Læring i coaching på elitenivå

"Understanding learning in elite sport coaching"

Prosjektstatus: The project starts during spring 2009 and continues over an 18-months period. It will be reported during the winter 2010.


Læring i coaching på elitenivå - oppfatninger og nøkkelfaktorer hos topp trenere.
Tilknyttede personer
The project is supported by "Centrum för idrottsforskning" in Sweden.
Formål med prosjektet
  • Describe and analyse conceptions held by elite sport coaches regarding coaching knowledge, coaching education, learning and development.
  • Identify key factors from both coaching workplaces and the coaches themselves that contribute to their professional development as coaches.
  • Examine/evaluate informal and formal mentoring process among coaches.
Gjennomføring av prosjektet
The project will investigate how coaches in elite soccer learn and develop in their workplace and in their specific communities of practice. A key part of this learning process is also ongoing critical reflection.
 

Methods & procedures

Data collection from the coaches will continue during a 9-months period. The sample will consist of 10 elite coaches in soccer.

Phase I: 

Formal Interview. First, each coach will participate in a life history interview.
Semi-formal Interview. A second interview will be conducted as group interview where the coaches reflect on specific themes given by the interviewer. The interview will focus on what the coaches know about coaching and how they develop as professionals.

Phase 2:

Reflective writings. During the 9-months investigation, coaches will write reflective pieces regarding the coaching culture within their community of practice and their own personal learning within that context. Coaches will submit their reflections every 4 weeks during a 6 months period via email.

Phase 3:

Interviews or ‘Learning Conversations’. After the 9 months each coach will be interviewed regarding experiences with specific reference to the culture in which they work. Their reflective writings will be used to stimulate ‘learning conversations’ during which subjective meanings will be explored further.