Toward an Holistic Understanding of the Coaching Process

By P. Potrac, Clive Brewer, Robyn L. Jones, K. Armour, Jan Hoff. 2000

219 citations recorded by the source corpus.

Subfields: Applied Psychology, Education

View Paper: https://www.semanticscholar.org/paper/492eb586fa0cc4126dd11b3519963e916e62ea07

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. C. Cushion
2. P. Potrac
3. Robyn L. Jones
4. Lee J. Nelson
5. R. Groom
6. J. Côté
7. K. Armour
8. Wade D. Gilbert

In Education

1. P. Potrac
2. Robyn L. Jones
3. Lee J. Nelson
4. C. Cushion
5. J. Côté
6. R. Groom
7. T. Cassidy
8. K. Armour

Citations in the corpus

• 'It's All About Getting Respect': The Coaching Behaviors of an Expert English Soccer Coach (2002, methodology): “One particular feature of coaching which we believe could bene t from such a holistic mode of inquiry is the examination of the pedagogical strategies used by coaching practitioners within the practice environment (see Potrac et al., 2000b).”
• An Integrative Definition of Coaching Effectiveness and Expertise (2009, background): “The almost exclusive focus on professional knowledge by traditional coach education programs may in large part explain why coaches across countries, type of sport, and levels of competition and experience routinely devalue formal coach education [41].”
• Coach Learning and Development: A Review of Literature (2010, background): “However, coaching remains a social activity where practitioners are responsible for balancing individual and collective needs while managing the many and varied dilemmas that inevitably arise from this complex process (Potrac et al., 2000).”
• Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help? (2006, background): “The case has been made in earlier work (e.g. Jones, 2000; Potrac et al., 2000) that coaching programmes have traditionally been presented as a knowable sequence, reflecting a product orientated view of the activity.”
• Receiving video-based feedback in elite ice-hockey: a player's perspective (2014, background): “…those factors and considerations that elite football coaches’ perceived impacted upon their pedagogical use of such systems, very little is known about how athletes experience, understand, and subsequently respond to their coaches’ application of this educational technology (Potrac et al., 2000).”
• Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, methodology): “…L M O D E L O F M U L T I D I S C I P L I N A R Y C O A C H I N G A N D C O A C H E D U C A T I O N Without restating the case made in earlier work (Potrac et al. 2000; Jones 2000), suffice it to say that traditional views of coaching have located it within a bioscientific, product-orientated…”
• Career Development of Expert Coaches (2009, background): “Effective coaches are those who adapt their behaviour to meet the demands of their particular coaching environment, but what constitutes an expert coach is still unclear [4-6].”