High performance cricket coaches' perceptions of an educationally informed coach education programme

Hugh Galvan , Glenn Fyall, Ian Culpan

2012

Asia Pacific Journal of Health, Sport and Education

Ian Culpan

University of Canterbury

e-mail: ian.culpan@canterbury.ac.nz

This paper reports and discusses the findings of a research project that investigated the recently conceptualized and implemented New Zealand Cricket, Level 3, high-performance coach education programme (CEP). A qualitative methodology was employed to gather data from six coaches involved in the CEP. In particular the researchers sought the perceptions of the six participating coaches around the additional educational perspectives that had been included into the CEP. Thematic analysis revealed that the participant coaches saw a need to increase their coaching knowledge base and the benefits in moving beyond the traditional coach education models that privilege technical skill development. Knowledge around educational learning theory, the concept of athlete empowerment and reflective practice as a means of informing an ever-evolving coaching philosophy were also deemed beneficial to participant coaches. Although the participant coaches could see value in such areas, there appeared to be some misunderstanding and confusion around the application of these concepts. Implications from this study suggest that this CEP may be enhanced through the inclusion of critically reflective practice and its associated philosophies and pedagogical approaches.

Keywords:

Coach education programme (CEP), pedagogy

For information on how to access the full text of this article, go to http://www.tandfonline.com/doi/abs/10.1080/18377122.2012.700692 or contact your local or organisational library for assistance

Qualitative

National

High performance, Sport

Organised, Professional, Semi-professional

Coaching, Performance, Professionals

Cricket

1453

November 25, 2012

November 26, 2012