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  • Valued learning experiences of early career and experienced high-performance coaches

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    100994_1.pdf (110.2Kb)
    Author(s)
    Mallett, Clifford J
    Rynne, Steven B
    Billett, Stephen
    Griffith University Author(s)
    Billett, Stephen R.
    Year published
    2016
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    Abstract
    This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation. Method: Nineteen high-performance coaches participated in this ...
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    This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation. Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0?=?not used, 1?=?of little value, to 7?=?extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p?<?.01). Significant ?2 results were followed up with the Wilcoxon (two-tailed) T-test (p?<?.05) to identify statistically significant differences between scores at different time intervals. Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach.
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    Journal Title
    Physical Education and Sport Pedagogy
    DOI
    https://doi.org/10.1080/17408989.2014.892062
    Copyright Statement
    © 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Physical Education and Sport Pedagogy on 14 Apr 2014, available online: http://www.tandfonline.com/doi/full/10.1080/17408989.2014.892062
    Subject
    Vocational Education and Training Curriculum and Pedagogy
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/66492
    Collection
    • Journal articles

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