Tacit Knowledge in Expert Coaching: Science or Art?

By C. Nash, D. Collins. 2006

277 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/153b1ac383848b7d672966c0d44c4f950e762456

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. Lee J. Nelson
3. Robyn L. Jones
4. J. Côté
5. J. Denison
6. Wade D. Gilbert
7. K. Armour
8. Stephen Harvey

In Developmental and Educational Psychology

1. C. Cushion
2. Lee J. Nelson
3. Robyn L. Jones
4. Stephen Harvey
5. J. Côté
6. J. Denison
7. Wade D. Gilbert
8. M. Christensen

In Social Psychology

1. C. Cushion
2. Stephen Harvey
3. Robyn L. Jones
4. J. Côté
5. Lee J. Nelson
6. Wade D. Gilbert
7. J. Denison
8. K. Armour

Citations in the corpus

• Coach Learning and Development: A Review of Literature (2010, background): “The proposition is that coaching is an ambiguous, complex and dynamic process that requires practitioners to adapt to the given environmental conditions (Nash and Collins, 2006).”
• An Integrative Definition of Coaching Effectiveness and Expertise (2009, background): “According to Collinson [38], these different categories of knowledge can be regrouped under a more general “professional knowledge” category that accurately defines the large body of specialized knowledge required to coach.”
• “An Eye for Talent”: Talent Identification and the “Practical Sense” of Top-Level Soccer Coaches (2009, background): “Researchers (Bailey & Morley, 2006; Côté, Salmela, Trudel, Baria & Russell, 1995; Nash & Collins, 2006; Régnier, Salmela & Russell, 1993; Roderick, 2006; Thomas & Thomas, 1999; Williams & Reilly, 2000) from different theoretical positions all stressed that the experience-based judgements of the…”
• Career Development of Expert Coaches (2009, background): “This raises the concept of automaticity or tacit knowledge in expert coaching [55] highlighted by Coach H3, who considered that:”
• Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “While research into physical education teachers is enlightening, coaches do not exhibit the same pedagogical characteristics as teachers (Hardin and Bennett 2002 ; Nash and Collins 2006 ).”
• Positive Coaching: Ethical Practices for Athlete Development (2011, background): “One effect of this is that coaches’ problemsolving approaches tend to disregard the complex social, and relational dimensions of coaching (Nash & Collins, 2006) and ignore how problems get selectively framed and named (Lawson, 1984).”