Evaluation of professional development processes of elite football coaches according to their learning paths and success levels
Abstract views: 213
/ 
PDF downloads: 128
DOI:
https://doi.org/10.5281/zenodo.10031368Keywords:
Coach, success, football, career, learningAbstract
Qualified football coaches are of great importance for the development of football in general and elite football in particular. Research shows that the development of expert coaching in elite sport is a complex issue involving mediated, non-mediated and internal learning situations. However, it is less clear to what extent and in what ways these learning situations come together in coaches' learning paths. The aim of this article is to answer this question by examining the learning paths, success and professional development processes of elite football coaches. For the method of the research, document analysis formed the basis of the qualitative research conducted on the paths to expertise of 24 elite football head coaches who were successful in football tournaments organized by FIFA and UEFA. Miles and Huberman model was used as the model of the research. For the research, 24 elite football coaches who have achieved outstanding success in modern football since the early 90s were selected. It was based on the achievements of elite football coaches at the peak of their professional careers. As a result, it was seen that experience was important in the development and learning paths of elite coaches. It was understood that a long football player career combined with success had a positive effect on the professional development of the coach and his coaching knowledge. It was stated that elite football coaching is a process in which technical, tactical, physical and mental learning continues.
References
Alberda, J., & Murphy, P. (1997). Team building. The Coach, (1), 22-27.
Armour, K., Quennerstedt, M., Chambers, F., & Makopoulou, K. (2015). What is ‘effective’CPD for contemporary physical education teachers. A Deweyan framework what is ‘effective’CPD for Contemporary Physical Education, 3322.
Atkinson, P. (1997). Narrative turn or blind alley? Qualitative Health Research, 7(3), 325-344.
Baltacı, A. (2017). Nitel veri analizinde miles-huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (AEÜSBED), 3(1), 1-15.
Billett, S., (2004). Workplace participatory practices. Journal of Workplace Learning, 16(6), 312–324.
Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. American Psychological Association.
Carter, A. D., & Bloom, G. A. (2009). Coaching knowledge and success: Going beyond athletic experiences. Journal of Sport Behavior, 32(4), 419.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative Analysis. SAGE.
Coldwell, M., & Simkins, T., (2011). Level models of continuing professional development evaluation: A grounded review and critique. Professional Development in Education, 37(1), 143–157.
Cushion, C. J., Armour, K. M., & Jones, R. L. (2003). Coach education and continuing professional development: experience and learning to coach. Quest, (55), 215–230.
Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. Routledge.
Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research, Sage.
Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136.
Erdem, K. (2006). Futbolda kenar yönetimi yönetsel beceriler–strateji. Taktik, Morpa Kültür Yayınları.
Feltz, D. L., Hepler, T. J., Roman, N., & Paiement, C. (2009). Coaching efficacy and volunteer youth sport coaches. The Sport Psychologist, 23(1), 24-41.
Flick, U. (2013). The SAGE handbook of qualitative data analysis. Sage.
Frick, B., Barros, C. P., & Prinz, J. (2010). Analysing head coach dismissals in the German “Bundesliga” with a mixed logit approach. European Journal of Operational Research, 200(1), 151-159.
Gilbert, W., & Côté, J. (2013). A focus on coaches’ knowledge. Routledge Handbook Of Sports Coaching, 147-159.
Gilbert, W., & Trudel, P. (2001). Learning to coach through experience: Reflection in model youth sport coaches. Journal of Teaching in Physical Education, (21), 16-34.
Glaser, B. G., & Strauss, A. L. (2006). The discovery of grounded theory: Strategies for qualitative research. Aldine Transaction.
Griffiths, M. A., & Armour, K. M., 2013. Volunteer sport coaches and their learning dispositions in coach education. International Journal of Sports Science and Coaching, 8(4), 677–688.
Griffiths, M. A., Armour, K. M., & Cushion, C. J. (2018). ‘Trying to get our message across’: Successes and challenges in an evidence-based professional development programme for sport coaches. Sport, Education and Society, 23(3), 283-295.
Hager, P., & Hodkinson, P., 2009. Moving beyond the metaphor of transfer of learning. British Educational Research Journal, 35(4), 619–638.
Hanin, Y. L. (2007). Emotions and athletic performance: Individual zones of optimal functioning model. Human Kinetics.
Ilgar, M. Z., & Ilgar, S. C. (2013). Nitel bir araştırma deseni olarak gömülü teori (Temellendirilmiş Kuram). İZÜ Sosyal Bilimler Dergisi, 2(3), 197-247.
Instat football, (2023, August 25). Instat Football platform discontinuation next steps. https://www.instatscout.com/.
Irwin, G., Hanton, S., & Kerwin, D. (2004). Reflective practice and the origins of elite coaching knowledge. Reflective Practice, 5(3), 425-442.
Jones, R. L. (2006). The sports coach as educator: Re-conceptualising sports coaching. Routledge.
Jones, R. L., Armour, K. M., & Potrac, P. (2004). Sports coaching cultures: From practice to theory. Psychology Press. Journal of Coaching in Organizations, 1(4), 4-16.
Jones, R. L., Armour, K. M., & Potrac, P. (2004). Sports coaching cultures: From practice to theory. Psychology Press.
Jones, R. L., Edwards, C., & Viotto Filho, I. T. (2016). Activity theory, complexity and sports coaching: An epistemology for a discipline. Sport, Education and Society, 21(2), 200-216.
Kemmis, S. (2010). Research for praxis: Knowing doing. Pedagogy, Culture & Society, 18(1), 9-27.
Leduc, M., Culver, D. M., & Werthner, P. (2012). Following a coach education programme: Coaches' perceptions and reported actions. Sports Soaching Review, 1(2), 135-150.
Manley, A., Greenlees, I., Thelwell, R., & Smith, M. (2010). Athletes' use of reputation and gender information when forming initial expectancies of coaches. International Journal of Sports Science & Coaching, 5(4), 517-532.
Mays, N., & Pope, C. (2000). Assessing quality in qualitative research. BMJ, 320(7226), 50-52.
Mielke, D. (2007). Coaching experience, playing experience and coaching tenure. International Journal of Sports Science & Coaching, 2(2), 105-108.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook. Sage.
Morgan, D. L., & Morgan, R. K. (2008). Single-case research methods for the behavioral and health sciences. Sage publications.
Özsoy, D. (2023). Spor endüstrisinde öğrenen organizasyon ve yönetimi. Spor Bilimlerinde Yenilikçi Çalışmalar.
Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Schinke, R. J., Bloom, G. A., & Salmela, J. H. (1995). The career stages of elite Canadian basketball coaches. Feature Artıcle, 1(1), 48-62.
Sevim, Y. (1998). Türkiye'de antrenör eğitim yapısı ve temel ilkeleri. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 3(1), 1-10.
Seydioğlu, C., & Yağcı, İ. (2022). Basketbol ve futbol spor okullarındaki sporcularının fair play anlayışlarının karşılaştırılması. Iğdır Üniversitesi Spor Bilimleri Dergisi, 5(1), 12-22.
Stodter, A., & Cushion, C. J., 2014. Coaches’ learning and education: A case study of cultures in conflict. Sports Coaching Review, 3(1), 63–79.
Strauss, A. L., & Corbin, J. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing. Lippincott Williams ve Wilkins.
Tanyaş, B. (2014). Nitel araştırma yöntemlerine giriş: Genel ilkeler ve psikolojideki uygulamaları. Eleştirel Psikoloji Bülteni, 5(1), 25-38.
Transfermrkt (2023, August 25). Transfermarkt. https://www.transfermarkt.com.tr/.
Trudel, P., Culver, D., & Werthner, P. (2013). Looking at coach development from the coach-learner's perspective: Considerations for coach development administrators. In Routledge handbook of sports coaching Routledge.
UEFA (2023, August 25). UEFA, https://www.uefa.com.
Werthner, P., & Trudel, P. (2006). A new theoretical perspective for understanding how coaches learn to coach. The Sport Psychologist, 20(2), 198-212.
West, W. (2001). Beyond grounded theory: The use of a heuristic approach to qualitative research. Counselling and Psychotherapy Research, 1(2), 126-131.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of ROL Sport Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
