Examining the Learning Methods of Coaches: Implications for Sport Leaders

As accountability and the responsibilities of a coach continue to increase, the need to provide effective and quality coaching education continues to grow (Hoch, 2004). Although multiple programs exist at the state level, the National Standard for Sport Coaches (NSSC) created by the National Association for Sport and Physical Education (NASPE) is commonly adopted by state high school associations and youth sport programs (Blom, Wininger, Zakrajsek, and Kirkpatrick, 2010). Do programs built on the standards outlined by the NSSC meet the needs of the coaching profession in training future coaches? The purpose of this study was to examine the educational methods coaches in the United States utilize to develop their coaching knowledge (coaching strategies) and coaching philosophy (the standards by which they teach). The results from a 20-item survey instrument indicate that the learning process desired by coaches (N=1,096) does not necessarily match the current structure of formal coaching education. A t-test was used to determine difference between the groups (gender, winning percentage, # of championships, and type of sport). In sport organizations that provide training for coaches, the sport leader may have the responsibility of creating and developing a coaching education program. What methods will they use to effectively reach the coach? Therefore, this session will 1) Discuss the educational methods coaches use to improve coaching knowledge and coaching philosophy based on a nationwide study and 2) Examine the challenges for sport leaders in creating education opportunities for coaches that meet the needs of the coach as a learner

Building a Pedagogical Coaching Base: Pursuing Expertise in Teaching Sport

The quest to obtain coaching knowledge to reach a high level of expertise is an ongoing journey, and a variety of factors can influence the development of a coach in becoming an expert (Turner, Nelson, & Potrac, 2012). Thus, the path to becoming an expert teacher in sport is not uniform, and the coach must be willing to relearn things and adapt to changes along the way. In addition, pursuing expertise requires coaches to deliberately challenge themselves to grow and develop personally and professionally (Gallimore, Gilbert, & Nater, 2014; Gilbert & Trudel, 2012). Within the coaching education literature, the key characteristics demonstrated by expert coaches are frequently discussed (see Table 1). They include the ability to teach so that the learner understands, the ability to provide tactical instruction, and a desire to pursue personal mastery

Coach Development: Practical Recommendations for Collegiate Sport

Coaching at the collegiate level requires a varied skill set in a competitive environment, where coaching positions have a high turnover rate. Preparing to work as a coach at the collegiate level is often self-driven and aligns with how coaches learn in other contexts. Research on the career progression of collegiate coaches is scant and tends to focus on gender differences or one’s desire to become a head coach. Recently, research has expanded to examine the preparation of coach developers and their role in guiding coach development activities in a variety of contexts. Therefore, guided by the literature on coach development, the role of the coach developer in collegiate sport, and insight gleaned from a descriptive study on the career path of collegiate head coaches, this best practices article offers practical recommendations for coach developers to best serve collegiate coaches along their coaching journey

Planning Your Journey in Coaching: Building a Network for Success

A coach develops his or her craft by reflecting on previous playing experiences (Erickson, Côté, & Fraser-Thomas, 2007) and continuing to seek learning opportunities through a variety of informal and non-formal learning methods (e.g. discussion with other coaches, trial and error, observation, advice of a mentor, clinics, web sites, books and videos) (Trudel & Gilbert, 2005). Since coaches tend to prefer informal and non-formal learning methods (Mallet, Trudel, Lyle, & Rynne, 2009), the importance of developing a community of colleagues to share insight, acquire resources and provide emotional support is an essential component of planning your journey in coaching (Cushion & Denstone, 2011). Although coaching educators have established the benefits of learning through a community of coaches (Culver & Trudel, 2006), there is minimal literature (Kornspan & Duve, 2013) on how to develop a network of colleagues in coaching. Therefore, the purpose of this article is to describe four strategies that can help in cultivating a coaching network for long-term success by (1) meeting coaches, (2) developing a mutual level of trust, (3) working within your network, and (4) maintaining your network

Coach Development: Practical Recommendations for Interscholastic Sport

In the United States, interscholastic sport coach development occurs at the national, regional, and local levels, through higher education institutions, coaching associations, governing bodies of sport, and coach developers. Although each coach development pathway employs similar instructional methods, delivery formats, and often seeks the same outcome (i.e., certification or degree), each is unique in how they educate interscholastic coaches. Research studies on coach development have examined how interscholastic coaches learn, what they need to know, and what they need to know how to do. Furthermore, research studies in sport coaching have examined the role of a coach developer in facilitating, mentoring, and guiding coach development activities. Therefore, guided by the literature on coach development, the role of the interscholastic sport administrator as a coach developer, and insight gleaned from an exploratory descriptive study on interscholastic sport coaches, this best practices paper offers three steps the interscholastic sport administrator can implement in practice to provide ongoing coach development

Developing Under the Guidance of a Mentor: Five Strategies for Coaches

Mentoring is the act of guiding another person, and developing under the guidance of a mentor, as a mentee, is a common method for aspiring coaches to learn how to coach. An established and effective coach will frequently state that the best learning experiences as a coach occurred under the supervision of a mentor. The beginning of a mentor-mentee relationship can occur informally, by chance, or more formally through a structured program. Regardless of how an aspiring coach initially connects with a potential mentor, there are specific steps a mentee can take to enhance the experience with a mentor. The purpose of this article is to provide the mentee with five strategies for taking an active role in developing as a coach under the guidance of a mentor: 1) identify potential mentors, 2) connect with potential mentors, 3) cultivate the relationship, 4) communicate to enhance the relationship, and 5) take ownership of the experience