Learner-Centered Coach Education: Practical Recommendations for Coach Development Administrators

Paquette, Kyle; Trudel, Pierre

doi:10.1123/iscj.2017-0084

Cited by 48 publications

(44 citation statements)

References 36 publications

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“…Facilitate learning. On many occasions, the systems convener facilitated learning by following a few learner-centered principles (Paquette & Trudel, 2018). As mentioned in the findings, many of the initiatives were designed to be meaningful learning activities for the coaches and therefore increased the likelihood of promoting learning.…”

Section: The Role Of the Systems Convenermentioning

confidence: 99%

Framing a Social Learning Space for Wheelchair Curling

Duarte

Culver

Paquette

2021

International Sport Coaching Journal

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The purpose of this paper is to delineate how an intervention aimed at increasing the learning capability of Canadian wheelchair curling coaches was framed by a systems convener in collaboration with stakeholders from different levels. Social learning theory, in particular a landscape of practice perspective, provides the conceptual framework. The methodology was collaborative inquiry with people from across the landscape to delineate the intervention strategies through cycles of reflection and action. The participants included parasport coaches, researchers, and Curling Canada technical leaders. Based on preintervention findings, the intervention was driven by (a) the use of technology to overcome barriers and the implementation of learning activities at competitions, (b) the use of a collective learning map to promote meaningful learning, (c) the involvement of the sport organization leadership to promote the participation of influential people, and (d) a reflection of how subpar outcomes occurred when the systems convener failed to engage with the sport organization leadership. The discussion sheds light on the many roles of systems conveners and the importance of promoting strategic and enabling values. Sport organizations should engage a systems convener who can effectively align learning goals with the available resources and the strategic mission of the organization.

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Section: The Role Of the Systems Convenermentioning

confidence: 99%

Framing a Social Learning Space for Wheelchair Curling

Duarte

Culver

Paquette

2021

International Sport Coaching Journal

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“…Evidence-based frameworks, for example Côté and Gilbert (2009), reflect the coach as a finished article, leaving coach developers with an image of the knowledge required, but no 'signposts' of how to navigate the journey (Walsh & Carson, 2019). Paquette and Trudel (2019) suggested a collection of recommendations for coach development administrators to better support learner-centred coach education. Yet, there is a narrative of how coach education could be delivered, rather than evidence-informed insight of how it can be delivered by considering what works and why (Cope, Cushion, Harvey & Partington, 2020).…”

Section: Introductionmentioning

confidence: 99%

“Who’s Who?”: Identifying Cycling Coaches’ Biographies

Wood

Richardson

Roberts

2022

International Sport Coaching Journal

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Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.

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“…We must recognize that, up to now, researchers in sports coaching have been generous with their prescriptions for LCT but empirical studies of LCT are rare (Armour, 2010;Trudel, Culver, & Werthner, 2013). Without concrete examples of how it can be done, administrators and instructors will be reluctant to make this crucial change (Milistetd, Salles, Trudel, & Paquette, 2019;Paquette & Trudel, 2018;Stodter & Cushion, 2016). Therefore, the goal of this case study was to use Weimer's (Weimer, 2002;Weimer, 2013) five dimensions of LCT to analyze (a) the perspective of a recognized researcher in the LCT coach development field, (b) his course plan and delivery strategy, and (c) the students' perceptions of this course.…”

Section: Introductionmentioning

confidence: 99%

Learner-centered teaching in a Higher Education course: a case study with a recognized researcher in Sports Coaching

Rodrigues

Brasil

Milistetd

et al. 2021

RSD

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Sport coaching researchers have provided generous recommendations on the importance of developing coach education programs based on learner-centered teaching (LCT) principles. However, empirical studies are rare, and without concrete examples, administrators and instructors will be reluctant to adopt this approach. In this case study, we used Weimer’s (2002, 2013) five dimensions of LCT to analyze (a) the perspective of a recognized researcher in the LCT coach development field, (b) his course plan and delivery strategy, and (c) the students’ perceptions of this course. A qualitative approach was used and included different tools to collect the data. The first two authors attended all the lessons, participated in all the learning activities, and took notes in a reflective journal. At the end of the semester, they conducted a semi-structured interview to get the instructor’s perspective on the LCT approach. Finally, an e-mail was sent to the students to collect their perceptions. The data were analyzed and interpreted using concept mapping, and Weimer’s five dimensions. The results showed that (a) most of the LCT dimensions were respected in the planning and delivery of the course, (b) there were times when the instructor felt uncomfortable playing a less important role, and (c) most students had positive learning experiences, although some have been taken out of their comfort zone with this new teaching approach. The article ends with a reflection on the recent impact of COVID-19 on education in Higher Education (HE).

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Learner-Centered Coach Education: Practical Recommendations for Coach Development Administrators

Cited by 48 publications

References 36 publications

Framing a Social Learning Space for Wheelchair Curling

Framing a Social Learning Space for Wheelchair Curling

“Who’s Who?”: Identifying Cycling Coaches’ Biographies

Learner-centered teaching in a Higher Education course: a case study with a recognized researcher in Sports Coaching

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