Reflective practice and the origins of elite coaching knowledge
By G. Irwin, S. Hanton, D. Kerwin. 2004
249 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Music
View Paper: https://www.semanticscholar.org/paper/8d943f4c58c09bba6ac8dfbdbc69d3b89ae69d18
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In Developmental and Educational Psychology
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Citations in the corpus
- How Youth-Sport Coaches Learn to Coach (2007, background): “Using interviews, Fleurance and Cotteaux (1999) studied 10 coaches from different disciplines in France; Irwin, Hanton, and Kerwin (2004) looked at 16 gymnastics coaches in England; Jones, Armour, and Potrac (2004) interviewed 8 coaches from different sports in England, Australia, and New Zealand; S”
- A New Theoretical Perspective for Understanding How Coaches Learn to Coach (2006, background): “Still other researchers have identifi ed coaches ̓many sources of learning (Irwin et al., 2004; Salmela, 1995).”
- Reflection and reflective practice discourses in coaching: a critical analysis (2018, background): “A particular definition of experience can re-circulate and re-enforce coaching and wider stereotypes and ideologies and apply them to individuals in the form of expectations (c.f. Irwin et al., 2004; Mackenzie, 2015).”
- New Ideas for High Performance Coaches: A Case Study of Knowledge Transfer in Sport Science (2008, background): “Other learning options are available [4] including coach education courses, trial and error, critical reflection, experimentation, written resources, video and the internet.”
- Career Development of Expert Coaches (2009, background): “Previous research has shown that 36% of coaches considered coach education courses very important to their development [48].”
- Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…pursuance of training reflecting a preference for informal and non-formal learning experiences including: a) self-directed learning experiences (Irwin et al., 2004; Nelson et al., 2006; Wright et al., 2007; Reade et al., 2008); b) past athletic experiences (Stewart & Sweet, 1992; Cushion et…”
- Positive Coaching: Ethical Practices for Athlete Development (2011, methodology): “Further, as Lawson (1984) argued, it is the death of a profession when problem-solving is given precedence over problem-setting and today’s problems and challenges are accepted as tomorrow’s.”
- Reflecting on reflection: exploring the practice of sports coaching graduates (2006, background): “Further research has commented on the usefulness of reflective practice in specific sports coaching domains (Borrie & Knowles, 2004; Irwin et al., 2004) and has investigated the prevalence of reflective skills training in the coach education curriculum (Knowles et al., in press).”
- Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches (2009, background): “As shown in other studies [22, 34], the importance attributed by the coaches to these coaching training programs varies from coach to coach.”
- Knowledge Transfer: How do High Performance Coaches Access the Knowledge of Sport Scientists? (2008, background): “[23] found that experienced coaches accessed knowledge in different ways than inexeperienced coaches and required different types of knowledge.”
- Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, unknown): “For example, a study by Irwin et al. (2004) concluded that elite gymnastic coaches’ knowledge was principally founded on reflecting upon critical discussions with colleagues and peers.”
- Developmental Paths and Activities of Successful Sport Coaches (2006, background): “Several studies have shown the importance of past experiences as key sources of coaching knowledge [9,12,13,14].”