early coaching roles, fast-tracking through coach education programs, and being viewed as a desirable factor in high-performance sport. However, explorations into the intricacies that make this playing experience so valuable have been minimal. Thus, this Insights article is meant to foster discussion within the coach research community regarding the role of playing experience in coaching pathways from a position perspective. This unique area of inquiry may offer insight to those concerned with coach pathways, coach development, and coach education. To promote this discussion, the following article will present some avenues through which previous playing experience could be explored. In addition, the authors will present a study that was conducted with high-performance head ice hockey coaches who formerly played goaltender and offer interesting directions for future research inquiries. Notably, the authors will consider playing experience in connection with career advancement, potential implications for hiring processes, considerations for coach education, and possible barriers to coaching opportunities.
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Blackett, Alexander David, Adam B. Evans, and David Piggott. "“Active” and “Passive” Coach Pathways: Elite Athletes’ Entry Routes Into High-Performance Coaching Roles." International Sport Coaching Journal 5, no. 3 (September 1, 2018): 213–26. http://dx.doi.org/10.1123/iscj.2017-0053.
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This study sought to analyse the lived experiences of so-called “fast-tracked” coaches from men’s association football and rugby union by seeking to understand how these individuals prepared for and then transitioned into a post-athletic coaching career. Semi-structured interviews were conducted with 13 male coaches. All participants were former elite athletes and had followed a fast-tracked pathway into their current post-athletic coaching roles. Participants were based in England and had retired from an athletic career within 12 months of being interviewed. Two general categories of “active” and “passive” coach pathways were identified for the career trajectory. Active coaches purposefully prepared for a coaching career during their athletic careers, whereas passive coaches did not. Passive coaches’ decisions to become a coach were often reactive and made after retiring from a competitive athletic career. Results indicate that only the career trajectory of passive coaches reflects a fast-track pathway. None of the active or passive coaches negotiated any formalised recruitment processes into their first post-athletic coaching roles. The suggestion is that prejudicial recruitment practices are enacted by senior club management which creates a homogenous coaching workforce. This furthers the need for greater governance of high-performance coach recruitment within England for these sports.
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Vangrunderbeek, Hans, and Hans Ponnet. "The History of Coach Education in Flanders." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 380–89. http://dx.doi.org/10.1123/iscj.2020-0049.
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From an international perspective, it is indispensable to shed light on the education and certification of sports coaches within different countries in order to exchange good practices and facilitate international collaboration. This article highlights the past, present and future of coach education in Flanders, Belgium. A historical overview of the main initiatives of public, private and academic partners and their shifting relationships with regard to coach education provides insight into the establishment of the current Flemish School for Coach Education, a unique cooperative association between the public government, private sports federations and academic institutes for physical education. Key elements of the Flemish coach education system are presented: mission, organisation and partnerships, framework, competence model, learning pathways/culture and quality assurance. Important future steps involve the transition from a linear framework to a context-specific and nonlinear alternative, based on long-term athlete and coach development models, rethinking coach competences for all programs and implementing a blended learner-based approach with more focus on unmediated, nonformal mediated and internal learning situations.
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Duarte, Tiago, Diane M. Culver, and Kyle Paquette. "Assessing the Value Created in a Social Learning Space Intervention: Four Vignettes of Parasport Coaches." International Sport Coaching Journal 8, no. 3 (September 1, 2021): 348–61. http://dx.doi.org/10.1123/iscj.2020-0006.
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In this paper, the authors reflect on the current literature and the evolution of coach communities of practice and how the coach development area has embraced Wenger-Trayner’s social learning theory. Studies examining parasport coach development interventions, specifically those using a landscape of practice approach, are lacking. This paper is the third in a series about increasing learning capability in the wheelchair curling landscape. The authors utilized a collaborative approach to assess the learning value created through a 13-month social learning intervention. Four composite vignettes based on the coaches’ pathways and residency within the landscape were created from the data generated and analyzed using the value creation framework. The vignettes illustrate the many dimensions of learning values experienced by the coaches. This paper advances the literature surrounding social learning theory by providing examples of the novel concept of different dimensions of learning value. Applied implications are included.
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Conroy, David E., and J. Douglas Coatsworth. "Coach Training as a Strategy for Promoting Youth Social Development." Sport Psychologist 20, no. 2 (June 2006): 128–44. http://dx.doi.org/10.1123/tsp.20.2.128.
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Organized youth sports afford a unique opportunity for promoting positive youth development, but little is known about why these settings can be beneficial for youth. The purposes of this article are (a) to discuss the instrumental role coaches play in determining the developmental yield of sport participation for youth and (b) to examine the efficacy of coach training programs for enhancing youth development in light of an expanded model of coaching effects on youth. This model features an elaborated internalization mechanism involving cognitive and motivational pathways. Emerging support for this model is reviewed and future directions for coach training researchers and practitioners are highlighted.
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Larsen, Leslie K., and Christopher J. Clayton. "Career Pathways to NCAA Division I Women’s Basketball Head Coach Positions: Do Race and Gender Matter?" Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 94–100. http://dx.doi.org/10.1123/wspaj.2018-0068.
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In 2017–2018, more than 60% of NCAA Division I women’s basketball (DI WBB) players identified as women of color, while less than 17% of the head coaches of DI WBB teams identified as women of color. Larsen, Fisher, and Moret suggested differences in career pathways between black female head coaches and their white female and white and black male counterparts could be one explanation for the aforementioned discrepancy. However, there is currently limited research on the career pathways of DI WBB head coaches to support Larsen and colleagues’ hypothesis. Therefore, the purpose of this study was to analyze the career pathways of DI WBB head coaches to identify race and gender differences. To accomplish this, a content analysis was conducted on the online biographies of head coaches from all 351 DI WBB programs. Significant differences between groups were found in the number of years coaching in DI women’s basketball prior to receiving a first DI head coaching position; both white women (M = 6.97) and women of color (M = 7.94) had significantly more years in DI WBB coaching than white males (M = 4.95; F(3, 348) = 4.63, p = .003). Further, chi-square tests revealed a significant relationship between the race and gender of a coach and the highest level of playing experience and education. These results indicate that race and gender play a significant role in determining what pathway is required to obtain an DI WBB head coaching position. In addition to these research findings, practical implications are discussed.
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Santos, Fernando, Daniel Gould, and Leisha Strachan. "Research on Positive Youth Development-focused Coach Education Programs: Future Pathways and Applications." International Sport Coaching Journal 6, no. 1 (January 2019): 132–38. http://dx.doi.org/10.1123/iscj.2018-0013.
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Hamer, Jennifer, Ben Desbrow, and Chris Irwin. "Are Coaches of Female Athletes Informed of Relative Energy Deficiency in Sport? A Scoping Review." Women in Sport and Physical Activity Journal 29, no. 1 (April 1, 2021): 38–46. http://dx.doi.org/10.1123/wspaj.2020-0062.
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In the last decade, there has been greater appreciation of the harmful consequences of Relative Energy Deficiency in Sport (RED-S), particularly in adolescent female athletes. Coaches act as both important moderators in the development of the condition and as identifiers of athletes at risk. Research suggests that coaches lack knowledge on this topic. At present, it is unclear if RED-S education is incorporated into coach accreditation pathways. The aim of this scoping review was to describe the extent to which RED-S education is incorporated into the coach accreditation pathways of endurance sporting organizations. Five national sporting organizations (Cycling Australia, Athletics Australia, Swimming Australia, Triathlon Australia, and Rowing Australia) were contacted to participate. First, each sporting organization’s website was scoped, then semi-structured interviews were conducted online. One investigator transcribed each interview verbatim. Transcripts were analyzed for thematic content. Four of the sporting organizations provided little to no RED-S education. Rowing Australia delivered a program of RED-S content via an affiliated sports dietitian. The barriers identified for implementation of RED-S content were: limited time, resources, and coaches’ preexisting knowledge and beliefs. Based on these results, RED-S education is, indeed, lacking in some coach accreditation programs for endurance-based sporting organizations. Support for these organizations is required to overcome existing barriers and to facilitate inclusion of RED-S education within the coaching curriculum to support female athlete health.
Dissertations / Theses on the topic "Coach pathways"
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Crickard, Travis. "Examining Coach Pathways and Learning Situations: High-Performance Head Hockey Coaches who Played Goal." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26200.
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Using archival analysis and interviews this study examined the career pathways, learning experiences, and athletic experiences of 11 high-performance head hockey coaches who played goal in ice hockey. Guided by the learning situations discussed in Wright, Trudel, and Culver (2007) the interviews revealed four important learning experiences common to all the coaches: coach interactions, books and videotapes, coach clinics and academic education, and experiences related to playing and coaching. Like Werthner and Trudel (2009) the results indicated that certain similarities aside, each coach’s career pathway is idiosyncratic with elite athletic experience being an important, but not imperative, aspect of high-performance coaches’ career development. The findings provide insight into how these individuals acquired their coaching knowledge and provide a more complete picture of the developmental pathways associated with becoming a high-performance head hockey coach.
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Bohlke, Nikolai. "Benchmarking of elite sport systems." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/12193.
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The organisation of elite sport systems has been the focus of a great variety of different investigations over the past ten years. In particular, many studies have compared the structure and organisation of different national elite sport systems on the macro and meso levels. A result of the existing investigations is a clear convergence of the service portfolio different elite sport systems offer their athletes and coaches. Despite this current trend to a homogeneous elite sport system design, medal tables of major sport events suggest that some nations are still more successful than others in specific sports. This suggests that more successful sport systems might have found better ways to implement the otherwise similar and conventional support portfolio. However, there is a lack of studies that focus on what practices successful elite sport systems apply in the actual delivery of the support services to their athletes and coaches; in how far these practices are related to the ,success of the sport systems; if these practices look similar across different successful sport systems; and if these practices provide useful lessons for other systems to learn from. The management tool benchmarking appears to be a useful framework to guide such comparisons at the operational level. Thus, this thesis evaluated the applicability of this management concept for furthering understanding of elite sport system management. In order to conduct this evaluation it was decided to analyse the operational processes and structures two successful elite sport systems apply for the delivery of five elements of the elite sport support portfolio. In specific, the investigation focused on the comparison of the design of the squad system, the hierarchy of coaches within the squad system, the organisation of the coach education, as well as the provision of sport science and lifestyle support, which were the Benchmarking Objects of this study. The Swedish athletics and the Norwegian cross-country skiing national team, and the general elite sport support institutions they cooperate with, were chosen as the Benchmarking Subjects, i.e. the comparison partners, for this investigation. This research was based on a series of semi-structured interviews which were conducted with about 50 key pOSition holders such as coaches, athletes, lifestyle support managers, or performance diagnosticians during two study visits to Norway and Sweden. This study concluded that benchmarking can lead to insights into the operational management of successful elite sport systems. It must however also be stressed that benchmarking is not a universal remedy for the problems managers of elite sport systems face today. As this research showed, the two Benchmarking Subjects applied unexpected solutions for the delivery of some of the chosen Benchmarking Objects - and some of these practices appeared to be heavily linked to the organisational and cultural context of the investigated sport systems. Thus, it must be carefully evaluated for each process or structure, which is identified during a bench marking exercise, if it constitutes a transferable best practice which is applicable outside the organisational context of the respective Benchmarking Subject.
Books on the topic "Coach pathways"
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Be Your Own Coach: Your Pathway to Possibility (Crisp Fifty-Minute Series). Crisp Learning, 2000.
Find full textBook chapters on the topic "Coach pathways"
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Zehntner, Chris. "The Way that Things Are Done Around Here: An Investigation into the Organisational and Social Structures that Contribute to Structural Power Within the Australian Swim Coach Education Pathway." In Structuring the Thesis, 285–90. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0511-5_28.
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