Learning how to coach: the different learning situations reported by youth ice hockey coaches

Wright, Trevor; Trudel, Pierre; Culver, Diane M.

doi:10.1080/17408980701282019

Cited by 169 publications

(176 citation statements)

References 9 publications

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“…Las investigaciones más recientes sugieren que la educación formal y no formal del entrenador es, en realidad, de bajo impacto en comparación con las horas que cada aspirante a entrenador invirtió en el entrenamiento, tanto de entrenador como de participante (Ericsson, Côté, Fraser-Thomas, 2007;Werthner & Trudel, 2006;Wright, Trudel, & Culver, 2007). Al parecer, las investigaciones resaltan que el aprendizaje experimental o informal, tiene mayor importancia que los programas de educación formal.…”

Section: Introductionunclassified

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Jiménez¹,

Lorenzo²,

Gómez³

2009

CCD

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ResumenLas investigaciones han demostrado que los entrenadores aprenden, no sólo a través de los programas educativos, sino también a través de otros medios de aprendizaje informales que se producen en charlas con otros compañeros, mentores, observación de otros entrenadores, libros, Internet e incluso experiencias pasadas como jugador. ,Por todo ello, el objeto del presente artículo es conocer los medios formativos más utilizados por dieciséis entrenadores expertos en baloncesto, así como exponer detalladamente cada uno de ellos para su posible transferencia hacia otros entrenadores.Para la realización del estudio, se ha utilizado una metodología cualitativa y la técnica de entrevista semiestructurada en la cual se ha entrevistado a dieciséis entrenadores expertos en baloncesto. Los resultados muestran que la educación formal (cursos federativos) de los entrenadores tiene un volumen claramente inferior a los medios informales. Además, estos medios informales tienen mayor relevancia en los entrenadores al tratarse de contenidos mucho más específicos. Entre estos medios destacan, principalmente, el aprendizaje situado (experiencias diarias como entrenador), la reflexión práctica, el mentoring, el aprendizaje compartido (charlas y observación de otros entrenadores, etc.), así como en menor relevancia, las comunidades de práctica, las experiencias de la etapa como jugador y el aprendizaje no situado.Estos resultados nos hacen reflexionar sobre la reestructuración de los actuales programas formativos en los entrenadores, los cuales claramente tienen que ser más específicos, cercanos a la realidad y a las circunstancias del entrenador.Palabras clave: Formación, entrenadores, baloncesto. AbstractResearch has shown that coaches learn not only through educational programs, but also through other means of learning that can take place in informal talks with colleagues, mentors, observing other coaches, books, Internet, and even past experiences as a player.Therefore, the aim of this paper is to understand the means most used by sixteen expert basketball coaches as well as to describe each of them in detail for possible transfer to other coaches.To conduct the study, qualitative methodology was used, utilizing the technique of a semi-structured interview in which sixteen expert basketball coaches were interviewed. The results show that formal education (federated courses) has a much lower volume than informal means. Additionally, these informal means have greater relevance for the coaches due to much more specific content. Among these means, situated learning (daily experiences as a coach), practical reflection, mentoring, and shared learning (lectures and observing other coaches, etc…) are highlighted, as well as to a lesser degree, practice communities, the experiences at that stage as a player and non-situated learning.These results make us reflect on the restructuring of the existing training programs for coaches, which clearly need to be more specific and closer to the reality and circumstances of the coach.

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Section: Introductionunclassified

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Jiménez¹,

Lorenzo²,

Gómez³

2009

CCD

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“…De fato, os estudos realizados para identificar as principais fontes de conhecimentos de treinadores de jovens têm interpretado a reflexão como um fator fundamental e que complementa as demais situações de aprendizagem (GILBERT; TRUDEL, , 2004RAMOS et al, 2011;STEPHENSON;JOWET, 2009;WRIGHT;CULVER, 2007).…”

Section: Discussão Dos Resultadosunclassified

“…Por outro lado, a busca pela qualificação para a intervenção no âmbito esportivo tem gerado dois direcionamentos importantes e interrelacionados: O primeiro se refere à reformulação e também à criação de programas formais de formação ou certificação profissional, por entidades governamentais, associações e federações esportivas especializadas (NORDMANN;SANDER, 2009;GILBERT, 2006;WRIGHT;CULVER, 2007). O segundo direcionamento se refere à realização de estudos empíricos, para identificar as peculiaridades dos processos de aprendizagem dos profissionais e os conhecimentos construídos a partir desses processos (ABRAHAM; COLLINS; MARTINDALE, 2006;JONES, 2006;POTRAC, 2002).…”

Section: Introductionunclassified

A aprendizagem profissional na percepção de treinadores de jovens surfistas.

2012

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RESUMOO objetivo do estudo foi descrever a percepção dos treinadores sobre sua aprendizagem profissional no surf e interpretá-las em conformidade com a literatura especializada. Foi realizada uma pesquisa qualitativa, com estudos de caso múltiplos, envolvendo 11 treinadores com reconhecida competência na formação de jovens em Florianópolis, Brasil. Os dados foram coletados a partir de entrevistas estruturada e semi-estruturada. Para a análise dos dados utilizou-se a técnica de análise de conteúdo. Os resultados mostram que os treinadores valorizam várias fontes informais de conhecimento. O compartilhamento de conhecimentos, a solução de problemas e a observação de outros profissionais foram essenciais para a construção do conhecimento profissional. Conclui-se que os profissionais aprendem a partir do engajamento espontâneo no domínio específico da prática do surf e de um processo de socialização dentro de um contexto sociocultural deste esporte.

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“…With the current sample, the two most commonly cited methods of continuing education included reading coaching related books or watching an educational coaching video. Books and videos have been identified in the literature as unmediated or self -directed methods used to develop coaching knowledge (Gould et al 1990;Wright, Trudel, & Culver, 2007); therefore, with this method, individuals are required to choose what to learn and then take responsibility to initiate and benefit from this method of learning, alone. The third most reported method of continuing education was attending a professional conference.…”

Section: Discussionmentioning

confidence: 99%

“…Or, perhaps the current sample only utilized mentors for guidance in critical decisions. Formal mentorship programs have been identified as a useful, and one of the most important learning tools for preparing coaches and developing knowledge (Gould et al 1990;Wright et al 2007;Irwin, Hanton, & Kerwin, 2004). Mentors are in a good position to facilitate reflective practice and help their trainees become aware of the dynamic coaching context, level of knowledge, personal coaching philosophy, and how it all relates to coaching .…”

Section: Journal Of Coaching Educationmentioning

confidence: 99%

Coaches’ Perceived Knowledge of the National Standards for Sport Coaches: Insights into Coach Development

Blom

Wininger

sek

et al. 2010

Journal of Coaching Education

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To help develop consistent training for coaches, the National Association for Sport and Physical Education created the National Standards for Sport Coaches (NSSC), which consists of eight domains and 40 standards. The purpose of this study was to examine high school coaches' perceived knowledge related to the NSSC, continuing education, and sources of feedback. Information was gathered from 162 male and female team sport coaches from Mississippi and Kentucky. Four main findings emerged: 1) coaches perceived themselves to be above average in all 40 standards; 2) there were no significant differences between states of Kentucky and Mississippi for perceived knowledge in any domain 3) a difference in perceived knowledge based on years of coaching was found for Domain 5: Teaching and Communication; and 4) coaches reported most frequently using assistant coaches, their self, athletic directors, and athletes as sources of coaching feedback.

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Learning how to coach: the different learning situations reported by youth ice hockey coaches

Cited by 169 publications

References 9 publications

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

Medios de formación de los entrenadores expertos en baloncesto. (Educational means of expert basketball coaches)

A aprendizagem profissional na percepção de treinadores de jovens surfistas.

Coaches’ Perceived Knowledge of the National Standards for Sport Coaches: Insights into Coach Development

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