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Sports Coaching

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Table of Contents

Foreword Preface Acknowledgement Dedication Chapter summaries Contributor biographies Chapter 1 Conceptual development in sports coaching Chris Cushion and John Lyle Chapter 2 Complex practice in coaching: studying the chaotic nature of coach-athlete interactions Robyn L. Jones, Imornefe Bowes and Kieran Kingston Chapter 3 Coaches' decision making: a Naturalistic Decision Making analysis John Lyle Chapter 4 Coach behaviour Chris Cushion Chapter 5 Athlete development and coaching Jean C^ote , Mark Bruner, Karl Erickson, Leisha Strachan and Jessica Fraser-Thomas Chapter 6 Planning for team sports John Lyle Chapter 7 The professionalisation of sports coaching: definitions, challenges and critique Bill Taylor and Dean Garratt Chapter 8 Becoming a high-performance coach: pathways and communities Clifford J. Mallett Chapter 9 Coach education effectiveness Pierre Trudel, Wade Gilbert and Penny Werthner Chapter 10 The learning coach. . .the learning approach: professional development for sports coach professionals Kathleen M. Armour Chapter 11 Towards a socio- Chapter 12 Understanding athlete learning and coaching practice: utilising 'practice theories' and 'theories of practice' Tania Cassidy Chapter 13 Coaching workforce development Alan Lynn and John Lyle Chapter 14 Coaching practice and practice ethics Hamish Telfer Chapter 15 Coaches' expertise Paul G. Schempp and Bryan McCullick Chapter 16 Coaching philosophy Simon Jenkins Chapter 17 Narrowing the field: some key questions about sports coaching John Lyle and Chris Cushion


''The editors state the purpose of this book as being "to make a 'position statement' about the nature of coaching, and our understanding of it 'in practice'? (p. xi). In many ways the book can be seen as a sequel to John Lyle's seminal and widely cited book "Sports Coaching Concepts. The book is also highly recommended to serious coaches, who will find practical value from chapters such as those on athlete development, planning, ethics, coaching philosophy; as well the chapters on pedagogy.? Simon Jenkins

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