Learning to Coach through Experience: Conditions that Influence Reflection.

By Wade D. Gilbert, P. Trudel. 2005

164 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9023239d61b914bd2a968a411634c7243588806a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Martin Camiré
2. C. Bean
3. T. Forneris
4. J. Stoszkowski
5. S. Kramers
6. M. Bruner
7. P. Potrac
8. K. Erickson

Citations in the corpus

• How Youth-Sport Coaches Learn to Coach (2007, background): “…coaches in self-exploration with a nonjudgmental attitude, to determine what feeling, thought, want or behavior is interfering with a coach’s effectiveness” (Giges, Petitpas, & Vernacchia, 2004, p. 439), youth-sport coaches are often left to work on their own in isolation (Gilbert & Trudel, 2005).”
• Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, background): “, or the later-developed retrospective reflection-on-action (Gilbert and Trudel 2001, 2005, 2006), is used in describing the reflective process.”
• Gaining Insight into Actual and Preferred Sources of Coaching Knowledge (2008, background): “The process of reflection in and on experience has been identified as central to experience-based learning theories [1] and has been translated to the coaching literature [22, 23] as a mechanism through which these experiences produce learning.”
• Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…through social interaction, real-world practice and participation within communities of practice, learners are better able to construct meaning in practical ways so that knowledge may be more effectively applied, unconstrained by the more formal coach development settings (Gilbert & Trudel, 2005).”
• The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “Reflection remains a critical tool that coaches are encouraged to use to apprehend the complex dynamics of the sport context and continually work to improve their coaching philosophy (Gilbert & Trudel, 2005).”
• New Ideas for High Performance Coaches: A Case Study of Knowledge Transfer in Sport Science (2008, background): “According to Werthner and Trudel [17], “unmediated learning situations should be considered an important way to learn because the meaningfulness of the material of learning is probably high” (p. 204), but they raise a note of caution by suggesting the effectiveness of unmediated learning may depend ”