Coach Learning and Development: A Review of Literature
By C. Cushion, Lee J. Nelson, K. Armour, J. Lyle, Robyn L. Jones, R. Sandford, Claire O'Callaghan. 2010
210 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/e49a977bffada328cef99351c35a7c814c1e984e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Lee J. Nelson
- C. Cushion
- P. Potrac
- R. Groom
- D. Collins
- Lauren F. Walker
- J. Stoszkowski
- Rebecca E. Thomas
Citations in the corpus
- Reflection and reflective practice discourses in coaching: a critical analysis (2018, background): “Coaches are asked to write and talk about their activity implicitly accepting responsibility for the agenda and consequential actions—common practice in coach education and encouraged in coaching practice (cf. Cushion et al., 2010).”
- Enhancing the provision of coach education: the recommendations of UK coaching practitioners (2013, background): “Indeed, it has been argued that the ‘external evaluation of formal coach education is critical’ for the enhancement of coach learning and development (Cushion et al. 2010, iii).”
- Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…increase in the scale and demand for sport coaching (McCullick et al., 2005) has led to the examination of coaching as an emerging professional area of activity, with an associated desire to raise vocational coaching standards (Gilbert & Trudel, 1999; Lyle & Cushion, 2010; Taylor & Garret, 2010).”
- Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching (2014, background): “In critically considering coaching and coach education, it is important to demonstrate the ideological dimensions of ideas routinely embedded and ‘enshrined’ in programmes and privileged in professional discourse (Cushion, 2010).”
- Informal and nonformal learning for sport coaches: A systematic review (2018, methodology): “and Cushion et al.(23) both highlighted that Coombs and Ahmed’s conceptual framework can often lead to a debate regarding which mode of learning (formal, nonformal, or informal) is most effective, when the more appropriate question is under what conditions should we employ each mode of learning? Our”