Actual and ideal sources of coaching knowledge of elite Chinese coaches

Abstract

Globalization and advances in technology have created a context where knowledge changes and circulates faster than ever. In high-performance sport coaching, coaches increasingly move from country to country to join national teamsbecoming 'migrant coaches'. From a coach development perspective, it becomes relevant to investigate how coaches from different countries learn to coach and what would be their ideal sources of knowledge acquisition. Unfortunately, there is a major gap in the English literature regarding Asian coaches. Thus, a study with Chinese gymnastics (Gym) and rhythmic gymnastics (R-Gym) coaches has been conducted. Eighty coaches completed a questionnaire on their actual and ideal sources of knowledge acquisition; 16 of these were interviewed. Data show that the coaches acquired their knowledge (actual) mainly through 'being an athlete' and 'having a mentor'. Ideally, they would like to have a better balance between these two sources and formal learning situations (courses, seminars, etc.). Another key finding is the barrier resulting from the lack of English knowledge, which is an important limit for Chinese coaches wishing to gather information from abroad, especially through the Internet.

Les sources de connaissance privilégiées par les entraineurs belges francophones

“…Globalement, les résultats de cette étude avec des entraineurs belges francophones confirment ceux obtenus avec des entraineurs chinois (He et al, 2018), canadiens (Erickson, Bruner, MacDonald, & Côté, 2008;MacDonald, Beck, Erickson, & Côté, 2016;McMaster, Culver, & Werthner, 2012), portugais (Mesquita, Isidro, & Rosado, 2010;Mesquita, Ribeiro, Santos, & Morgan, 2014), espagnols (Jiménez, Lorenzo, & Ibáñez, 2009), irlandais (Sherwin, Campbell, & Macintre, 2017), turcs (Kilic & Ince, 2015) (Trudel, Culver, & Werthner, 2013). Ce danger est d'autant plus réel que la globalisation et les avancées technologiques font que les connaissances évoluent rapidement, sont de plus en plus variées et accessibles (Jarvis, 2006;Trede & McEwen, 2016) et que les programmes de formation se multiplient, notamment aux États-Unis (Zakrajsek, Thompson, & Dieffenbach, 2015) et en Angleterre (Turner & Nelson, 2009).…”

“…En plus de promouvoir l'utilisation de nouveaux concepts reliés à l'apprentissage (Paquet & Trudel, 2018a, b), elle doit aider les formateurs d'entraineurs à adopter des stratégies d'interventions différentes (Paquette, Trudel, Duarte, & Cundari, 2019). Selon Jones et Wallace (2005) He et al, 2018;Milistetd, Peniza, Trudel, & Paquette, 2018;Trudel, Gilbert, & Rodrigue, 2016…”

The Artistic Accomplishment of Coaches in Youth Sports

“…This is only in the first dimension. [11] As a good coach, the ultimate goal should be to help athletes return to the overall attribution state, to achieve a positive life mentality, but also to bring this positive state to the friends and family around! This requires coaches in the first dimension, the second dimension and the third dimension to give athletes comprehensive care!…”

A trajetória de vida do treinador de canoagem havaiana: desafios inerentes ao estabelecimento e desenvolvimento do campo de atuação profissional

“…A agenda científica nos últimos 20 anos tem desvelado por quais caminhos os treinadores esportivos aprendem e alicerçam sua prática (Callary, Werthner, &Trudel, 2012;Tozetto, Galatti, Scaglia, Duarte, & Milistetd, 2017), fornecendo evidências fundamentais para suportar programas de formação e desenvolvimento profissional em todo o mundo (Jacobs, Knoppers, Diekstra, & Sklad, 2015;Paquette, Hussain, Trudel, & Camiré, 2014). Apesar de um entendimento claro de como os treinadores esportivos aprendem (He, Trudel, & Culver, 2018), as pesquisas dessa área tem cunhado que a aprendizagem profissional é um processo idiossincrático (Werthner & Trudel, 2009) permeado por diferentes experiências que ocorrem desde a infância até a momento atual da carreira dos treinadores estudados (Brasil, Ramos, Barros, Godtsfriedt, & Nascimento, 2015;Ramos, Brasil, Barros, Goda, & Godtsfriedt, 2014). Deste modo, a agenda científica do coaching esportivo têm se apoiado no entendimento teórico que a aprendizagem é um processo que ocorre ao longo da vida, por meio de um conjunto de experiências que resultam tanto na aquisição de novos conhecimentos, quanto na modificação da sua própria identidade, ou seja, na biografia do treinador (Jarvis, 2006).…”