Mentoring: Harnessing the power of experience

By C. Cushion. 2006

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Music

View Paper: https://www.semanticscholar.org/paper/8cd9d48eee81dcb30bfc1e9f6492c17456c685f6

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In Developmental and Educational Psychology

In Education

In Music

Citations in the corpus

Mentoring in sports coaching: a review of the literature (2009, background): “This was most recently done so by Cushion and colleagues (Cushion 2006; Cushion, Armour, and Jones 2003) who located it within a socio-educational theoretical framework.”
Enhancing the provision of coach education: the recommendations of UK coaching practitioners (2013, background): “…of evidence, which has highlighted coaching practitioners preferences for engaging in such learning (Bloom, Salmela, and Schinke 1995; Cassidy, Jones, and Potrac 2004; Cushion 2006; Gould et al. 1990; Salmela 1995; Trudel and Gilbert 2006; Wiersma and Sherman 2005): [Mentoring is] absolutely vital.”
Coach Learning and Development: A Review of Literature (2010, background): “More recently, however, this context has been thought of as a place in which coaches‟ learning and development takes place (Cushion, 2006).”
Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “practice and their interactions with others (Cushion, 2006; Cushion, 2011) rather than as a direct result of a formal educational process. This is exemplified, for example, in Lave and Wenger’s (1996) concept of learning within a ‘Community of Practice’ (CoP), which is commonly cited as a mode of fa”
Talent Identification and Development: The Need for Coherence Between Research, System, and Process (2013, background): “Cushion, C. J. (2006). Mentoring: Harnessing the power of experience.”
Reflection and reflective practice discourses in coaching: a critical analysis (2018, background): “Hence, reflection discourse ensures that coaching practices and learning to coach become grounded in ‘theory’ (e.g. Cushion, 2006; Gilbert & Trudel, 2001; Knowles et al., 2001; Trudel et al., 2013) and these links to theory ‘sanction’ the practice as ‘reflective’ and therefore legitimate.”
Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, methodology): “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).”