170 research outputs found
Coaching and coach development in New Zealand
For a small country with a population of 4.47 million (Statistics New Zealand, 2015), New Zealand achieves great success on the world sporting stage. One of the many contributors to this success is New Zealandâs commitment to developing coaches with an emphasis on continuous improvement through the provision of ongoing learning opportunities for coaches (SPARC, 2006). Interestingly the International Sport Coaching Frameworkâs recommendations aligns itself to such an emphasis that they refer to as lifelong learning (ICCE, 2013). To achieve this focus, and based on a Ministerial Taskforce findings that, âCoaching is in urgent need of support and developmentâ (Ministerial Taskforce, 2001, p.10) Sport and Recreation New Zealand (SPARC) established a consultancy group to review and redevelop coaching. The consultancy group was comprised of a âcoaching teamââ and âkey players in coachingââ (SPARC, 2004, p.5). An outcome of this consultation was the production of the New Zealand Coaching Strategy (SPARC, 2004). Based on robust discussion on many issues of how people learn and coaching development philosophies, the Coach Development Framework (CDF) was established in 2006. Since its establishment, the CDF has been guiding coach development in New Zealand, placing the responsibility for this development on the National Sporting Organisations (NSOs)
Video Self-reflection and Coach Development in New Zealand
Drawing on data from semi-structured interviews with New Zealand
coaches (N = 6), this study examined how video self-reflection (VSR)
was perceived as a tool for learning within âon-goingâ coach
development. This study also looked to determine the potential
barriers experienced by coaches before engaging in VSR. Each
participant was a performance coach (as identified by the NZ
coach development framework (CDF)) with 5+ years coaching
experience and had recently (in the previous 12 months)
participated in a coach development program that aligned with
Sport NZâs CDF. Five main themes emerged from the data;
coaches had a positive perception of the benefits of VSR, a desire
to engage in VSR but did not prioritise the time, logistical
concerns, a fear of self-confrontation and evidence of knowledge
for âmodernâ coaching development. Findings indicated that
coaches valued VSR as a tool for learning; however, the lack of
exposure and experience in the process meant coaches did not
value the practise enough to dedicate specific time towards it.
This study provides an evidence-base that can be used to support
National Governing Bodies coach development frameworks, and
the modification of content to encourage the use of VSR as a tool
for learning
Stories as personal coaching philosophy
The importance of coaches developing and articulating a personal coaching philosophy which encapsulates their values and beliefs is widely recognised. Yet it is also acknowledged that many coaches resist what appears an abstract task or find it to be of limited use in their day-to-day practice. In this paper we explore the potential of an alternative approach to developing and articulating a personal coaching philosophy: storytelling. Following a discussion of the potential of stories, we present a story written by one coach which expresses her personal philosophy in a way that is firmly rooted in her coaching practice. Storytelling approaches, we suggest, can reveal the connections between abstract/general philosophy and the personal embodied experience of coaching. We reflect on the possibilities and problems of using stories as philosophy and offer some suggestions for how coaches may be supported in developing their coaching philosophy through storytelling
Integrative approaches required to support children affected by COVID-19
No abstract available.https://www.journals.elsevier.com/the-lancet-child-and-adolescent-healthhj2023Educational Psycholog
Examining the development environments of elite English Football Academies: the playersâ perspective.
As a preliminary investigation, we examined elite youth football academy players' perceptions of the quality of their developmental environment, at a crucial stage in their progression to a professional level. With institutional ethics approval, the Talent Development Environment Questionnaire (TDEQ)[1]was used to survey 50 elite players aged 16-18 (m17.1,±s=0.6 years)recruited from the academies of Premier League and Championship clubs in England. Overall, the results suggest that elite player development environments are perceived to be of a good quality. However, while academies appeared strong in areas related to coaching, organisation, and sport-related support; they were somewhat deficient in areas related to athlete understanding, links to senior progression, and key stakeholder relationships. In addition to the importance of establishing well-integrated youth and senior teams and positive working relationships with parents; the findings underline the necessity for academies to pay close attention to the psychosocial environments they create for developing players. Theoretical considerations and applied implications for those involved in elite player development are discussed
The Pakaru âPipelineâ: MÄori and Pasifika Pathways within the Academy
We examine the academic âpipelineâ for MÄori and Pasifika graduates and illustrate the chronic under-representation of MÄori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of MÄori and Pasifika. The narratives of MÄori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor âPacific Navigation of Academic Pathwaysâ based on Pacific navigation, as opposed to the more commonly used term âpipelineâ, in order to capture the nuances of Pasifika and MÄori experiences
The Pakaru âPipelineâ: MÄori and Pasifika Pathways within the Academy
We examine the academic âpipelineâ for MÄori and Pasifika graduates and illustrate the chronic under-representation of MÄori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of MÄori and Pasifika. The narratives of MÄori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor âPacific Navigation of Academic Pathwaysâ based on Pacific navigation, as opposed to the more commonly used term âpipelineâ, in order to capture the nuances of Pasifika and MÄori experiences
Primary physical education, coaches and continuing professional development
This is an Author's Accepted Manuscript of an article published in Sport, Education and Society, 16(4), 485 - 505, 2011, copyright @ Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13573322.2011.589645.Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake âspecified workâ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coachesâ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools
Tumor infiltrating effector memory Antigen-Specific CD8+ T Cells predict response to immune checkpoint therapy
Immune checkpoint therapy (ICT) results in durable responses in individuals with some cancers, but not all patients respond to treatment. ICT improves CD8+ cytotoxic T lymphocyte (CTL) function, but changes in tumor antigen-specific CTLs post-ICT that correlate with successful responses have not been well characterized. Here, we studied murine tumor models with dichotomous responses to ICT. We tracked tumor antigen-specific CTL frequencies and phenotype before and after ICT in responding and non-responding animals. Tumor antigen-specific CTLs increased within tumor and draining lymph nodes after ICT, and exhibited an effector memory-like phenotype, expressing IL-7R (CD127), KLRG1, T-bet, and granzyme B. Responding tumors exhibited higher infiltration of effector memory tumor antigen-specific CTLs, but lower frequencies of regulatory T cells compared to non-responders. Tumor antigen-specific CTLs persisted in responding animals and formed memory responses against tumor antigens. Our results suggest that increased effector memory tumor antigen-specific CTLs, in the presence of reduced immunosuppression within tumors is part of a successful ICT response. Temporal and nuanced analysis of T cell subsets provides a potential new source of immune based biomarkers for response to ICT
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