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Permanent link (DOI): https://doi.org/10.7939/R3ZX0V

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Learning How to Plan in High Performance Athletics Open Access

Descriptions

Other title
Subject/Keyword
Learning
Planning
Coaching
Athletics
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Brown, Jennifer A.
Supervisor and department
Denison, Jim (Physical Education and Recreation)
Examining committee member and department
Bouffard, Marcel (Physical Education and Recreation)
Chorney, David (Department of Secondary Education)
Kennedy, Michael (Physical Education and Recreation)
Department
Physical Education and Recreation
Specialization

Date accepted
2014-01-29T15:41:00Z
Graduation date
2014-06
Degree
Master of Arts
Degree level
Master's
Abstract
Coach learning is a key component for developing quality coaches. While researchers have identified many ways that coaches learn, there is little agreement as to how coaches learn best. As a way of examining these discrepancies found in the research, this study’s aim was to explore how Canadian high-performance athletics coaches learned how to plan their athletes’ training. Semi-structured interviews were conducted with ten high-performance athletics coaches. Despite the contextual focus, the results of this study illustrated that learning how to plan in high-performance athletics was highly idiosyncratic. Coaches’ learning was influenced by both individual and social factors including their dispositions about planning, their ability to learn how to plan, and their trust in their planning knowledge. To this end, there appears to be a need to understand coach learning from both individual and social perspectives, and to develop coach learning systems that are centered on individual coaches’ learning needs.
Language
English
DOI
doi:10.7939/R3ZX0V
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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