A Scrutiny of the Coaching Education Program Scholarship Since 1995 (original) (raw)
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Coaching Education: Coming of Age
Journal of Psychological Issues in Organizational Culture, 2014
s longtime coaching educators, we started our graduate-level coaching programs in executive coaching at Adler Graduate Professional School in 2002 (Linda) and Columbia University in October of 2007 (Terry) with scant resources available to inform our programs of what needed to be included in a graduate-level curriculum. During the "needs assessment" phase of the curriculum development process at Columbia, we searched for coach-specific research to inform our design only to discovery a real scarcity of evidence-based resources in peerreviewed journals to support the popularity of coaching in general, and executive and organizational coaching in particular. A notable exception was a special issue found at the time on executive coaching in Consulting Psychology Journal: Practice and Research, published back in 1996, edited by Richard Kilburg, yet not much else was available. This state of affairs was reinforced by Brotman, Liberi, and Wasylyshyn's (1998) call for standards and accountability by researchers and practitioners alike to inform and educate organizational decision makers about the core skills, competencies, and experiences critical to successful outcomes of executive coaching. In a critical examination of the literature on executive coaching, Kampa-Kokesch and Anderson (2001) also supported the need for enhanced standards of practice and supporting research. However, by the mid-2000s we were only able to locate (1) a few comprehensive literature reviews focused explicitly on the topic of executive coaching in other peer view journals (e.g., Feldman & Lankau, 2005; Joo, 2005) and (2) many more books on coaching often reflecting the point-of-view of its authors, as well as (3) articles on the topic in the popular press. In a call for more research and theory to support coaching as a profession, Bennett (2006) identified the ways in which coaching fell short of meeting formal requirements for a "profession," in part because it had not yet embraced an agreed-upon body of knowledge (Freidson, 2001).
Increasing the effectiveness of coach education: evidence of a parallel process
2013
The purpose of this study was to use the results of an exploratory case study to discuss the design and delivery of formal coach education pathways. Nine coaches completed qualitative and quantitative feedback on a formal transformational leadership training program. The theme that was consistently being presented by coaches was the need for learning to be situated within practical demonstrations and discussions where the coach learner and coach educator work collaboratively to facilitate understanding of the applications of program content to coaching practice. These results have been discussed in the light of the parallel processes that are evident in coach education. The relationship dynamics between athlete and coach are paralleled in the relationship between coach learner and coach educator. Formalising the parallel process in coach education is put forward as a conceptually sound approach to facilitate reflection in coaching practitioners through the use of practical demonstra...
International Journal of Sports Science & Coaching, 2019
Using a learner-centered perspective underpinned by a constructivist view of learning, the aim of this research was to analyze the scientific articles published from 2009 to 2016 concerning sports coaches' perceptions on the teaching strategies experienced in coach education programs. The search for articles took place across six databases: PUBMED, SCOPUS, Web of Science, PyscNET, ERIC, and SPORTDiscus. Two peer-reviewed journals related to sports coaching that were not indexed in the aforementioned databases at the time of the review were also screened. A total of 1937 articles were initially found with 17 eventually deemed appropriate for incorporation into the review after applying the established exclusion criteria. Three themes related to interactive, reflective, and assessment activities were generated from an inductive thematic analysis conducted on the coaches' quotes extracted from the reviewed articles. In general, it was revealed that coaches mostly held positive perceptions of situations and experiences that positioned them at the center of the learning process through interaction and reflection. Suggestions are discussed to address coaches' negative perceptions on the assessment strategies experienced and to improve the integration of learner-centered approaches in coach education initiatives.
Coaches education a perspective
2006
In the field of coaches education there are problems and possible solutions that transcend such specifics as a country's political ideology or the developmental state of its athletics. It is my belief that we must focus upon these commonalties if we are to improve the quality of coaching world-wide. In order to do this it is necessary that nations which have developed, or are in the process of developing, their own coaches education and certification systems share their successes and their setbacks with others. In this article, therefore, I will offer a brief overview of the background to and formation of the Coaching Education Program of TACAJSA; not in an attempt to portray our programme as a model for others to follow, but rather in the hope that our experiences will assist them in the development of their own.
The development of an undergraduate competency-based coach education program
Sport Psychologist, 2006
This article discusses the development of a university undergraduate competencybased coach education program in Canada, namely the Baccalaureate in Sport Intervention (BIS) at Laval University in Quebec City. It addresses program development in three phases: (a) design (b) implementation, and (c) evaluation. It discusses how decisions made regarding the program relate to current research on coaching, coach education, and sport psychology. This article offers an example of how competency-based training for coach education can be implemented within a university setting in a way that addresses some of the primary concerns in the literature on coach education. 05Demers(162).indd 162 05Demers(162).indd 162
Increasing the Effectiveness of Formal Coach Education: Evidence of a Parallel Process
International Journal of Sports Science and Coaching, 2013
The purpose of this study was to use the results of an exploratory case study to discuss the design and delivery of formal coach education pathways. Nine coaches completed qualitative and quantitative feedback on a formal transformational leadership training program. The theme that was consistently being presented by coaches was the need for learning to be situated within practical demonstrations and discussions where the coach learner and coach educator work collaboratively to facilitate understanding of the applications of program content to coaching practice. These results have been discussed in the light of the parallel processes that are evident in coach education. The relationship dynamics between athlete and coach are paralleled in the relationship between coach learner and coach educator. Formalising the parallel process in coach education is put forward as a conceptually sound approach to facilitate reflection in coaching practitioners through the use of practical demonstrations.
Impact of a Large-Scale Coach Education Program from a Lifelong-Learning Perspective
Journal of Coaching Education, 2013
This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelong-learning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada’s National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches’ biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a li...
2013
This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelonglearning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada's National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches' biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a lifelong-learning perspective and integrates constructivist principles into its design and delivery.
A call for clarity and pragmatism in coach education
International Coaching Psychology Review, 2023
While literature on coaching has grown exponentially in the past two decades, there have been only a handful of articles that discuss coach education and few have discussed what constitutes good pedagogy. In this conceptual article based upon observations from the field and our own ongoing action research, we review those discussions and offer a pragmatic, scholar-practitioner approach to coach education that supports the five intentions of coach education (Bachkirova et al., 2017). We offer Ostrowski's The Four Provinces model (2022)-which includes the coaching context, relationship, process, and self-as a navigational map for coaching students as they begin their journey to becoming a coach. Because it is agnostic of any specific knowledge areas, the model affords coach educators the flexibility to emphasise their preferred coaching knowledge areas (such as systems theory, humanistic psychology, adult learning theory, and developmental psychology), while providing structure to their curriculum development. We also share early feedback resulting from the implementation of the Four Provinces within a credit-earning graduate-level concentration in Leadership Coaching and explore implications for future research and practice.
Coach training: Impact beyond coach training
International Journal of Research in Business and Social Science (2147- 4478), 2021
The aim of this study is to know the impact of coach training on coaches' personal and professional lives in various areas of development. A self-report questionnaire and an interview methodology were used to collect data using a within-subject design. The results of the study show that there is a significant improvement in the various areas of development impacting both the personal and professional life of the coach in a positive manner. The practical implications of the study are further discussed.