Pet 735 week 3 erickson
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This document summarizes a study that investigated the sport experiences, milestones, and educational activities associated with the development of high-performance coaches. The study used retrospective interviews with 19 high-performance coaches from individual and team sports. The interviews aimed to identify common experiences in each developmental stage and determine if formal coaching education or certain experiences were necessary to become a high-performance coach. The study found it could characterize coach development into 5 stages and that the coaches generally had experience as an athlete in their sport, along with formal coaching education and mentorship being important developmental experiences. Most coaches also had some type of coaching experience before becoming a head coach.
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The document discusses several key concepts for coaching programs and coach development including understanding the goals, context, strategies used by coaches and athletes, and how they relate to practice and outcomes (the 5 Ws). It emphasizes the importance of understanding existing "folk theories" held by coaches and athletes. It also discusses using theories and concepts from different domains as "thinking tools" to understand players' needs and wants, build performance models, and optimize learning. The document stresses the importance of reflection to improve coaching practice through a process of noticing conflicts, experimenting, and appraising consequences.
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Pet 735 week5ppt (2)
The document discusses research on physical education and youth sport participation. It finds that early learning experiences are important for developing competencies and perceptions that influence lifelong physical activity. However, the current system in the UK does not adequately support quality physical education in primary schools. The authors argue that resources need to focus on key stages 1 and 2 to improve long-term participation levels.
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Pet 735 week2 smith smoll and curtis presentation
This study evaluated the impact of a coach training program aimed at improving coaches' relationship skills and positive reinforcement of players. Experimental coaches received training on modifying their behavior, while control coaches did not. Researchers then observed coaches' behaviors and interviewed players to assess their perceptions. They found that trained coaches exhibited significantly more positive reinforcement and that players of trained coaches reported more positive perceptions of the coach, team, and themselves compared to players of control coaches. The results suggest that coach education can improve the youth sports experience by promoting positive reinforcement.
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Customer journey canvas: palveluiden kehittaminen käytännönläheisesti -koulutus
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1) There are different types of goals including outcome, performance, and process goals. Effective goal setting uses a combination of these goal types.
2) Research shows that goal setting is effective in enhancing performance when goals are specific, moderately difficult, and include both long-term and short-term goals.
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- 1. Erickson, K., Côté, J., & Fraser-Thomas, J. (2007). Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development. Sport Psychologist, 21(3), 302-316. Tyler Goad and Karl Zang
- 2. Quantitative Analysis of Coaching Experiences • What experiences are necessary in developing high-performance coaches – Common experiences in each developmental stage? – Is formal coaching education a factor? – Are there necessary experiences that must occur in order to become a high-performance coach?
- 3. Background and Significance • Research intended to expand on previous research done. • Support other related research • “Developing a framework of sport experiences that are necessary for the development of these high-performance coaches” (p.303).
- 4. Methods • Retrospective interview procedure – contained preset questions designed to collect quantitative information – Only experiences that occurred before the participant became a high-performance coaches where recorded – 19 “high performance coaches” • 10 sport team and 9 individual sport coaches
- 5. Analysis Methods • Descriptive Stats of interview items – Means, standard deviations, and frequency scores • Categorization of interview items – Level 1 = 100% nonzero item scores. All respondents experienced these. – Level 2 = 75% of sample reported scores (8/10 sport team and 8/9 individual coaches)
- 6. Findings/Main arguments • The study was able to characterize high performance coach development into 5 stages • Supported similar studies findings: – coaches had experience as an athlete in the sport they now coached (not necessarily occur at a high level). – formal coaching education/mentorship where important experiences in the development – most high level coaches had some type of coaching experience before becoming a head coach.
- 7. Conclusions/Implications for Future Research • The what, how much, and when analysis can be applied to coaching education (development stages) • Use larger coaching sample – Female coaches – Different countries (cultural differences)
- 8. Importance to me? • The 1973 “ten year rule”- initial coaching involvement to obtaining a high performance head coaching position = 10 years
- 9. Questions? • Is becoming a high level coach more about “who you know” than “what you know” • Which developmental stage is the most critical in your opinion?
Editor's Notes
- -examined the experiences of different levels of coaches (high school, community college, division I, and international). Comparably these two studies found; extremely varied coaching experiences and a minimal amount of formal coaching education. - Supported the 73 study “10 year rule”
- So instead of asking specifics it was broken down into questions like “how many years…seasons…” Defined as, “someone coaching highly skilled athletes in a sport environment that focused primarily on performances, as opposed to fun or athlete development”
- Although this total experience score is a unit- less measure, it gives some idea of the overall amount of sport experience obtained before becoming a high-performance head coach.
- Diversified early sport participation Competitive sport participation Highly competitive sport participation/introduction to coaching Part time early coaching High performance head coaching
- 1st stage example = exposed to a large variety of sports 2nd stage = leadership position in competitive sport athletic participation= coaching introduction opportunity -Final stage= having a strong coaching mentor.