Effective coach learning and processes of coaches' knowledge development: what works?

Stodter, Anna and Cushion, Christopher J. (2016) Effective coach learning and processes of coaches' knowledge development: what works? In: The Psychology of Effective Coaching and Management. Nova Science Publishers, New York, pp. 35-53. ISBN 978-1-63483-822-1

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Abstract

Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).

Item Type: Book Chapter
Keywords: coach learning, professional development, coaching knowledge, learning processes
Faculty: ARCHIVED Faculty of Science & Technology (until September 2018)
Depositing User: Anna Stodter
Date Deposited: 04 Jul 2016 08:10
Last Modified: 14 Nov 2019 16:12
URI: http://arro.anglia.ac.uk/id/eprint/700072

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