教练过程无疑是一个复杂的过程，没有标准的学习方法。如前所述，最常见的发展来源包括经验、观察、辅导及辅导教育课程。然而，开发方法的类型并不反映教练的有效性或能力。经验并不一定会导致有效性，因此其他方法来评估一个有效的教练是必要的。根据本节后半部分，一个教练拥有的知识更可能反映他们的能力，而不是他们所采用的方法来获得经验。教练必须要有一个广泛的知识库，涵盖专业的元素，人际和内省的知识才能有效的辅导（亚伯拉罕et al.，2006）。不仅如此，研究现在是教练员的发展凸显了反思性实践的重要性（Knowles et al.，2005，诺尔斯et al.，2001）。虽然教练的研究有助于在这些知识来源的识别（垫et al.，2003）和影响教练员发展的因素（垫et al.，2003，古尔德等人，1990，Lemyre et al.，2007），有一个叫未来的研究脱离教育和科学学科和允许的，反映的是教练过程的特殊性和复杂性的一个独立学科的出现。此外，虽然教练知识和教练的学习过程的来源已被广泛审查，很少有研究提供这些来源周围，谁负责提供这些资源，在什么程度？此外，目前还不清楚，如果教练开发的其他方式，如果这些来源的学习是不可用的，教练如何来源这些知识基地。本研究的目的之一是看国家体育组织篮球爱尔兰的角色，在教练教育的知识来源，教练在爱尔兰篮球的路径和教练必须面对的决定，以指导篮球在爱尔兰。
美国芝加哥大学作业代写: 教练员发展综述
The coaching process is no doubt a complex process in which there is no standard method of learning. As mentioned previously the most common sources of development include experience, observation, mentoring and coaching education courses. However, the type of method for development does not reflect the effectiveness or abilities of the coach. Experience does not necessarily lead to effectiveness therefore other methods for evaluating an effective coach is necessary. According to the second half of this section, the knowledge a coach possesses is more likely to reflect their abilities rather than the method they employed to achieve experience. A coach must have an extensive knowledge base that covers the elements of professional, interpersonal and intrapersonal knowledge in order to be effective in coaching (Abraham et al., 2006). Not only that but research is now highlighting the importance of reflective practice in the development of coaches (Knowles et al., 2005, Knowles et al., 2001). Although coaching research has aided in the identification of these sources of knowledge (Cushion et al., 2003)and factors that influence the development of coaches (Cushion et al., 2003, Gould et al., 1990, Lemyre et al., 2007), there is a call for future research to move away from educational and scientific disciplines and allow for the emergence of an independent discipline that reflects the unique and complex nature of the coaching process. In addition, although sources of coaching knowledge and learning processes of coaches have been examined extensively, there is little research surrounding the provision of these sources, who is responsible for providing these resources and to what extent? Furthermore it is unclear, if coaches develop in other ways if these sources of learning are not available and how coaches source these knowledge bases. One aim of this study is to look at the role of the National sporting organisation Basketball Ireland in the provision of sources of knowledge for coach education, the coaching pathway in Irish basketball and the decisions coaches must face in order to coach basketball in Ireland.
