Many coaches develop their skills and expertise through their experiences and by watching other coaches. However, simply acquiring experiences does not guarantee coaching competence. It is the integration of experience and knowledge in a meaningful way that promotes learning and in turn develops expertise. Coaches need to know how to best learn through their experiences. Reflective practice is a major learning tool in this regard.Not peer reviewedFinal article published
Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously ...
There is a clear need to design more effective professional learning environments, particularly in s...
Reflection and reflective practice is seen as an established part of coaching and coach education pr...
Many coaches develop their skills and expertise through their experiences and by watching other coac...
Beginner coaches are thought to have less than three years of experience whereby they lack a sense ...
Coaching is inherently a reflective process. Constructivist theories of learning are well establishe...
This chapter examines the practice of a case study UKCC Level 4 qualified coach and coach educator i...
Introduction Reflective practice has become increasingly popular as a framework for professional le...
Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with co...
Introduction: Reflection is established as important in coaching and coach development, however, no ...
Reflection is now advocated by coach education programmes around the world as a framework for coache...
The purpose of the present study was to describe the process of how youth team sport coaches develop...
The purpose of this paper was to gain insight into how coaches problematized their coaching practice...
Alongside knowledge and understanding of the sport (what to coach) and strategies to support learnin...
In the field of sports coaching education and learning, reflective practice is considered central to...
Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously ...
There is a clear need to design more effective professional learning environments, particularly in s...
Reflection and reflective practice is seen as an established part of coaching and coach education pr...
Many coaches develop their skills and expertise through their experiences and by watching other coac...
Beginner coaches are thought to have less than three years of experience whereby they lack a sense ...
Coaching is inherently a reflective process. Constructivist theories of learning are well establishe...
This chapter examines the practice of a case study UKCC Level 4 qualified coach and coach educator i...
Introduction Reflective practice has become increasingly popular as a framework for professional le...
Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with co...
Introduction: Reflection is established as important in coaching and coach development, however, no ...
Reflection is now advocated by coach education programmes around the world as a framework for coache...
The purpose of the present study was to describe the process of how youth team sport coaches develop...
The purpose of this paper was to gain insight into how coaches problematized their coaching practice...
Alongside knowledge and understanding of the sport (what to coach) and strategies to support learnin...
In the field of sports coaching education and learning, reflective practice is considered central to...
Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously ...
There is a clear need to design more effective professional learning environments, particularly in s...
Reflection and reflective practice is seen as an established part of coaching and coach education pr...