Locating the coaching process in practice: models ‘for’ and ‘of’ coaching
By C. Cushion, K. Armour, Robyn L. Jones. 2006
271 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/ed91cfa8e47bd114631cf95d8bb6479e984c1989
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- New Ideas for High Performance Coaches: A Case Study of Knowledge Transfer in Sport Science (2008, background): “[20] articulated this concern citing Cushion [10]: “Mentoring in its current form, however, appears largely unstructured, informal, and uneven in terms of quality and outcome, uncritical in style, and, from the evidence, serves to reproduce the existing culture, power relations, and importantly, exi”
- Coaching redefined: an everyday pedagogical endeavour (2007, background): “Although I take the point that some models have reduced coaching to a series of boxes which don’t really mirror the actual world (Cushion et al ., 2006), many are based on empirical evidence (e.g. Côté et al ., 1995).”
- An Integrative Definition of Coaching Effectiveness and Expertise (2009, background): “A multi-directional conceptualization of coach-athlete interactions has been advocated in recent theoretical work [44-46] which suggests that coaching is a complex, reciprocally-influential process based on systems of social interactions.”
- Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “Changing established coaching practice can be problematic particularly as, not unlike physical education (Cushion, Armour, and Jones 2003 ), coaching lacks a critical tradition, and coaches are more likely to be seen sticking with ‘safer’, ‘tried and tested’, traditional methods that prove their kn”
- Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…to date there has been a significant amount of work that has examined the social complexities of coaching practice itself (e.g. Bowes & Jones, 2006; Cushion et al., 2006; Potrac & Cassidy, 2006), insufficient attention has been paid to the fundamental social dimensions of coach development.”
- Youth sport volunteer coach motivation (2010, background): “2006 ), it would appear that a well-developed training program is essential to the retention of first-year coaches.”
- Coach Learning and Development: A Review of Literature (2010, background): “Instead, coaching is a dynamic and fluid endeavour (Cushion et al., 2006; Mallett, 2007), inextricably linked to the constraints and opportunities of human interaction (Cushion et al., 2003; Jones, 2000).”
- The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, unknown): “The resultant picture of coaching practice is one of an uncertain, improvised and messy reality where positive youth development may be a utopian and unattainable goal ( Cushion, Armour & Jones, 2006 ; Jones & Wallace, 2005 ).”
- Modelling the Complexity of the Coaching Process (2007, methodology): “This includes a model for coaching (idealistic representation) and a model of coaching (based on empirical research) [2, 4].”
- The Delivery of Video-Based Performance Analysis by England Youth Soccer Coaches: Towards a Grounded Theory (2011, background): “However, we know little of what elite soccer coaches do in their practice ( Cushion & Smith, 2006 ).”