A New Theoretical Perspective for Understanding How Coaches Learn to Coach

By Penny Werthner, P. Trudel. 2006

330 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d7d221b718bfcb5222a29fa831fac7de0806acde

How researchers see this paper

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

In Applied Psychology

1. P. Potrac
2. Robyn L. Jones
3. J. Côté
4. D. Collins
5. T. Cassidy
6. P. Trudel
7. J. Stoszkowski
8. K. Erickson

In Developmental and Educational Psychology

1. J. Côté
2. D. Collins
3. P. Trudel
4. P. Potrac
5. Robyn L. Jones
6. J. Fraser-Thomas
7. K. Erickson
8. C. Cushion

In Education

1. P. Potrac
2. J. Côté
3. Robyn L. Jones
4. D. Collins
5. W. Rodgers
6. Ian L. Reade
7. P. Trudel
8. K. Erickson

Citations in the corpus

• Applied Research Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development (2007, background): “Previous researchers (Sage, 1989; Werthner & Trudel, 2006) suggest that extensive and diverse sport experiences as athletes aid coaches’ development by acting as unmediated learning situations (i.e., provide future coaches with opportunities to observe the coaching, teaching, and interpersonal…”
• Gaining Insight into Actual and Preferred Sources of Coaching Knowledge (2008, background): “As noted by Trudel and Gilbert [1], both sources are located within Sfard’s [31] participation metaphor of learning.”
• Knowledge Transfer: How do High Performance Coaches Access the Knowledge of Sport Scientists? (2008, background): “There is general agreement regarding the basic knowledge required by coaches to work effectively with athletes that is reflected in the extant literature [1-3] and in the content of International Journal of Sports Science & Coaching Volume 3 · Number 3 · 2008 319”
• 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.”
• Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, background): “She explains that in a network, ‘learning can take place in many different ways with many diverse individuals or groups and is seen as more than just an accumulation of knowledge’ (Werthner and Trudel 2006: 201).”
• Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…‘milieu’ will also promote and perpetuate the value and acceptance of certain types of knowledge and behaviour over others (Cushion et al., 2003) and, whether consciously or subconsciously, guide what coaches choose to pay attention to as well as what they choose to learn (Werthner & Trudel, 2006).”
• Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches (2009, background): “Trudel and Gilbert [2] discuss a recent change in large-scale coach education programs, where program developers are moving away from a novice-to-expert continuum approach based on the assumption that “there is one body of coaching knowledge and coaches will accumulate the coaching concepts as they ”