Searching for a Signature Pedagogy in Novice Coach Education

Abstract

Despite the increased research interest in coach education there has been little consensus on how novice sports coaches should best be educated. For the coach developer this becomes problematic when trying to design quality-learning activities for novice coaches that provide a foundation for current and future learning. While the research available has focused on specific areas of best practice curriculum for coaches (e.g., planning; communication; coach-athlete relationships; leadership), there has been less interest in pedagogical practice of novice coach education. Signature pedagogies have been recognised as characteristic methods of teaching used by disciplines to organize the learning process into common elements to prepare future practitioners for their professional roles. For Shulman signature pedagogies scaffold the discipline’s habits of ‘head’ (content); habits of the ‘hand’ (skills); and habits of ‘heart’ (values). This suggests that deep understanding of the disciplines’ habits is necessary for the development of appropriate signature pedagogies that support novice learning. The purpose of this Insight paper is to explore the current literature for potential signature pedagogies that support novice coach learning and the coach developer in teaching. A reflective conclusion summarises the main points and considers the direction for future research.

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

“…Historically, coaching knowledge was constructed through trial and error, where learning to coach occurred through a process of socialisation and networking (Day & Carpenter, 2016). This approach created prevalent pedagogiesestablished practices and process, and normalised behaviourswhich became ingrained in some sporting and coaching cultures (Walsh & Carson, 2019). Indeed, the knowledge developed through experience forms the basis for expertise in coaching (Lyle & Cushion, 2017a).…”

“…Therefore, it is imperative for coach developers responsible for designing formal learning programmes to understand "who" the learner is, and appreciate an individual's previous knowledge and experience(s) (Trudel, Culver & Werthner, 2013;Paquette, Hussain, Trudel, et al, 2014). 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.…”

Coaches’ Perspectives of the Continuing Coach Education Program in the Development of Quality Coach Education in Singapore

“…Although recent studies have explored appropriate coach education for novice coaches (e.g., Walsh & Carson, 2019;Webb & Leeder, 2022), it appears that the current provision of coach education and CPD programs for this cohort could be further improved by adopting a more consistent approach in program design (Walsh & Carson, 2019) and promoting critical thinking skills of learners (Webb & Leeder, 2022). Moreover, research examining coaches' perceptions of coach education in other contexts has highlighted a number of criticisms, such as the lack of an engaging learning environment (Cushion et al, 2010), inability to meet learning preferences (Erickson et al, 2008), resistance to content taught (Nelson et al, 2013;Stodter & Cushion, 2017), lack of contextualization of content (Griffiths et al, 2018;Nash & Sproule, 2012), ineffective assessments (Nash & Sproule, 2012), and inappropriate timing of class activities (Araya et al, 2015).…”

Edzői szerepek és feladatok értelmezése a magyar kosárlabdasportban a tao-rendszer hatásainak tükrében

“…Az edzői munka kereteit a tágabb és a szűkebb társadalmi-és sportkörnyezet határozza meg, ami az edző személyiségével együtt döntően befolyásolja az edző nézeteit és attitűdjeit. A hatékony edző éppen ezért kontextusfüggő (Walsh, 2011), a szélesebb és a szűkebb környezetet is figyelembe veszi: céljait, módszereit, kapcsolatait az adott helyzetnek megfelelően alakítja. A környezetben végbemenő változások ezért -a változás nagyságának függvényében -az edzői nézetek és attitűdök kisebb-nagyobb módosulásával járnak.…”

“…Az edzői munka rendkívül összetett tevékenység. A sport ma már minden szinten a korábbiaknál jóval többet követel az edzőtől -mindezt dinamikus, állandóan változó, zavaros és sokszor ellentmondásos környezetben (Walsh, 2011). Az edzőnek ezért több szerepben is helyt kell állnia munkája során, egy személyben többek között nevelő, vezető, tanár, barát, mentor, menedzser, szakértő, motivátor és pszichológus (Gordon, 2009;Krulj-Drašković et al, 2011;.…”