Coaching and Coach Education

By P. Trudel, Wade D. Gilbert. 2006

310 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e6268ab1586e7c11c596e253fa586e829c54d141

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. C. Cushion
2. P. Potrac
3. Robyn L. Jones
4. Lee J. Nelson
5. D. Collins
6. J. Côté
7. R. Groom
8. T. Cassidy

In Social Psychology

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

Citations in the corpus

• The Practices and Developmental Pathways of Professional and Olympic Serial Winning Coaches (2016, background): “In 82 many sports, coaches are traditionally employed because of their playing success (Gilbert, 83 Côté & Mallett, 2006; Trudel & Gilbert, 2006) and without sufficient training (Mallett, 2010; 84 Mallett, Rossi, Rynne, & Tinning, 2016; Rynne, Mallett & Tinning, 2006).”
• How Youth-Sport Coaches Learn to Coach (2007, background): “In fact, many coach-education programs were, until recently, designed using a novice–expert continuum (Trudel & Gilbert, 2006).”
• Reflection and reflective practice discourses in coaching: a critical analysis (2018, background): “…in the vocabulary of learning and professional development in sport (Huntley, Cropley, Gilbourne, Sparkes, & Knowles, 2014) and in particular in coaching and coach education (e.g. Cassidy, Jones, & Potrac, 2009; Gilbert & Trudel, 2001; Nelson & Cushion, 2006; Trudel & Gilbert, 2006, inter alia).”
• Coach Learning and Development: A Review of Literature (2010, methodology): “Similarly, Trudel and Gilbert (2006) utilised Sfard‟s (1998) metaphors on learning (acquisition and participation) to categorise the literature on coach education and coaching more broadly.”
• Determinants of coach motivation and autonomy supportive coaching behaviours. (2013, background): “Finally, in order to begin systematically examining coaches within specific coaching environments, the present study targeted coaches at the developmental level, as described by Trudel and Gilbert (2006).”
• Informal and nonformal learning for sport coaches: A systematic review (2018, background): “In addition, this review is not the first to address the fact that coaching science research appears clustered in disciplinary traditions that may not communicate or integrate well.(18,83) Multiple publishing outlets allow for many disciplinary traditions to be represented in the literature; however”
• Modelling the Complexity of the Coaching Process (2007, background): “If this is the case, and given the scale of current coaching research activity [1]; why have coaching scholars been unable to develop such a model thus far? Perhaps coaching is an enterprise where a definitive set of concepts and principles will always be elusive and as such a singular all encompass”
• Enhancing the provision of coach education: the recommendations of UK coaching practitioners (2013, background): “However, despite the level of importance attached to coach education, it has been argued that provision has tended to be under-theorised (Cassidy, Potrac, and McKenzie, 2006; Cushion et al. 2010; Trudel and Gilbert 2006).”
• A Review of the Game-Based Approaches to Coaching Literature in Competitive Team Sport Settings (2018, background): “These challenges are unsurprising when one considers that coaches tend to rely on their own as “folk pedagogy” (Harvey et al., 2010a), as well as the observation of other coaches for the development of their ideas (Trudel & Gilbert, 2006; Williams & Hodges, 2005).”
• Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “These include financial and logistical concerns such as cost, location and timing (Trudel & Gilbert, 2006; Vargas-Tonsing, 2007; Turner & Nelson, 2009), a lack of context-specific relevance to course content (Cassidy et al., 2004; Hughes, 2005) together with negative experiences in terms of the…”
• Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, background): “Additionally, Trudel and Gilbert (2006) introduced Sfard’s acquisition and participation metaphors on learning as a framework for gaining insight into how coaches learn to coach.”
• Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching (2014, background): “Indeed, research into how coaches learn has had limited impact on coach education (Trudel & Gilbert, 2006; McCullick et al., 2009; Cushion et al., 2010) and coach educators often remain unaware of theoretical frameworks that could underpin and guide their practices (Lyle, 2007).”