Coaches' Preferences for Continuing Coaching Education

By Tiffanye M. Vargas-Tonsing. 2007

119 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/849a7fd246178d2b905b40d8ef85e1a4cb2166a6

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

Informal and nonformal learning for sport coaches: A systematic review (2018, background): “In addition, this review is not the first to address the fact that coaching science research appears clustered in disciplinary traditions that may not communicate or integrate well.(18,83) Multiple publishing outlets allow for many disciplinary traditions to be represented in the literature; however”
Examining how model youth sport coaches learn to facilitate positive youth development (2014, result): “…community approach has the potential to foster coach learning, results of this and other studies have shown that the current reality in the youth sport context is that time is a factor that strongly impact coaches’ ability to engage in professional development opportunities (Vargas-Tonsing 2007).”
Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “These include financial and logistical concerns such as cost, location and timing (Trudel & Gilbert, 2006; Vargas-Tonsing, 2007; Turner & Nelson, 2009), a lack of context-specific relevance to course content (Cassidy et al., 2004; Hughes, 2005) together with negative experiences in terms of the…”
The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, unknown): “Despite coaches seeing themselves as primarily responsible for positive youth development, the content of relevant coaching accreditation courses is lacking in substance (Vargas-Tonsing, 2007).”
The relation of coaching context and coach education to coaching efficacy and perceived leadership behaviors in youth sport. (2012, background): “More specific to the current study, youth sport coaches have viewed formal, large-scale coach education programs as a critical part of their growth and development (e.g., Lemyre, Trudel, & Durand-Bush, 2007; Vargas-Tonsing, 2007; Wiersma & Sherman, 2005; Wright, Trudel, & Culver, 2007).”