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Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines
Abstract
Volleyball Canada and Volleyball Quebec developed long-term athlete development models in order to guide volleyball coaches concerned with athlete development. These models propose guidelines about the development of skills. However, it has yet to be determined whether coaches apply long-term athlete development guidelines in their coaching practice. Therefore, the objectives of this study were to describe the amount of time devoted to the various skills trained by four volleyball coaches of different levels and to compare these training skills with the long-term athlete development guidelines. The results of this multiple case study (n = 4) indicated that based on long-term athlete development guidelines, (a) college and university coaches over-trained technical skills; (b) high school coaches and university coaches undertrained individual tactical skills; and (c) high school coaches over-trained team tactical skills. Corrective measures that might help coaches apply the long-term athlete development guidelines are changes in the access to training facilities, competition schedules, and coach education programs.
... Another factor is the demand of the sport, which determines the manipulation and adaptation of specific loads. A third factor is the stage of the performance expectation plan, since beginner athletes in the youth categories need greater attention to acquire technical skills and reach basic performance levels to be able to subsequently withstand the specific demands of the sport (Chevrier et al., 2016). ...
Periodization is a methodological system that distributes training contents. With the evolution of sports, several periodization models were developed based on Matveev’s classic periodization, Verkhoshansky’s Blocks periodization model, Vorobiev’s Modular, Arosiev and Kalinin`s Pendular, Tschiene`s High Load, Valdivielso’s ATR, Platonov’s Multicyclical, and Bompa’s Priority, among others. The vast majority of models - and even their variations - have made it difficult to classify and select which periodization to use. To that end, the aim of the present study was to create criteria to identify sports training periodization models and, with the use of analysis and discussion of their characteristics, propose a classification and indicate the applicability of the most widely cited models in the literature. In the methodology of this study, a group technique known as direct discussion was used. The group consisted of 20 Master’s students, all researchers of the models proposed and sports training students at the Science of Human Motricity Course of Castelo Branco University, in addition to four discussion mediators. Despite a number of conceptual differences, the results show that most of the contemporary periodization training models derive from Matveev’s model, in an attempt to meet the demands currently imposed by sports. We analyzed the models investigated and concluded that despite their diversity, some characteristics are common and help distinguish each of them in terms of structure, load variation, number of peaks, sports level and applicability. Resumen. La periodización es un sistema metodológico que distribuye los contenidos formativos. Con la evolución de los deportes, se desarrollaron varios modelos de periodización basados en la periodización clásica de Matveev, el modelo de periodización de Bloques de Verkhoshansky, Modular de Vorobiev, Pendular de Arosiev y Kalinin, Carga de alto de Tschiene, ATR de Valdivielso, Multicíclico de Platonov y Prioridad de Bompa, entre otros. La gran mayoría de modelos, e incluso sus variaciones, han dificultado la clasificación y selección de qué periodización utilizar. Para ello, el objetivo del presente estudio fue generar criterios para identificar modelos de periodización del entrenamiento deportivo y, con el uso del análisis y discusión de sus características, proponer una clasificación e indicar la aplicabilidad de los modelos más citados en la literatura. En la metodología de este estudio se utilizó una técnica grupal conocida como discusión directa. El grupo estuvo integrado por 20 estudiantes de maestría, todos investigadores de los modelos propuestos y estudiantes de formación deportiva del Curso de Ciencia de la Motricidad Humana de la Universidad Castelo Branco, además de cuatro mediadores de discusión. Los resultados muestran que la mayoría de los modelos de entrenamiento de periodización contemporáneos derivan del modelo de Matveev, en un intento de satisfacer las demandas impuestas actualmente por los deportes. Analizamos los modelos investigados y concluimos que a pesar de su diversidad, algunas características son comunes y ayudan a distinguir cada uno de ellos en cuanto a estructura, variación de carga, número de picos, nivel deportivo y aplicabilidad.
... Whilst the NSCA position statement and recent research related to long-term athletic development has emerged within the fields of sport science, physical education, coaching, and strength and conditioning (e.g., [6,10,13,14]), it remains to be determined whether these strategies are consistently implemented in practice. For example, whilst research has evaluated the implementation of the LTAD model in Canada (e.g., [15][16][17]), no research to our knowledge has explored the concept of long-term athletic development. Furthermore, a paucity of practical guidance and evaluation of the knowledge and skills of practitioners to successfully implement the ten pillars of long-term athletic development currently does not exist. ...
Long-term athletic development practices have been recommended for the past two decades. However, limited research exists exploring the knowledge and skills required by practitioners to optimise long-term athletic development. Therefore, this study aimed to evaluate the knowledge, adherence, practices, and challenges of practitioners responsible for delivering long-term athletic development. A mixed methods survey was completed by 236 practitioners (e.g., sport coaches, physical education teachers) consisting of four parts; 1) demographics, 2) knowledge, 3) adherence, and 4) practices and challenges. Quantitative and qualitative data were analysed by Friedman’s analysis of variance and thematic analyses, respectively. Quantitative findings showed practitioners 1) recognised their responsibility for delivering long-term athletic development, 2) have a familiarity with existing developmental models, and 3) had high adherence, focused upon health and wellbeing, to delivering long-term athletic development. However, practices associated with growth and maturity, monitoring and assessment, and the systematic progression and individualisation of training had lower adherence. Qualitative analysis indicated that practitioner’s perceived definitions of athleticism and long-term athletic development were inconsistent, especially according to the psychological components (i.e., confidence). Practitioners’ descriptions of their long-term athletic development practices identified two higher order themes; 1) goals, in which long-term athletic development “is for life” and the importance of “an individual centered journey” highlighted as sub-themes; and 2) realities of delivering long-term athletic development, whereby variety in programme delivery, monitoring development and practical challenges were noted as key priorities. Eight practical challenges were identified including governance and priorities, resources, education, early specialization, high training volumes, staff communication, parents and youth motivation. This mixed method survey highlighted a multitude of knowledge, adherence, practices and challenges towards long-term athletic development. These novel findings can help inform policy to optimise long-term athletic development and to support the complex problem of developing a healthier, fitter and more physically active youth population.
... In addition to physical characteristics and technical skills in volleyball, the tactics and decisionmaking abilities are crucial in order to become a successful player (Broek, Boen, Claessens, Feys, & Ceux, 2011). However, the remaining challenge regarding the long-term athlete development is the amount of time devoted to various skills (Chevrier, Roy, Turcotte, Culver, & Cybulski, 2016). Therefore, more research is needed in order to confirm this theory, especially in younger volleyball players. ...
The aim of our research was to determine the effects of small-sided games on explosive strength in young volleyball players. The authors hypothesized that this program might significantly improve explosive strength in adolescent volleyball players. Thirty-eight adolescent volleyball players participated in this study (12.26±1.01). They were tested for lower body explosive power and passing accuracy. Players were randomly allocated into a small-sided games group (n = 20) and instructional training group (n = 18). Each player participated in a 12-week training program that included 3 organized court training sessions per week. Both groups made significant increases in block jump (p < 0.05) after 12 weeks of training, with significant interaction effect between the groups. There were no significant interaction effects between the groups (p>0.05) for spike jump. In SJ and CMJ results revealed a statistically significant difference between groups pre- to post- training (p < 0.05). Both groups made significant increases in passing accuracy with significant interaction effect between the groups. Small-sided games appears to be an effective way of improving explosive power and passing skills in young volleyball players. The results of this study indicate that game-based training method was more effective for lower body explosive power than traditional instructional programme.
... However, it is possible that much of this research may not directly address the needs of the participants in the current study because they specifically expressed a desire for research examining LTAD models (which are not based on this body of talent development research). Studies of LTAD are scarce and, of the few published studies, there has been a focus on coaches' perceptions of LTAD (e.g., Black & Holt, 2009;Chevrier, Roy, Turcotte, Culver, & Cybulski, 2016) and their views of its adoption and implementation (Beaudoin, Callary, & Trudeau, 2015). Ford et al. (2011) suggested that LTAD models are fundamentally based on physiological principles. ...
Objectives
The overall purpose of this study was to examine Canadian Provincial Sport Organization representatives' research priorities in order to provide directions for future research and knowledge translation initiatives in youth sport.
Design
Qualitative description methodology.
Method
Interviews were conducted with 60 representatives of Canadian PSOs from five provinces. Analysis followed the process of data condensation, data display, and drawing conclusions.
Results
The most frequently reported research priorities were athlete development systems, participation and retention, parenting, benefits of sport, and coaching.
Conclusions
Research that addresses the priorities of stakeholders may increase the adoption of research evidence in practice, program, and policy contexts. This study provides directions that may help inform future research agendas in youth sport. Conversely, the study also revealed that extensive previous research exists in several of the priority areas identified. These findings suggest that knowledge translation research is required in these areas. Knowledge tailoring may be a useful strategy for improving knowledge translation in these areas. Ultimately, it appears that efforts to increase connections between researchers and other stakeholders in youth sport are important.
... The most important is that children may benefit from this fun and dynamic approach to learning the game of different sports.In addition to physical characteristics and technical skills in team sports, the tactics and decision making abilities are crucial in order to become a successful player (Broek, Boen, Claessens, Feys, &Ceux, 2011). However, the remaining challenge regarding the long term athlete development is the amount of time devoted to various skills (Chevrier, Roy, Turcotte, Culver, & Cybulski, 2016). Some studies have shown the effects of invasion games on improving students' game performance (skill execution efficiency and efficacy and decision making) in invasion games (Tallir, Lenoir, Valcke, & Musch, 2007), in particular for girls and low skill-level students (Ricardo & Graca, 2008). ...
Studies concerning the effects of different invasion games on physical fitness in school children are scarce. Consequently, the purpose of this study was to examine the effects of the application of invasion games on physical fitness in primary school children. A total of 62 primary school children aged 10-12 years voluntarily participated in this study. They were divided into experimental (32) and control (30) group. Physical fitness of children was estimated by the following tests: Standing broad jump, Vertical jump, Bent-arm hang, Sit-ups, Push-ups, Medicine ball test and Andersen test. The experimental group had twice per week invasion games on non-consecutive days for 12 weeks. Participants in control group did not perform specific program but attended their regular PE class twice per week. Compared with initial measurement, there was a significant (p < 0.05) improvement in vertical jump test for both groups. Furthermore, the group that participated in the invasion games program made significantly greater gains compared to the control group (p < 0.05) in Standing broad jump (8.2%; ES=0.56 vs. 3%; ES=0.2) and Medicine ball test (8.2%; ES=0.6 vs. 3%; ES=0.3). There was a significant improvement in bent arm hang, sit ups and push-ups in experimental group. Compared with initial measurement, there was a significant (p < 0.05) improvement in Andersen test in invasion games group, which was not the case with control group (p>0.05). To conclude, invasion games were an effective way of improving physical fitness in primary school children, because the results of this study indicate that this method was more effective for physical fitness than traditional school
program.
Objective. This study aims to examine the effectiveness of the part and whole combination-based smash training model on smash techniques in volleyball athletes aged 11-12 years.
Materials and method. This study used an experimental field testing method, with a pretest-posttest control group design approach. The participants were 52 male volleyball athletes aged 11-12 years and had an average weight and height of ±36.02 kg and ±144.63cm. The instrument used to measure the smash technique was a volleyball skill test.
Results. The results of the descriptive analysis showed differences in the mean and standard deviation of the conventional group and the experimental group. The average value of the conventional group is 75.562 with a standard deviation of 8.7956, while the average value of the experimental group is 87.492 with a standard deviation of 1.9343. Hypothesis testing conducted using Mann-Whitney analysis found that the value of Asymp sig (2-tailed) was 0.000
Ziel der Arbeit ist es (ähnlich wie bei Bruner et al., 2010), einen Überblick über die verschiedenen Modelle zum LLA aus trainingsmethodischer Sicht zu geben. Dabei sollten die zentralen Einflussströmungen hinter den Modellen offengelegt und ein Beitrag zur systematischen Strukturierung der Ansätze geleistet werden.
Bruner at al. (2011) richteten auf Basis einer zitationsbasierten Netzwerkanalyse der „Athlete Development“-Modelle den Fokus auf die Umweltbedingungen des Entwicklungsprozesses der Athleten. Anhand einer Auswahl an themenspezifischen Kriteriumsselektoren identifizierten die Autoren zwei Linien, die sie als „talent development“-Strömung und „career transition“-Strömung bezeichnen. Demgegenüber konzentrierte sich die vorliegende Analyse aus trainingswissenschaftlicher Perspektive primär auf die Gestaltung und Reihung der Ausbildungsziele im LLA. Die vorliegende Analyse ergab, dass aus trainingswissenschaftlicher Sicht vier verschiedene Ansätze bzw. Orientierungen bei der konzeptionellen Herangehensweise an die Gestaltung des LLA herausdestilliert werden können:
1) Die Modelle der pädagogischen Orientierung, die bei Ihrer Konzeption insbesondere pädagogische und erziehungswissenschaftliche Aspekte berücksichtigen.
2) Die Modelle der biologischen Orientierung, die die Ausbildungsschwerpunkte im LLA explizit nach biologischen und ontogenetischen Entwicklungsvorgängen anordnen.
3) Demgegenüber stehen die Modelle der trainingsmethodisch-funktionalen Verknüpfung. Diese Modelle platzieren die Trainingsinhalte und die Ausbildungsziele nach rein funktionalen Gesichtspunkten der Ansteuerung von Spitzenleistungen und streben als oberste Prämisse eine logische Reihung bei dem Erwerb und der Vermittlung technischer, taktischer, athletischer und kognitiver Fähig- und Fertigkeiten an.
4) Der integrative Ansatz ist als ein Konglomerat einzelner Bausteine der vorgestellten Richtungen zu verstehen. Hierbei werden einzelne Aspekte der Orientierungen isoliert und neu miteinander verknüpft.
Die einzelnen Schwachstellen und möglichen Kritikpunkte der Konzepte wurden passend zu den jeweiligen Schwerpunkten und insbesondere vor der Rahmung der anderen Strömungen erarbeitet. Bereits bei der Hinführung wurde das verbindende Element der sukzessiven Abfolge von Ausbildungsphasen zwischen den vorgestellten Modellen betont. Allen Modellen ist neben dem Ziel einer übergreifenden Ordnungsstruktur gemein, dass sie in weiten bzw. auch einzelnen Teilen als ein generischer Ansatz zu verstehen sind, der an sportartspezifischen Zielausrichtung anzupassen ist. Es ist jedoch festzuhalten, dass nicht nur die Modifikation bestimmter Modellparameter an einer grundlegenden Zielstellung zu orientieren ist, sondern der Anwender sollte bereits bei seiner Wahl aus den vier grundsätzlichen Modellkategorien auf die eigene Zielstellung des Nachwuchstrainings achten. So kann konstatiert werden, dass die pädagogische Orientierung und der hier vorgestellte Ansatz des LTAD-Modell nach Balyi & Hamilton (2004) als eher integrativ konzipierte Ansätze versuchen, ein holistisches Bild zu entwerfen, das eine Vielfalt an Facetten der sportlichen und persönlichen Ausbildung der Nachwuchsathleten umschließt. Demgegenüber streben die trainingsmethodisch-funktionalen und in Teilen auch die biologische Orientierung eine primär auf zukünftige Leistungsexzellenz fokussierte, sportartspezifische Ausbildung an.
Abschließend muss festgehalten werden, dass bisher kein Modell, auch nicht das vorgestellte integrative Modell, es leisten kann, den trainingsmethodisch prozessualen Charakter in Verbindung mit den biopsychischen Besonderheiten sowie den externen sozialen Kontext gleichermaßen zu berücksichtigen. Somit stehen den Trainern in der Praxis nur abstrakte Modelle zur Verfügung, die sich in weiten Teilen lediglich auf allgemeine Erfahrungswerte und Plausibilitätsüberlegungen stützen. Die wünschenswerte grundlegende Überprüfung der Effektivität der didaktisch-methodischen Kriterien steht leider oftmals aus, was dazu führt, dass viele verbandliche Rahmentrainingskonzeptionen trotz der Bemühungen um eine wissenschaftliche Fundierung mit teils gravierenden Fehlern und einer unzureichenden empirischen „Beweislage“ behaftet sind (Ferrauti, Platen & Müller, 2008).
Vor dem Hintergrund der dargelegten Problemlagen bestehender Modelle und einzelner Strategien (wie z.B. Spezialisierung vs. Diversifizierung), lassen sich in Verbindung mit den Forderungen der Wissenschaft zur Überbrückung des Theorie-Praxis Grabens folgende Forschungsempfehlungen formulieren:
a) eine betont regelhafte (anwendungsorientierte), statt deskriptive Aufarbeitung des LLA zur direkten Implementierung anhand robuster Guidelines (McNamara & Collins, 2014).
b) Entwicklung einer qualitativ hochwertigen RTK und ihre Umsetzung (Hoffmann et al., 2013)
c) eine mehr am didaktisch-methodischen Detail orientierte Analyse auf der Ebene der Mikrostrukturen des Trainings (Côté, Ericcson & Abernethy, 2013; Ford, Yates & Williams, 2010; Low, Williams & McRobert, 2013).
d) eine ständige Evaluierung kontinuierlich fortgeschriebener Rahmentrainingskonzeptionen und der darin enthaltenen Angaben zu Ausbildungszielen und Orientierungswerten für eine erfolgreiche Leistungsentwicklung (Hoffmann et al., 2013).
e) eine intensivere Beleuchtung der externen Faktoren des LLA neben dem angeleiteten Training (Skille & Solbakken, 2014; Güllich & Emrich, 2014).
Repeated calls have been made by prominent sport and education associations for the creation of ongoing professional development networks and learning communities for youth sport coaches. The purpose of this paper is to propose a learning community approach to coach development that complements large-scale coach education programs. This concept paper is organized into three sections followed by a brief summary. The three sections are: (a) overview of the effectiveness of community-based learning research on teacher development, (b) overview of how community-based learning literature has informed coach development initiatives, and (c) suggestions for how a learning community approach could be practically implemented in a typical youth sport setting.
Literature on youth ice hockey indicates that there is a need for changes so children can play a safer game in a more fair-play environment. Throughout this paper we argue that with the existing training programs for coaches and the others involved in youth ice hockey it will be difficult to move in that direction. The adoption of values like integrity, respect, and fairness is dependent upon recognizing the importance of providing a context where participants can negotiate the meaning of these concepts and how they should be implemented. In this perspective, learning is defined as an exchange of views as opposed to the traditional perspective where learning is the result of teaching. Based on Wenger's conceptual framework, when a group of people share a joint enterprise and deepen their knowledge and expertise in this area by interacting on an ongoing basis we see the emergence of a Community of Practice. The important role that communities of practice can play has been demonstrated in many areas such as education and business.
The purpose of this paper is to present, using Moon's (1999, 2004) generic view of learning, a new theoretical perspective in order to understand how coaches learn to coach. After presenting her main concepts, a case study of an elite Canadian coach is used to illustrate the different learning processes in three types of learning situations: mediated, unmediated, and internal. We believe this new view of how coaches learn provides a way to see coach development from the coach's perspective and helps us understand why the path to becoming a coach is often idiosyncratic. Finally, the potential of this conceptual research framework for the study of coaches' development, specifically at the elite/expert level, is discussed.
This article discusses the development of a university undergraduate competency-based 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.
Coach education programs in Canada and abroad have recently been framed around Long Term Athlete Development (LTAD), a seven-stage model that is based on the physical, mental, emotional, and cognitive development of children and adolescents. To date, limited empirical research on LTAD exists. The primary objective of this study was to identify whether individuals who completed a coach education course acquired an understanding of LTAD and whether they integrated this knowledge into their coaching practice. The secondary purpose was to identify information that could be used to improve the coach education program as well as the effectiveness of youth sport coaching in cross-country skiing. Results indicated the course was an effective technique for delivering the core principles of LTAD to coaches with little or no prior knowledge of the concept. As well, coaches successfully integrated the principles of LTAD into their coaching practices. These results are discussed in regard to improving the effectiveness of youth sport coaching.
Mentoring has been considered an increasingly important element of coaching development programs. It occurs when a teacher willingly invests time in the personal development of a student or athlete, when a trusting relationship evolves, needs and interests are fulfilled, and imitation of behavior takes place. The purpose of this study was to examine the mentoring experiences of expert team sport coaches. More specifically, the intent was to determine if any of the coaches were mentored through their development as athletes and subsequently as coaches, and if in turn they mentored other athletes and coaches during their careers. Open-ended semi-structured interviews were conducted with 21 coaches. The data were analyzed inductively using qualitative procedures outlined by Côté and colleagues (1993, 1995). Results revealed that most coaches were mentored by more experienced coaches during both their athletic and early coaching careers. As a result, they gained valuable knowledge and insights that helped shape their coaching philosophies and enhanced all facets of their performance. Once they reached a level of expertise in their field, they themselves began to mentor athletes and younger coaches. The benefits of establishing structured mentoring programs for developing coaches and athletes are highlighted throughout the article.
The LTAD (Long Term Athlete Development) model has come to represent a sports-wide set of principles that significantly influences national sports policy in England. However, little is known about its impact ‘on the ground’. Research is yet to investigate how national sporting bodies have adapted the model to their specific requirements and how local interpretation and implementation of this is operationalized and delivered. The study reported on here sought to redress this oversight by inquiring into competitive swimming coaches’ views on the interpretations and implementation of the LTAD model as used in English swimming. It draws on data generated during interviews with six elite and five non-elite swimming coaches in the north of England. While there were concerns with aspects of the ASA (Amateur Swimming Association) regulations governing competition for age-group swimmers, the major concern expressed by participants was with over-emphasizing volumes of training, leading to the neglect of technique.
The purpose of this study was to examine the main and interactive effects of motivational climate and won-lost percentage upon young athletes’ evaluations of their coaches, enjoyment of their team experience, and perceived parental liking for the coach. A total of 268 male and female youth basketball players, aged 10 to 15 years, completed the Motivational Climate Scale for Youth Sports (Smith, Cumming, & Smoll, in press) and selected attitudinal scales relating to their sport enjoyment and their evaluations of their coach. Regular season won-lost percentages were calculated for each of the 50 teams. Hierarchical linear modeling was used to predict player evaluations of the coach. Attitudes toward the coach were positively associated with perceptions of a mastery-involved climate and negatively associated with perceptions of an ego-involved climate. Won-lost percentages positively predicted players’ evaluations of their coach's knowledge and teaching ability, but accounted for far less attitudinal variance than did the motivational climate measures. Consistent with earlier findings, young athletes’ sport enjoyment, and evaluations of their coach were more strongly related to coaching behaviors than to their team's won-lost record. No significant interactions involving winning and motivational climate were found.
Federally funded Canadian sports are required to have a Long Term Athlete Development (LTAD) plan. Alpine ski racing developed the Husky Snow Stars (HSS) program to represent the fundamentals and learning to training phases of its overall LTAD plan. The purpose of this study was to evaluate coaches' and parents' perceptions of the implementation of the HSS program at a local level. Using a multiple case-study approach, four Alberta ski racing clubs were purposefully sampled. Data were collected via interviews with eight coaches and 18 parents of ski racers from these clubs. Interviews were transcribed verbatim and subjected to categorical aggregation analysis. Analysis revealed themes related to perceptions of (a) the LTAD plan and its available resources; and (b) assessment of racers' abilities. These findings provide a preliminary assessment of one sport-specific athlete development plan and may inform research into the local level implementation of other sport-specific talent development systems.
Résumé
Les travaux de recherche en pédagogie de l'entraînement sportif ont surtout porté sur l'analyse des comportements des entraîneurs et des athlètes. À l'opposé, l'étude du domaine cognitif est peu développée même si plusieurs auteurs reconnaissent que le milieu sportif est un contexte qui s'y prête très bien. Le but de cette étude1 était de mettre au point une stratégie de collecte de données afin d'analyser le rationnel qui sous-tend les comportements des entraîneurs lorsqu'ils interviennent auprès de leurs athlètes. Une stratégie intégrant la technique de l'entrevue de rappel stimulé a été élaborée à cette fin; elle s'est avérée très efficace pour cerner les facteurs qui sous-tendent les prises de décisions d'un entraîneur bénévole lors de matchs au hockey mineur.
This paper proposes a three-step method of evaluating high performance coaches involving feedback from the athletes. First, data are collected using an instrument such as the Coaching Behavior Scale for Sport (CBS-S: Cote, Yardley, Hay, Sedgwick, & Baker, 1999). Second, a summary report is prepared with descriptive information regarding the frequency of behaviors demonstrated by the coach that can be compared to previous results or to a criterion measure. The third step involves appropriate personnel reviewing the report and subsequently providing guidance for individual coach development. This three-step appraisal method provides useful evaluative feedback to coaches and has been used in several sport programs in Canada, the United States, and Australia.
Contenido: 1. Un modelo para el diseño de la investigación cualitativa; 2. Metas: ¿para qué está haciendo este estudio?; 3. Marco conceptual: ¿qué cree que sucede?; 4. Preguntas de investigación: ¿qué desea comprender?; 5. Métodos: ¿qué va a hacer en realidad?; 6. Validez: ¿cómo podría equivocarse?; 7. Propósitos de la investigación: presentación y justificación de un estudio cualitativo. Apéndice: ejemplo de una propuesta cualitativa.
Over the period of this journal's life the education of adults has been changed and developed in a wide variety of ways: the same phenomenon – adult learning – has been given a variety of meanings and the education of adults has assumed many titles. The aim of this paper is to unravel some of the changes that have occurred in this field during this time
This case study examines a sport leader's attempt to foster a coaches' community of practice in a competitive youth baseball league. It is analysed using Wenger's [8] community of practice framework. Interviews were conducted with seven participants including the sport leader (technical director), the league manager, and five coaches. The retrospective account of time period 1 (covering four years) portrays how a visionary leader instigated changes in the sport culture to have coaches share knowledge with the common goal of developing all of the league athletes. For example, the coaches were selected for their specific expertise and were given the responsibility for the corresponding players not only on their own team but on all teams in the league. Establishing a co-operative environment in a competitive context required strong leadership and presented challenges including the alignment of all the coaches, parents, and referees. The time period 2 (covering three years), also studied retrospectively, demonstrates that the loss of the visionary leader led to the return to a more traditional, competitive environment. Finally, the time period 3 (covering one year), which was the timeframe when the research project was conducted, shows a willingness to return to the collaborative ways of time period 1, but also the challenges in making this happen without the presence of a strong, visionary leader.
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