如前所述，执教经验和其他教练的观察仍然是指导知识的主要来源（垫、2007、垫、琼斯，2001，吉尔伯特和特鲁德尔，2001，古尔德等人，1990）。古尔德等。（1990）认识到“经验知识和非正式教育”（p.34）。此外教练的原则和意见的教练被认为是塑造社会和观察的机会（垫等，2003）。这表明，观察不是一个孤立的过程，而不是它的影响，教练与他人的互动。垫，甲&琼斯（2003）建议教练服务观察这发生在两个阶段的学徒：表演者获取知识，通过观察，作为新手教练工作和观察，经验丰富的教练。教练，以前的比赛经验，获得一个很好的机会，了解教练从自己的教练。教练，因此，往往长时间观察一个非正式的学徒，并familiarises他们教练的任务（垫和琼斯，2001）。新教练也在影响服务学徒通过一些经验丰富的教练行为的观察工作中的训练环境，通过游戏和实践。
美国爱荷华论文代写:教练的观察
As mentioned previously, coaching experience and the observation of other coaches remain primary sources of coaching knowledge (Cushion, 2007, Cushion and Jones, 2001, Gilbert and Trudel, 2001, Gould et al., 1990). Gould et al. (1990) recognised the importance of "experiential knowledge and informal education" (p.34). Additionally coaching principles and opinions of coaching were found to be shaped by social and observational opportunities (Cushion et al., 2003). This suggests that observation is not an isolated process rather it is impacted by the coach's interaction with others. Cushion, Armour & Jones (2003) suggested that coaches serve an apprenticeship of observation which occurs in two stages: performers acquiring knowledge through observation, and as neophyte coaches working with and observing experienced coaches. Coaches, with previous playing experience, get a good opportunity to learn about coaching from their own coaches. Coaches, therefore, often serve an informal apprenticeship of prolonged observation, which familiarises them with the task of coaching (Cushion and Jones, 2001). Neophyte coaches also, in affect serve an apprenticeship through the observation of the behaviour of more experienced coaches at work in the coaching environment through games and practice.
