Abstract
There is a body of research on the challenges that coaches face when trying to implement athlete-centred coaching, but very little attention has been paid to the influence that the growing number of sport coaching degrees has on coaches’ beliefs and practice in regard to athlete-centred coaching. While studies have been conducted on sport coaches’ use of game-based approaches (GBA) to coaching, undergraduate sport coaching students’ interpretation of this coaching innovation has been largely overlooked. This article takes a step toward redressing this oversight by reporting on a study that inquired into the influence of the experiential pedagogy used in a course on athlete-centred coaching on students’ beliefs about coaching and their practice. The scholarship of teaching study adopted a constructivist grounded theory methodology to focus on five undergraduates in a sport coaching program with data generated through a series of three interviews with each participant. This study concludes that the experience-based course design was effective in influencing undergraduate students’ beliefs about coaching and their practice outside university.
Highlights
There is a significant literature on athletecentred approaches to coaching that has focused on team sports over the past few decades with recent attention paid to athlete-centred approaches to coaching in individual sports as well [1, 2]
This research suggests that teachers enter the profession with beliefs and dispositions developed through experiences and interactions with people who have a significant influence on their practice [8,9,10] and identifies the influence of the pedagogy experienced as students on their interpretation of experiences in teacher education programs and the sense they make of them [11]
This article takes a step toward redressing this oversight by reporting on a study that inquired into the influence of the experiential pedagogy used in a course on athletecentred coaching on students’ beliefs about coaching and their practice outside university
Summary
There is a significant literature on athletecentred approaches to coaching that has focused on team sports over the past few decades with recent attention paid to athlete-centred approaches to coaching in individual sports as well [1, 2]. This research suggests that teachers enter the profession with beliefs and dispositions developed through experiences and interactions with people who have a significant influence on their practice [8,9,10] and identifies the influence of the pedagogy experienced as students on their interpretation of experiences in teacher education programs and the sense they make of them [11]. While some studies have been conducted on sport coaches’ use of GBA such as Game Sense and TGfU [4, 12], the influence of formal education at university level on undergraduate sport coaching students’ belief in, and use of, of athlete-centred coaching has been largely overlooked. This article takes a step toward redressing this oversight by reporting on a study that inquired into the influence of the experiential pedagogy used in a course on athletecentred coaching on students’ beliefs about coaching and their practice outside university
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