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dc.contributor.authorCôté, Jean
dc.date.accessioned2016-05-16T14:57:56Z
dc.date.available2016-05-16T14:57:56Z
dc.date.issued2016-05-16
dc.identifier.otherdoi: 10.1260/174795406778604609
dc.identifier.urihttp://hdl.handle.net/1974/14415
dc.description.abstractCoaches are known to fulfill many different roles including leader, psychologist, friend, teacher, personnel manager, administrator, fundraiser and role model. The papers presented in this special issue emphasize these different roles by highlighting how coaches learn and how they foster an optimal learning environment. In the first section of this discussion article, I will briefly summarize the main issues covered in the five target papers. I will then propose that the learning environment of coaches needs to be put into a larger conceptual framework that would allow one to account for the variability of experiences that coaches go through before becoming a coach. The third section of this paper will describe three different settings in which coaches learn their skills. Finally, I will offer some concluding remarks and briefly outline directions for future studies.en_US
dc.language.isoenen_US
dc.subjectCoach Educationen_US
dc.subjectLearningen_US
dc.subjectSport Coachingen_US
dc.titleThe Development of Coaching Knowledgeen_US
dc.typeArticleen_US


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