Valued learning experiences of early career and experienced high-performance coaches

Mallett, Clifford J., Rynne, Steven B. and Billett, Stephen (2016) Valued learning experiences of early career and experienced high-performance coaches. Physical Education and Sport Pedagogy, 21 1: 89-104. doi:10.1080/17408989.2014.892062

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Author Mallett, Clifford J.
Rynne, Steven B.
Billett, Stephen
Title Valued learning experiences of early career and experienced high-performance coaches
Journal name Physical Education and Sport Pedagogy   Check publisher's open access policy
ISSN 1740-8989
Publication date 2016-01-01
Year available 2014
Sub-type Article (original research)
DOI 10.1080/17408989.2014.892062
Open Access Status File (Author Post-print)
Volume 21
Issue 1
Start page 89
End page 104
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Formatted abstract
Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation.
Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0 = not used, 1 = of little value, to 7 = extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p < .01). Significant χ2 results were followed up with the Wilcoxon (two-tailed) T-test (p < .05) to identify statistically significant differences between scores at different time intervals.
Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach.
Keyword Elite coach development
Workplace learning
Proximal learning
Distal learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online 14 April 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Human Movement and Nutrition Sciences Publications
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Citation counts: TR Web of Science Citation Count  Cited 4 times in Thomson Reuters Web of Science Article | Citations
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Created: Fri, 03 Oct 2014, 20:01:53 EST by Sandrine Ducrot on behalf of School of Human Movement and Nutrition Sciences