Effective Coach

In order to examine the learning journey of effective coaches, one must first review the literature that has been carried out previously. What is an effective coach? Côté and Gilbert defined effective coaching as “The consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching contexts.” (2009, p.307). When exploring the learning journey of an effective coach, one must investigate the sources of learning, the content of learning and bio-pedagogical influences on a coach’s learning.

There are a variety of sources of coach education; formal, informal and non-formal learning. Formal learning consists of learning that

Sport Pedagogy can be defined as “a multidimensional, multi-layered term that represents the complex learning in physical education and youth sport.” (Armour, 2011). Sport Pedagogy is a subdivision of sport sciences and encompasses knowledge in context, learners and learning, and teachers/coaches and teaching/coaching. (Armour, 2011).

Knowledge in context refers to suitable knowledge that is “taught, coached or learnt” (Armour, 2011, p. 13). In the context of coach education, this knowledge, or content, is transferred using the methods mentioned previously; formal, informal and non-formal education. The knowledge transmitted is chosen based on the context, and on the values of those in power. When one contemplates this in relation to judo coach education in Ireland, one can perceive that the content taught and learnt through formal coach education is chosen and regulated by Sport Ireland.

state that “job-related learning often starts many years before any conscious decision to enter the profession”. (2010, p.35). Fernández-Balboa (2009), explored the lives of some prominent people, such as Pablo Picasso, Friedrich Nietzsche and Virginia Woolf, finding that childhood experiences and events tends to have a strong impact on their lives and work. This influence of prior experience can also be perceived in sport and coaching. Werthner and Trudel interviewed a coach, using Moon’s (2004) generic view of learning. This coach included in the study had been a successful athlete and a successful coach. The interviews conducted revolved around the question; “What do you feel has helped you develop as a skilled coach?”. (2006, p.205). The findings of the study revealed that this coach viewed his own experience as a former athlete as having a significant influence on his coaching. He expressed that this experience aided his understanding of the athletes, and prompted the athletes to trust