The Sports Coach As Educator Reconceptualising Sports Coaching Pdf
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- The Sports Coach as Educator
- International Journal of Learning, Teaching and Educational Research
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The Sports Coach as Educator
The participants were coaches in various sport disciplines and were asked to consider and rank-order the statements by using a Q sorting procedure. The authors discuss their analysis from a Q methodical factor analysis. In general, the coaches share some common viewpoints that are represented in two different factors consensus. Each factor represents congruence views about expectations in the role as a coach in sport.
The dominant view factor A is that coaches believe that their athletes expect involvement leadership, whereas servant leadership was dominant in factor B; a view that only a few of the coaches shared. The findings in the present study show that a Q methodology approach can be a helpful in the exploration of coaching beliefs.
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International Journal of Learning, Teaching and Educational Research
The participants were coaches in various sport disciplines and were asked to consider and rank-order the statements by using a Q sorting procedure. The authors discuss their analysis from a Q methodical factor analysis. In general, the coaches share some common viewpoints that are represented in two different factors consensus. Each factor represents congruence views about expectations in the role as a coach in sport. The dominant view factor A is that coaches believe that their athletes expect involvement leadership, whereas servant leadership was dominant in factor B; a view that only a few of the coaches shared. The findings in the present study show that a Q methodology approach can be a helpful in the exploration of coaching beliefs.
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Given the inextricable roles of the coach learner and coach educator in learner-centered LC coach education, research into their perceptions and experiences in these programs appears to be a priority. In-depth semi-structured interviews were conducted with 16 participants 6 coach educators and 10 coaches , and data were analyzed using a thematic analysis. The finalized themes were used as a narrative skeleton for the creation of the four composite vignettes. These diverse experiences are discussed in relation to the impact of LC coach education.
In the field of learning theories associated with coach education, there exists an understanding that the use of informal learning has a greater impact and importance on the development of coaching practice than that of formal coach education 10, 17, Many National Governing Bodies NGBs , sports providers, and sports clubs have increasingly turned to the use of mentoring as a learning and support strategy for their coaches. There is now much literature supporting the positive effects that mentoring programmes can have on those mentored 2, 8,
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