Video Self-Reflection and Coach Development in New Zealand

Autor/inn/en	Mead, Simon; Spencer, Kirsten; Kidman, Lynn
Titel	Video Self-Reflection and Coach Development in New Zealand
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 7 (2016) 2, S.139-156 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2016.1196113
Schlagwörter	Video Technology; Athletic Coaches; Reflection; Reflective Teaching; Professional Development; Foreign Countries; Semi Structured Interviews; Qualitative Research; Research Methodology; Team Sports; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Research method; Forschungsmethode; Mannschaftssport; Neuseeland
Abstract	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 "on-going" 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 NZ's 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 "modern" 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01