Informal and nonformal learning for sport coaches: A systematic review

Abstract

Millions of athletes compete in sport for the enjoyment, physical, and psychosocial benefits that result from participation, and one of the most influential persons in creating a positive sport experience is the coach. As such, numerous sport governing bodies have instituted formal coach education programs, worldwide, over the past three decades. However, coaches most frequently learn, and often prefer to learn, from informal sources, as they tend to be contextually relevant and easily accessible. Given the pervasive nature of informal learning, the purposes of this systematic review were to: (a) examine the literature for themes and trends in sport context, methods, and means of informal and nonformal learning, and (b) illuminate gaps in the literature to inform the research field and coach educators. A total of 39 studies were examined for trends in publication, sport context, methods of inquiry, and themes in the sources and types of informal learning. The results show that: (1) research is spread widely across publications but not countries, (2) elite sport contexts are most frequently studied, (3) qualitative, cross-sectional methods are most frequently used, and (4) coaches learn informally through a variety of means; however, they are open to both interpersonal (coach-to-coach) or independent (knowledge search) means of learning. Future research should expand to include non-elite contexts, should employ greater methodological diversity, and should continue to explore the variety of preferred learning options.

Formação continuada e autopercepção de competência: um estudo com treinadores de tênis

“…As fontes de aprendizagem dos treinadores são muito variadas, o que possibilita aos treinadores que não participam de ações de formação continuada, seguirem se desenvolvendo por outros meios. Treinadores esportivos, em geral, creditam maior significado às situações não mediadas (Mesquita, Ribeiro, Santos & Morgan, 2014), ocorridas em contexto informal (Stoszkowski & Collins, 2016;Walker, Thomas & Driska, 2018). No caso específico dos treinadores de tênis brasileiros, a formação do profissional encontra-se intimamente ligada à socialização pré-profissional como pegador de bolas (Cortela, Aburachid, Souza, Cortela & Fuentes García, 2013;Leite, Cieslak, Silva, Balbinotti & Cortela, 2016).…”

A systematic review of intrapersonal coach development programs: Examining the development and evaluation of programs to elicit coach reflection

“…Nonetheless, the findings of these studies must also be considered in relation to methodological rigour and the strength of available evidence. Consistent with Walker and colleagues’ 4 systematic review of informal and nonformal learning for sport coaches, the vast majority of CDPs included in this review involved observational descriptive designs. For example, qualitative methods were most frequently used in these CDPs.…”

“…For example, qualitative methods were most frequently used in these CDPs. Qualitative designs fit within the time period of coaching research (i.e., calls for more qualitative research on coach learning throughout the 2000s), 4 but were also described as being ideal for understanding coaches’ attitudes and strategies related to the reflection activities they were engaged in. Correspondingly, nearly all of the CDPs included in this review used non-random sampling methods.…”

“…1–3 Coach education has accordingly received significant attention in recent years, as evidenced by international efforts on how to develop effective coaches. 4 Many international sporting bodies have integrative approaches to developing coaches (e.g., UK Coaching, United Kingdom; National Coaching Certification Program, Canada; National Coach Accreditation Scheme, Australia). As an example, UK Coaching—the coach development system within the United Kingdom 5 —requires coaches to gain coaching certificates and entails a multifaceted approach to develop coaches, including formal sessions as well as informal activities with peer coaches or coach developers to acquire new knowledge.…”

“Opinion and Fact, Perspective and Truth”: Seeking Truthfulness and Integrity in Coaching and Coach Education

“…It is well documented that sports coaches prefer informal methods of learning as opposed to formal, tutor-led coach education courses (Stoszkowski & Collins, 2016;Walker, Thomas, & Driska, 2018). Consequently, online tools that allow coaches to interact, collaborate and co-construct knowledge have been viewed as ripe for exploitation in coach education (Piggott, 2013) and they have seen dynamic growth as both a compliment and alternative to traditional face-to-face formal courses and certifications.…”