ERIC Number: EJ819851
Record Type: Journal
Publication Date: 2005-Jun
Abstractor: As Provided
Reference Count: 42
What Works in Coaching and Sport Instructor Certification Programs? The Participants' View
Mccullick, Bryan A.; Belcher, Don; Schempp, Paul G.
Physical Education and Sport Pedagogy, v10 n2 p121-137 Jun 2005
Coaching and sport instructor certification (CSIC) programs provide teachers with a substantial content and pedagogical knowledge base. Continual improvement of these programs helps ensure that those certified are effective and competent. The purpose of this study was to ascertain the strengths of a CSIC program based on the perceptions of the program participants. Specifically, two research questions guided the study: (a) what components of the CSIC curriculum do the certification candidates (CCs) perceive to be most beneficial to their development as teachers? And (b) what components of the CSIC program do the teacher educators (TEs) from the program perceive to be most beneficial to the preparation of certified teachers? Twenty-six CCs and five TEs (N=31) involved in the Ladies Professional Golf Association-National Education Program (LPGA-NEP) participated. Interviews, journals and observations served as data sources. The participants were interviewed in groups of 4-10 for approximately 15-60 minutes at the conclusion of each day for ten days. Each participant kept a journal throughout the program in order to chronicle their reflections about the CSIC program with regard to interactions with peers and TEs, instruction, content and presentation. A researcher was present for the entire program and kept field notes. Interview, journal and field note data were analyzed inductively to draw themes and commonalities. The themes that emerged from the participants' responses and journal entries revealed four major factors that they viewed as enhancing their training as sport instructors and coaches: (a) the structure of the program must have a logical, sequential and comfortable format; (b) pedagogical knowledge should be taught to the CCs and modeled by the TEs; (c) knowledgeable TEs providing relevant content knowledge are essential; and (d) an introduction to and integration of pertinent research in sport pedagogy and subject matter content must be apparent. These are the first findings to shed light on how these important programs should be designed.
Descriptors: Preservice Teacher Education, Pedagogical Content Knowledge, Teacher Educators, Teaching Methods, Journal Writing, Student Attitudes, Physical Education, Physical Education Teachers, Programs, Teacher Certification, College Students, Athletics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A