Learning to coach through experience: reflection in model youth sport coaches.

By Wade D. Gilbert, P. Trudel. 2002

489 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d6bc59e6b2e6929a552a43417189f4007f5eb0a6

How researchers see this paper

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

In Developmental and Educational Psychology

1. C. Cushion
2. D. Collins
3. Robyn L. Jones
4. P. Potrac
5. J. Côté
6. P. Trudel
7. Wade D. Gilbert
8. A. Abraham

In Education

1. P. Potrac
2. Robyn L. Jones
3. J. Côté
4. D. Collins
5. C. Cushion
6. A. Abraham
7. P. Trudel
8. J. Stoszkowski

In Social Psychology

1. C. Cushion
2. D. Collins
3. P. Trudel
4. J. Côté
5. Robyn L. Jones
6. P. Potrac
7. A. Abraham
8. Wade D. Gilbert

Citations in the corpus

• What works in coaching and sport instructor certification programs? The participants' view (2005, background): “…the critical question of what CSIC programs should consist of and the way they should be conducted (Abraham & Collins, 1998; Dils & Ziatz, 2000; Gilbert & Trudel, 2001; McCullick et al., 2002; Cushion et al., 2003) and are the few who have empirically approached what should be included in CSIC…”
• An Integrative Definition of Coaching Effectiveness and Expertise (2009, methodology): “We ourselves have used similar approaches to identify and describe participants in our research [19-22].”
• New Ideas for High Performance Coaches: A Case Study of Knowledge Transfer in Sport Science (2008, background): “Previous research on coaching has contributed to the understanding of coaches’ knowledge acquisition by suggesting that coaches acquire knowledge through various processes including mentorship by other coaches [1-3], through their experience as athletes [4-7], through coaching experience and reflect”
• Taking the Next Step: Ways Forward for Coaching Science (2011, methodology): “…of goals; social, political, performance, individual etc (Abraham et al., 2006; Jones, 2007; Jowett & Cramer, 2009; Potrac & Jones, 2009; Weigand et al., 2001), and which demands that coaches work in both naturalistic (Lyle, 2010) and classical ways (Abraham et al., 2006; Gilbert & Trudel, 2001).”
• The Development of Coaching Knowledge (2006, methodology): “EXPERIENCES AS COACHES Several studies have suggested that coaches develop coaching skills and knowledge through actual coaching experience [16, 4, 17].”
• Mentoring in sports coaching: a review of the literature (2009, background): “Not surprisingly, much of what a new coach learns then is through ongoing interactions in the practical coaching context, as well as through a variety of informal sources such as observing and talking with significant others and peers (Cushion, Armour, and Jones 2003; Gilbert and Trudel 2001).”
• Gaining Insight into Actual and Preferred Sources of Coaching Knowledge (2008, background): “While the nature of these learning situations was not explicitly examined in the current study, previous literature suggests that a mechanism of knowledge gain through participating in coaching (learning by doing) may in fact be reflection in and on these experiences [22].”
• What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, background): “(C21,3) This repeating spiral, centred on active experimentation (Kolb 1984), was portrayed in coaching by Gilbert and Trudel (2001); showing experiential learning as developing and refining coaching strategies through a sub-loop of strategy generation, experimentation, then evaluation (Gilbert and…”
• How Youth-Sport Coaches Learn to Coach (2007, methodology): “In a study with model youth-soccer and -ice-hockey coaches, Gilbert and Trudel (2001) found that the coaches used a reflective-conversation approach (Schön, 1983, 1987) to solve their coaching issues, which included interacting with others to ask for advice, to jointly construct a solution, or to…”
• Towards a Definition of Excellence in Sport Coaching (2007, background): “Gilbert and Trudel (2001) studied the experiential learning process with youth sport coaches in an effort to understand how the experience of good coaches becomes adequately manifested as knowledge and skills.”
• Youth sport volunteer coach motivation (2010, background): “Coaching is a complex, multi-faceted process (Jones and Turner, 2006), yet “virtually anyone can assume the role of a youth coach” (Gilbert and Trudel, 2001, p. 16).”
• Coach Education and Continuing Professional Development: Experience and Learning to Coach (2003, background): “However, this is not to say that all experienced coaches are competent (Bell, 1997; Gilbert & Trudel, 2001), although to become a competent coach, it would appear that significant experience is required (Cushion, 2001; Lyle, 2002).”
• Career Development of Expert Coaches (2009, background): “EXPERIENCE AND REFLECTION Experience is a very important element in the coaching process, enabling coaches to interpret their coaching practice and develop knowledge through this authentic learning environment [8-9].”