Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective

Abstract

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology.

The Life Trajectory of Artistic Gymnastics Coaches

“…As informações foram obtidas através do Rappaport Time Line (RTL), conforme Duarte e Culver 9 , e também de um roteiro de entrevista semiestruturada. O RTL registrou os acontecimentos importantes na vida dos treinadores, organizados cronologicamente desde seu nascimento até o momento da pesquisa.…”

“…A literatura atual sugere que se tornar treinador corresponde a um processo de socialização esportiva que ocorre ao longo da vida, balizado pelas relações sociais em diferentes contextos 5,6 . Estudos recentes, de abordagem biográfica [7][8][9][10][11] , mostram que as crenças, os valores e os comportamentos, incorporados por meio das experiências ao longo da trajetória de vida, exercem forte influência no ingresso à carreira e na prática como treinador. Conceitualmente, esse processo tem sido entendido como uma trajetória de participação [12][13][14] , em que a aprendizagem está fundamentada na interação e colaboração social em diferentes contextos e situações, ao longo da vida do treinador [15][16][17][18] .…”

Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities

“…However, this research has predominantly examined the coaches of generic athlete populations, with very few studies on coaches working with a specific athlete sub-population (i.e. athletes with a physical disability: Cregan et al 2007;Duarte & Culver 2014;McMaster et al 2012) and none on coaches of athletes with intellectual disabilities.…”

Inclusion and SEN coaching: how accelerated learning and ‘workplace’ immersion can help develop core sport coaching skills

“…However, there remains little evidence and literature relating to how coaching SEN groups can potentially contribute to wider coach learning and education. This is despite the evidence supporting the role of coaches in disability performance sport (Cregan, Bloom, and Reid, ; Bush and Silk, ), the identification of a gap in coach education for coaching people with disabilities (Duarte and Culver, ; Vargas, Flores, and Beyer, ), the emerging body of work that relates to disability sport (DePauw and Gavron, ; Martin and Whalen, ; Eichberg, ) and how participants within various types of SEN and disability can best be aided in pursuing sporting endeavours, education, and participation (Arduini and Chiusaroli, ; Department for Education [DfE] and Department of Health [DoH], ).…”