Valued Learning Experiences of Early Career and Experienced High-Performance Coaches

Autor/inn/en	Mallett, Clifford J.; Rynne, Steven B.; Billett, Stephen
Titel	Valued Learning Experiences of Early Career and Experienced High-Performance Coaches
Quelle	In: Physical Education and Sport Pedagogy, 21 (2016) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2014.892062
Schlagwörter	Foreign Countries; Athletic Coaches; Coaching (Performance); Learning Experience; Likert Scales; Statistical Analysis; Mentors; Workplace Learning; Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Lernerfahrung; Likert-Skala; Statistische Analyse; Survey; Umfrage; Befragung; Australien
Abstract	Background and purpose: 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 < 0.01). Significant ?(superscript 2) results were followed up with the Wilcoxon (two-tailed) T-test (p < 0.05) 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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01