High-performance cricket coaches' perceptions of an educationally informed coach education programme

The Effect of a 6-Month Coach Educational Program on Strengthening Coach-Athlete Interpersonal Relationships in Individual Youth Sport

“…Other scientific studies have also demonstrated that athletes who possessed psychological coping skills exhibited greater athletic success [ 22 ]. Authors [ 23 ] examined whether coaches employ psychological skills, and where, when, and for what purposes they use them. The coaches reported a more frequent use and for greater number of purposes for using self-talk and imagery than relaxation and goal setting.…”

“…Continuing discussion, [ 23 ] presented high-performance coach education program, hereinafter CEP. The findings from this study suggest that by conceptualizing the coaching process “coaching as education”, the participants began to expand their coaching knowledge base and incorporate wider educational views of the coaching process.…”

Reflective Practice: A Comparative Dimensional Analysis of the Concept in Nursing and Education Studies

“…Over the last 15 years, various education articles dealing with RP have taken a critical approach, paralleling the wide interest in the social sciences in the work of feminist, postcolonial, and Foucaldian researchers. From the critical perspective, RP should be applied to social, political, and cultural problems to question the aims and intentions of the postulates and norms that underpin organizational policies (Galvan, Fyall, & Culpan, ; Reynolds, ; Thompson, ). A critical RP approach would include among its dimensions a questioning of existing structures and practices, of one's own practice, and of the associated technical, emotional, political, and ethical aspects (Reynolds, ).…”

Grappling with ambiguity and contradiction: an examination of the role of reflexivity in coach education research

“…Relatedly, working with NSOs, scholars have delivered coach education using pedagogical strategies such as storytelling (Douglas & Carless, 2008), ethno-drama (Cassidy et al, 2015), and teaching sociological and pedagogical theory to coaches (Cassidy et al, 2006;Galvan et al, 2012). The more I read, the more frustrated I become.…”

“…. However, two recent studies(Cassidy et al, 2015;Galvan et al, 2012) offer a broadly positive, if qualified, assessment of application of the CDF. While the flexible and progressive nature of the CDF offered me significant scope to develop an innovative coach education programme, I struggled to understand how the broader international literature on coach education could help me develop the programme.…”