Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice

By T. Cassidy, Robyn L. Jones, P. Potrac. 2004

506 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fa9664925023689dfc67e224605ebc30836c3d10

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. P. Potrac
3. Robyn L. Jones
4. D. Collins
5. Lee J. Nelson
6. P. Trudel
7. J. Côté
8. J. Denison

In Physical Therapy, Sports Therapy and Rehabilitation

1. C. Cushion
2. P. Potrac
3. Robyn L. Jones
4. Lee J. Nelson
5. R. Groom
6. P. Trudel
7. J. Denison
8. D. Collins

In Social Psychology

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

Citations in the corpus

• Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help? (2006, background): “cally is to draw on many knowledge sources and considerations, and to decide, with insight, how to amalgamate and utilise them in what fashion, when and where to the benefit of those being coached (Cassidy et al., 2004).”
• A New Theoretical Perspective for Understanding How Coaches Learn to Coach (2006, background): “important learning tool for coaches (Abraham & Collins, 1998; Cassidy et al., 2004; Cushion et al., 2003; Lyle, 2002), but the understanding of what is entailed in that process needs to be expanded.”
• Learning how to coach: the different learning situations reported by youth ice hockey coaches (2007, background): “Given that coaching is a social activity (Cassidy et al., 2004; Jones et al., 2004; Light, 2004), it should not be a surprise that ‘learning clearly has a social dimension or context. We learn from and alongside other people, in all our social relationships’ (Jarvis et al., 1998, p. 37). Our coaches”
• Receiving video-based feedback in elite ice-hockey: a player's perspective (2014, background): “As such, it would appear that sports pedagogues would benefit from recognising that the delivery of feedback is far from a straightforward and objective process (Cassidy et al., 2004).”
• Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching (2014, background): “Cassidy et al. (2009) contend: ‘Undoubtedly the notion of sharing leadership and power is attractive, particularly to more humanistic thinkers and practitioners.”
• Slim Bodies, Eating Disorders and the Coach-Athlete Relationship (2005, background): “…aspects of the role of coaches’ discourse in athlete development have received little attention, although that discourse continues to emphasize the rationalistic concepts of productivity, efficiency and conformity as keys for athletic success (Wright, 2000; Cassidy et al., 2004).”
• Coach Learning and Development: A Review of Literature (2010, background): “It should encourage practitioners to think creatively about alternative ways of coaching, thus being better prepared to deal with the associated realities of their professional work (Cassidy et al., 2004).”
• Locating the coaching process in practice: models ‘for’ and ‘of’ coaching (2006, background): “others, and more attention should be paid to developing a model of critical thinking which would allow coaches to develop their own processual expert toolbox (Cassidy et al., 2004).”
• Mentoring in sports coaching: a review of the literature (2009, background): “Such formative experiences carry far into a coach’s career and provide a continuing influence over perspectives, beliefs and behaviours both positive and negative (Cassidy, Jones, and Potrac 2004; Cushion, Armour, and Jones 2003).”
• Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…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 consistency and quality of delivery, and a perceived lack of…”
• Talent Identification and Development: The Need for Coherence Between Research, System, and Process (2013, background): “Cassidy, Jones, and Potrac (2004) suggest that coaches who are able to continually question their own ability are more likely to deliver positive messages to young athletes and so create the positive environment that contributes to success.”