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Relevant bibliographies by topics / Coaching pedagogy

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Journal articles

Academic literature on the topic 'Coaching pedagogy'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Coaching pedagogy"

1

Light, Richard L., and Stephen Harvey. "Positive Pedagogy for sport coaching." Sport, Education and Society 22, no. 2 (2015): 271–87. http://dx.doi.org/10.1080/13573322.2015.1015977.

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2

R.L., Light, and Razak M.S. "The Influence of Experiential Pedagogy on Undergraduate Sport Coaching Students’ ‘Real World’ Practice." International Journal of Physical Education, Fitness and Sports 9, no. 2 (2020): 37–44. http://dx.doi.org/10.34256/ijpefs2025.

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There is a body of research on the challenges that coaches face when trying to implement athlete-centred coaching, but very little attention has been paid to the influence that the growing number of sport coaching degrees has on coaches’ beliefs and practice in regard to athlete-centred coaching. While studies have been conducted on sport coaches’ use of game-based approaches (GBA) to coaching, undergraduate sport coaching students’ interpretation of this coaching innovation has been largely overlooked. This article takes a step toward redressing this oversight by reporting on a study that inq

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3

Timonen, Päivi, and Heli Ruokamo. "Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991430.

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In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic l

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4

Renshaw, Ian. "Nonlinear Pedagogy Underpins Intrinsic Motivation in Sports Coaching." Open Sports Sciences Journal 5, no. 1 (2012): 88–99. http://dx.doi.org/10.2174/1875399x01205010088.

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5

Zinaich, Samuel. "Janet Staab on Philosophical Coaching as Engaged Pedagogy." International Journal of Philosophical Practice 2, no. 4 (2005): 27–32. http://dx.doi.org/10.5840/ijpp20052410.

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In this essay, I critically analyze Janet Staab’s view of engaged pedagogy, as a basis for philosophical coaching. I argue that Staab’s approach fails to address two major issues faced by counselors within a counseling context. First, Staab’s position does not appreciate the need for an appropriate psychical distance between coach and client, one needed to understand the client’s problems. Second, although Staab addresses the need to handle conflicts that may arise between coach and client, her viewpoint does not recognize the value of how it is possible to empower the client even if the choic

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6

Hickling, Siobhan, Alexandra Bhatti, and Devin C. Bowles. "Conferences as Coaching Opportunities: A Case Study of an Assignment Incorporating Student-Produced Videos." Pedagogy in Health Promotion 5, no. 3 (2019): 214–22. http://dx.doi.org/10.1177/2373379919861418.

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To ensure student engagement and optimal preparation of the future workforce, academic educators frequently and repeatedly update curricula and pedagogic approaches. Evaluation of these updates often focuses on how well the chosen educational technique achieves its goal. For updates that add a new learning goal, it is important that evaluation considers the value of the goal in a crowded curriculum. Peer-to-peer feedback and coaching provides a low-investment and timely method of evaluation and can be facilitated by conferences focused on pedagogy. This coaching article uses a case study of an

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7

Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

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<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych c

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8

Roberts, Simon, and Paul Potrac. "Behaviourism, Constructivism and Sports Coaching Pedagogy: A Conversational Narrative in the Facilitation of Player Learning." International Sport Coaching Journal 1, no. 3 (2014): 180–87. http://dx.doi.org/10.1123/iscj.2014-0097.

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To develop our understanding about how learning theory can help to make sense of and inform the facilitation of player learning, this article presents a fictitious discussion, which takes place following a postgraduate sports coaching lecture on learning theories, pedagogy and practice. Following the lecture, Coach Educator (CE) joins two group members for a coffee to listen to their thoughts, experiences, and coaching practices in relation to pertinent player learning theory. Behaviourist Coach (BC) discusses his approach to coaching and how he has come to coach in this way; and his practices

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9

Dieffenbach, Kristen D., and Valerie Wayda. "A Critical Review of American Academic Coaching Education Programs." Journal of Coaching Education 3, no. 2 (2010): 21–39. http://dx.doi.org/10.1123/jce.3.2.21.

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Among the physical activity, exercise and health related academic disciplines, coaching education remains an under-developed field. Once closely aligned with physical education, coaching education has remained practically immobile despite the activity and growth in the related functional fitness and sport performance fields of exercise and sport sciences such as sport pedagogy, exercise physiology, and sport and exercise psychology. This article provides a historical context for the evolution of the academic discipline of coaching education within the broader field of physical education and a

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10

Tinning, Richard. "Ruminations on reflection and critical pedagogy in sport coaching." Sports Coaching Review 11, no. 1 (2021): 87–107. http://dx.doi.org/10.1080/21640629.2021.1984045.

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