An exploration of context and learning in endurance sports coaching

Dados Bibliográficos

ID5285034
AutoresAndrew Kirkland (0000-0001-6372-5461, University of Stirling, autor correspondente), Joe Cowley (University of Stirling)
Ano2023
Volume5
Páginas1147475-1147475
Data de publicação2023-04-17
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Sports and Active Living (JOURNAL)
Identificadores do periódicoISSN: 2624-9367 • E-ISSN: 2624-9367
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fspor.2023.1147475
PMID37139300
OpenAlexW4366214240
IdiomaEN
Citações recebidas3
Referências citadas89

IntroductionThis study explored contextual factors which influence coach learning of an international cohort of endurance sports coaches.MethodsFollowing ethical approval, 839 coaches, 612 coached athletes and 8,352 non-coached athletes participated in the research. A critical realist research philosophy was adopted, in which self-completion surveys were developed in consultation with coaches and industry end-users.Results and DiscussionThe context was dominated by remote coaching practices and digital technology which shaped how coaches learn and thus, what it meant to be a coach. Unmediated learning sources were biophysically biased and largely delivered through marketised platforms designed to sell products. The study findings have broader implications within sport and education, in which it is suggested that remote coaching and learning platforms may sometimes create a sense of psycho-emotional detachment in which capacity for learning can be limited

Athletes · Coaching · Context (archaeology · Medical education · Physical therapy · Psychotherapist · Applied Psychology · Educational Games and Gamification · Medicine · Motivation and Self-Concept in Sports · Psychology · Sport Psychology and Performance