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1.
Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in these domains could be drawn upon to position mentoring as sports coaching development tool. Given the remote basis of some of mentor–coach relationships in sports coaching, additional learning can be drawn from mentoring conducted by virtual or electronic mediums. This article concludes with a series of reflective questions arising from research findings in other domains, designed to engage the potential coaching organization with the mentoring process. 相似文献
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To help produce more expert coaches at the participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of this trend, against the limited literature on coach mentoring and the risks of superficial treatment by coach education systems, this article critically discusses the role of the mentor in coach development, the nature of the mentor–mentee relationship, and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches, we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than through an unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education. 相似文献
3.
Eleanore Hargreaves 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):107-120
This article examines interview data from 12 mentors/coaches and eight of their clients in order to explore a mentoring and coaching service among UK university staff. Both mentors/coaches and clients were administrative or academic employees of the Institute of Education or affiliated colleges at London University, UK. Their roles related to the administration for, or leadership of, teaching programs as well as educational research and consultancy projects pursued by the institute. The mentors/coaches in this service aimed to construct or co‐construct knowledge with their clients rather than to transmit advice to them. The author explores the learning of mentors/coaches and clients, conceptualizing their “co‐construction” of knowledge as either collaborative construction or as participation. She examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. Additionally, the author draws on the divide between functional and personal. She concludes by considering implications from the findings about mentoring and coaching. Emphasized is their potential to play a subversive role within the established functional systems of an institution, if mentoring and coaching prioritize personal relationship. 相似文献
4.
Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the “art of coaching” can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching. 相似文献
5.
Karen L. Murphy Sue E. Mahoney Chun‐Ying Chen Noemi V. Mendoza‐Diaz Xiaobing Yang 《Distance Education》2005,26(3):341-366
This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and facilitating to identify the characteristics of conference discussion messages. The instructor fostered the development of volunteer teaching assistants into coaches and of student discussion facilitators into facilitators of learning. The proposed constructivist model fosters active learning, provides scaffolding for students to become facilitators of learning, and suggests creative ways for online instructors to manage different types of teaching responsibilities. Recommendations for further research are included. 相似文献
6.
Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
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ABSTRACT Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice. The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices. 相似文献
9.
Rachel E. Schachter Melissa M. Weber-Mayrer Shayne B. Piasta Ann O’Connell 《Early education and development》2018,29(6):852-872
Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and coteaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes. 相似文献
10.
This article investigates professional learning opportunities in a community of Hazara refugee volunteer teachers. These teachers have no formal teacher training or qualifications and work in Indonesian learning centres. The study investigates the benefits and challenges of mentoring, outside support, and trust using a community of practice framework and qualitative methodology. 相似文献
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Effective coaching is a mixture of pedagogy and principles of sciences, e.g., motor skill acquisition, sociology, and physiology, often referred to as the science of coaching. Instinctive or intuitive coaching has often been incorrectly viewed as the art of coaching. More important should be how coaches develop knowledge, how they access that knowledge at the appropriate times and how this affects their decision-making process. The study of expert coaches should allow inferences to be drawn from their development and applied to coach education. This article intends to clarify coaching expertise and examine the role of tacit knowledge within coaching. The lack of a clear development pathway for aspiring expert coaches is a clear indicator that the current coach education system needs review. Any effective education system should be based on knowledge and understanding rather than mimicry and the implications for the future of coach education are considered. 相似文献
13.
The primary objective of this research was to establish the range of interpersonal strategies, tools and techniques used by adventure sports coaches (ASCs) to influence participants’ actions and behaviours, and to determine where these strategies were acquired. An interpretative approach was employed using semi-structured interviews with a convenience sample of expert paddlesport coaches (n = 4). Interpretative phenomenological analysis was used to get close to the data and identify salient topics. Five themes were subsequently identified as fundamental to effective coach–participant interaction: appropriate environment, stories told, knowing the participant, formal training and situational context. The implications are that whilst ASCs have well-developed intuitive social engagement skills, these are not consciously or declaratively employed in coaching sessions, and neither are they used at strategic levels to enhance participant development. Therefore, a multi-layer approach is recommended to help ASCs access and employ these skills that has consequences for the education, training and continued professional development of ASCs. 相似文献
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Stefan Hrastinski Anneli Edman Fredrik Andersson Tanvir Kawnine Carol-Ann Soames 《Interactive Learning Environments》2013,21(1):84-96
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students. 相似文献
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Coach learning to help teachers learn to enact conceptually rich,student-focused mathematics lessons
Stein Mary Kay Russell Jennifer Lin Bill Victoria Correnti Richard Speranzo Laurie 《Journal of Mathematics Teacher Education》2022,25(3):321-346
The past decade has witnessed a strong, standards-based call for improving what mathematics is taught and how it is taught. In the USA, districts have hired instructional coaches to help teachers shift their teaching from algorithm-based instruction to instruction that is more student-centered and conceptually focused. The purpose of this study was to contribute to the field’s understanding of (a) the specific coaching practices that help teachers enact more conceptual-based forms of instruction; and (b) how coaches learn to enact those practices. Using a design-based implementation research approach, we trained coaches using a particular model for one-on-one coaching (Content-Focused Coaching); the coaches then worked with teachers to plan lessons aligned with the coaching model. Data consisted of videotapes of pre-lesson conferences that were transcribed and coded according to the model. Analyses of 32 coaches’ practice over a 2-year period suggest that each of the three components of our coaching model (attention to student thinking, pedagogy, and mathematics) demonstrated statistically significant improvement over time. An illustrative analysis of five coaching sessions of one coach revealed a progression over five sessions from planning discussions that stayed at the level of general strategies to more specific conversations about teaching a particular task and then to deeper discussions that integrate attention to mathematical concepts, student thinking, and pedagogical moves. We view this delineation of coach learning as an important first step in laying the groundwork for the design of future coach training.
相似文献16.
The purpose of this article is to deconstruct the decision-making processes of sports coaches through the writings of the sociologist Harold Garfinkel. Specifically, the authors draw upon Garfinkel’s (1967) writings on jurors’ decision making to challenge current cognitivist bound conceptualization to better interpret coaches’ sense-making–why and how they make their decisions. The significance of the work lies in further deciphering the meaningful structures of daily coaching lives; within whose limits coaching decisions unfold. Following a brief review of literature related to coaches’ decision making, the principal tenets of Garfinkel’s work are outlined. This gives way to an examination of Erving Goffman’s (1974) work of “frames of reference” in terms of how coaches’ decision making can be developed and improved before a reflective conclusion summarizes the main points made and their implications for future coach education. 相似文献
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Faculty-student support groups have the potential to promote strategies for co-mentorship in places of learning. They can also function to facilitate alternative forms of pedagogical practice in the context of lifelong learning. The purpose of this paper is to describe ideas and practices in the innovative development of faculty-student support groups in higher education. The authors provide a context for introducing the model of a co-mentoring support group, for considering institutional dynamics in forming co-mentoring support groups, for illustrating a case study analysis of a university-based support group, for providing a collegial response to the mentoring literature, for considering the need to formalize mentoring programs and outcomes, for exploring challenges to and benefits of the support group effort, and finally for envisioning co-mentoring support groups more generally. The authors argue that more attention needs to be given to studying alternative pedagogical practices that enable mutualistic relationships to endure. This article accordingly offers an original holistic guide for viewing mentoring as interconnected cycles and phases of lifelong learning. 相似文献
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This article continues a theme of previous investigations by the authors and examines the focus of in-action reflection as a component of professional judgement and decision-making (PJDM) processes in high-level adventure sports coaching. We utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. It was discovered that adventure sports coaches utilise a combination of questioning and observation to collect and constantly verify the information that forms the basis of their PJDM. Each coach responds to matters of immediate security, collecting information until a best-fit decision can be made regarding changes to the environment, task or individual. Implications for professional training, accreditation and development are presented against these data, offering a template for a more expertise-focused progression in the adventure sports coaching profession. 相似文献
19.
徐群连 《宁波广播电视大学学报》2008,6(2):96-98
本文运用对比分析法,对中日社区体育的开展形式,场地设施、体育指导员的配备等方面进行比较和分析,从中找出了我国社区体育运行中存在的弊端,在此基础上提出加强我国社区体育发展的策略． 相似文献
20.
Amanda Asghar 《Assessment & Evaluation in Higher Education》2010,35(4):403-417
Co‐operative learning is underused as a teaching and learning strategy in higher education and yet is ideal for courses that require students to learn skills that require manual dexterity, knowledge and clinical reasoning – key elements of professional and clinical competence. Reciprocal peer coaching (RPC) is a form of co‐operative or peer‐assisted learning that encourages individual students in small groups to coach each other in turn so that the outcome of the process is a more rounded understanding and a more skilful execution of the task in hand than if the student was learning in isolation. Used as a formative assessment strategy, RPC has the capacity to increase motivation in students due to the nature of the shared interdependent goal, and to provide immediate feedback to students on completion of the assessment. The purpose of this research was to interview a group of first‐year students to elicit their perceptions of the RPC process. The data were analysed from a phenomenological perspective and revealed three themes: motivating learning, learning in groups and the context of learning. The findings were subsequently explored in relation to the concept of self‐regulation of learning and the benefits which RPC as a formative assessment strategy has in promoting students’ self‐regulation. 相似文献