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在一些教练教育课程中最流行的方法是打破运动领域的知识,通常的技术和战术,到非常具体的组成部分(缓冲,装甲和琼斯,2003)。课程内容一般指向发展和促进运动成绩的性能增强是主要因素(缓冲,装甲和琼斯,2003)。教练是一个技术员的作用是传递知识(镀锡,1997)。这不教教练适应或应用价值判断。这些课程也倾向于分解成特定的组件的过程和课程参与者,然后教“金标准”辅导每个组件。(亚伯拉罕和科林斯,1998,垫子等,2003),这不适合教练为他们的教练环境和挑战,提出了他们以外的课程内容。对正规教育其他投诉包括;对教练员、无法有效的复杂性转录成一个简短的课程辅导辅导科学之间缺乏互动(德默斯et al.,2006)。大型教练开发系统,包括广泛的体育。因此,运动的特异性丢失,战术技能可能不相关。有最少的后续行动和一些机会,以促进新的知识融入教练实践


The most popular method used in some coach education courses has been to break down the sport domain knowledge, normally technique and tactics, into very specific components (Cushion, Armour & Jones, 2003). Course content is generally directed toward the development and promotion of athletic achievement where performance enhancement is the dominant factor (Cushion, Armour & Jones, 2003). The coach is seen as a technician whose role is to transmit knowledge (Tinning, 1997). This does not teach coaches to adapt or apply value judgements. These courses also tend to break down the process into specific components and course participants are then taught the “gold standard” of coaching each component. (Abraham and Collins, 1998, Cushion et al., 2003).This ill-equips coaches for their coaching environment and the challenges presented to them outside of course content. Other complaints against formal education include; lack of interaction between the coaches and the inability to transcribe effectively the complexity of coaching into a brief course on coaching science (Demers et al., 2006). Large scale coach development systems are developed to encompass a broad spectrum of sports. Therefore sport specificity is lost and tactical skills may not be relevant. There is minimum follow-up and few opportunities to facilitate the integration of new knowledge into coaching practice


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