Previous Experiences of Novice Coaches and Their Coach-Created Motivational Climate: A Collective Case Study

Autor/inn/en	Benish, Diane; Langdon, Jody; Culp, Brian
Titel	Previous Experiences of Novice Coaches and Their Coach-Created Motivational Climate: A Collective Case Study
Quelle	In: Physical Education and Sport Pedagogy, 28 (2023) 5, S.482-502 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benish, Diane) ORCID (Langdon, Jody) ORCID (Culp, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1993169
Schlagwörter	Physical Education; Athletic Coaches; Novices; Higher Education; Self Determination; Informal Education; Practicums; Teacher Role; Empowerment + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstbestimmung; Informelle Bildung; Nichtformale Bildung; Practicum; Praktikum; Praktika; Lehrerrolle
Abstract	Background: Novice coaches receive little attention in the literature as many studies choose to focus on experienced and elite level coaches. Those involved in the development of coaches have a responsibility to understand how novice coaches are navigating their initial coaching experiences within higher education programs. Purpose: The purpose of this study was to examine the experiences of novice coaches as athletes and in their current coaching roles. A secondary purpose was to explore how these experiences manifested in novice coaches' observed coach-created motivational climate. Method: Three novice coaches (2 males, 1 female) were recruited from a higher education coach education program. Two practice observations were recorded for each coach and coded via systematic observation. Semi-structured interviews were conducted with each participant to gather information pertaining to their athletic and coaching history, coaching philosophy, and current coaching position. Using a collective case study approach, interview data and observations were simultaneously reviewed to draw out themes related to participants' experiences. Results: Novice coaches' informal and formal learning contributed to the conceptualization of their coaching philosophies and subsequent coaching behavior, revealing examples of how novice coaches support and undermine various aspects of their coaching philosophies through engagement in empowering and disempowering behaviors. Conclusion: This study extends the knowledge of novice coaches experiences and development of coaching practice during their practicum placement in higher education. Among the discrepancies between coaches' intentions for coaching and their actual coaching, behaviors observed were dependent upon the social context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01