Coach Education and Continuing Professional Development: Experience and Learning to Coach

By C. Cushion, K. Armour, Robyn L. Jones. 2003

784 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4ceedb45a1867df7728564f2f1a03dc06c0766c8

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

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Citations in the corpus

What works in coaching and sport instructor certification programs? The participants' view (2005, background): “…DOI: 10.1080=17408980500105015 The need for effective coach and sport instructor certification (CSIC) programs is becoming increasingly important in the United States and elsewhere in the world for many reasons (Campbell, 1993; Mills & Dunleavy, 1997; Gilbert & Trudel, 1999; Cushion et al., 2003).”
Coach Learning and Development: A Review of Literature (2010, background): “Instead, coaching is a dynamic and fluid endeavour (Cushion et al., 2006; Mallett, 2007), inextricably linked to the constraints and opportunities of human interaction (Cushion et al., 2003; Jones, 2000).”
New Ideas for High Performance Coaches: A Case Study of Knowledge Transfer in Sport Science (2008, background): “[10] and others suggest that the less experienced coaches tend to access more experienced coaches, but this pyramid-style knowledge transfer model obviously has pragmatic limitations when a coach’s experience grows, leading to the question of where the most experienced high-performance coaches go fo”
A Review of the Game-Based Approaches to Coaching Literature in Competitive Team Sport Settings (2018, background): “…a new coaching approach such as a GBA into their practice, collaborative action research provides a suitable framework where coaching knowledge and practice can be developed through experiential learning and mentoring (Cushion et al., 2003; Cushion, Ford, & Williams, 2012; Lynch & Mallett, 2006).”
How Youth-Sport Coaches Learn to Coach (2007, background): “The importance of the role played by mentors has been discussed by many researchers, particularly in studies with coaches at the elite level (Bloom, DurandBush, Schinke, & Salmela, 1998; Cushion et al., 2003; Saury & Durand, 1998).”
Modelling the Complexity of the Coaching Process (2007, background): “Coaching practice can therefore be understood as ‘structured improvisation’ [22, 23] which means that reducing coaching to generic rules and processes becomes, at best, hugely problematic.”
Knowledge Transfer: How do High Performance Coaches Access the Knowledge of Sport Scientists? (2008, background): “[20] cite Cushion [25] in his critical assessment of mentoring, “Mentoring in its current form, however, appears largely unstructured, informal, and uneven in terms of quality and outcome, uncritical in style, and, from the evidence, serves to reproduce the existing culture, power relations, and imp”
Evaluating and Reflecting upon a Coach Education Initiative: The CoDe of Rugby (2006, background): “Conversely, formal coach education schemes have been criticized for not adequately drawing upon the coaching experiences of practitioners and for the delivery of knowledge in a decontexualized manner (Cushion et al., 2003; Potrac et al., 2000).”
Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “over others (Cushion et al., 2003) and, whether consciously or subconsciously, guide”
Another bad day at the training ground: Coping with ambiguity in the coaching context (2005, background): “It was to engage them in what Davids (1998) has termed ‘discovery learning’ through forcing them continuously to consider their own sensory feedback.”
Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “Coach learning, and therefore knowledge and practice, remains largely based on experiences and the interpretation of those experiences (Cushion, Armour, and Jones 2003 ; Cushion 2006 ; Gilbert and Trudel 2006 ).”
Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help? (2006, background): “Recent work in coaching has increasingly challenged the traditional view of objective decontextualised subject-matter knowledge acquisition (e.g. Gilbert & Trudel, 1999; Cushion et al., 2003; Jones et al., 2003).”
Mentoring in sports coaching: a review of the literature (2009, background): “Not surprisingly, much of what a new coach learns then is through ongoing interactions in the practical coaching context, as well as through a variety of informal sources such as observing and talking with significant others and peers (Cushion, Armour, and Jones 2003 ; Gilbert and Trudel 2001 ).”
Enhancing the provision of coach education: the recommendations of UK coaching practitioners (2013, background): “Over the past two decades, there has been a substantial increase in the delivery of, and significance attached to, coach education provision in many western nations (Cassidy, Potrac, and McKenzie 2006 ; Cushion, Armour, and Jones 2003 ; Trudel and Gilbert 2006 ).”
Locating the coaching process in practice: models ‘for’ and ‘of’ coaching (2006, background): “Indeed, further clarifying this multifaceted integrated process would appear to be a very necessary step before establishing the realistic guidelines for good practice that practitioners undoubtedly crave (Mathers, 1997; Cushion et al., 2003; Lyle, 2002).”