Coaching the Coach: Helping Coaches Improve Their Performance

Gillham, Andy; Mullem, Pete Van

doi:10.1007/978-3-030-63912-9_20

Cited by 1 publication

(4 citation statements)

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“…These COP events are congruent with a guided informal learning setting as described by Gillham and Van Mullem (2021). Guided reflective sessions are a way to revisit what happened at the facility earlier and/or what was said in a formal coach development session and build a roadmap of how to put the pieces together in a way that is meaningful to the coach.…”

Section: Reflection and Copmentioning

confidence: 89%

“…If the S&C coach developer simply agrees with all that is happening with the S&C coach, his/her staff, or the training facility, trust and accountability will be minimized in favor of pleasantness and cordiality. The concerns of biases in a coach developer to coach relationship have been hinted at previously (e.g., Gilbert & Trudel, 2005;Mallett et al, 2016;Nash et al, 2017) and Gillham and Van Mullem (2021) detailed four specific types of biases that are critical to this type of collaborative relationship. The summation of these biases is simply that S&C coaches may not even be aware of what they need to strengthen within their own coaching practices, thus highlighting the potential value of a trusted and competent S&C coach developer.…”

Section: Relationship Accountability and Communitymentioning

confidence: 96%

“…All of that combines to justify why I place a high value on getting outside the facility and "talking shop." These more free-flowing conversations are guided loosely by what had just happened during the day in the facility, yet they fall into an unstructured type of learning environment (Gillham & Van Mullem, 2021).…”

Section: Reflection and Copmentioning

confidence: 99%

“…This disconnect may be a partial explanation for why ratings of perceived exertion can be a struggle for some S&C coaches to utilize effectively (Ryan et al, 2022). Similarly, as Gillham and Van Mullem (2021) pointed out, in order to combat psychological biases within professional development, the first step is to be aware of the potential for bias and our own role in them. This then highlights the effectiveness of in situ S&C coach development wherein the S&C coaches and the S&C coach developers are in the same space seeing, feeling, and experiencing the day in a similar fashion.…”

Section: Learner-centered Becomesmentioning

confidence: 99%

See 3 more Smart Citations

Coach Development: In Situ Examples of Translating Research Into Practice Within Strength and Conditioning

Gillham

Szedlak

2024

International Sport Coaching Journal

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Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective strength and conditioning (S&C) coaching practice, such as reflective practice and community of practice. Such approaches are relational meaning that the S&C coach developer must build effective relationships with the learner (i.e., S&C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of how to integrate and utilize reflective practice and community of practice within S&C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge-to-action gap by examining how a S&C coach developer, who is paid by and in situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community, and trust, which underlines the organic process that seamlessly integrates guided critical reflection and community of practices as valued learning strategies to develop S&C coaches’ psychosocial skills.

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Section: Reflection and Copmentioning

confidence: 89%