Coaching Education

1. Dieffenbach, K.D. & Wayda, V.
(2010). A critical review of American
academic coaching education
programs. Journal of Coaching
Education, 3(2), 21-39.
Annie Machamer

2. Type – Purpose –
Theoretical framework
• Position Paper, Literature support
• Purpose: To provide an overview of the past,
to better understand the context and
challenges of academic coaching education.
• The evolutionary path of PETE and AC

3. Background
• 20th century “play” was believed to be a great
facilitator of learning. Growingly became
accepted.
• Physical education moved to student centered
focus, introducing more sport and game.
• The addition of sport succeeded, so it moved to
sport during and after school organizations.

4. Significance of Article
• What has been developed because of growth
in sport
• The development of athletic coaching
education process, within PETE and other
degrees
• Where should the focus be to develop further
with solid ground

5. Method
Comparing PETE & AC
• 1. Professional Faculty & Trainers
• 2. Education & Training
• 3. Employment
• 4. Professional Associations
• 5. Journals
• 6. Standards
• 7. Accreditation
• 8. Certification
• 9. Key areas of Scholarship

6. Analysis
Professional Faculty & Trainers
PETE
• 1st generation
– Interest but no formal
training
• 2nd generation
– Graduate level training, not
same undergraduate
• 3rd generation
– Specialized training in both
graduate & undergraduate
AC
• 1st generation
– Interest but no formal
training
• 2nd generation
– Graduate level training, not
same undergraduate
• 3rd generation
– Does not exist (yet!)

7. Analysis
Education & Training
PETE
• Teachers License
– Pedagogical Content
Knowledge (PCK) courses
• Systematic plan of study by
semester
• Concluding with practicum
AC
• Majors, Minors,
Concentrations
• Foundations, content-specific,
and pedagogy
• Vary among institution
– Which department to be
under
– Along with a larger major

8. Analysis
Employment
PETE
• Undergraduate Degree
– Teach PK-12
• Masters Level Degree
– Teach PK-12
– Or higher ed. activity classes
• Doctorate Level Degree
– Higher ed. Lecture, PETE,
activity, etc.
AC
• No distinction seen in
education level and
employment in AC.

9. Analysis
Professional Associations
PETE
• Present on…
– State
– National
– International
• Important for…
– Professional development
– Building professional ties
AC
• Present on…
– State
– National
– International
• Important for…
– Professional development
– Building professional ties

10. Analysis
Journals/Standards
PETE
• Research of best practice is
present.
• National Physical Education
Teacher Education
Standards (NASPE)
• Advanced Standards for
Physical Education
– These must be met to
complete a degree
AC
• Research of best practice is
present.
• National Standards for
Sport Coaches
– That should be
followed/progress

11. Analysis
Accreditation
PETE
• NCATE
– National Council for
Accreditation of Teacher
Education
• TEAC
– Teacher Education
Accreditation Council
• Must submit materials at
national and state level
AC
• National Council for the
Accreditation of Coaching
Education
• voluntary

12. Analysis
Certification
PETE
• Must have a teachers
license
AC
• Vary from state to state
– Teachers license
– Experience
– Parent
– Etc.

13. Analysis
Areas of Study
PETE
• Teacher behavior
• Student behavior
• Teacher effectiveness
• Teacher issues
• Curriculum
AC
• Coaching behavior
• Coaching effectiveness
• And other similar of PETE

14. Findings
A Conceptual Model to Follow
• Coaches Knowledge
– Professional knowledge, interpersonal knowledge,
intrapersonal knowledge
• Athletes Outcome
– Competence, Confidence, Connection, and
Character/Caring
• Coaching Contexts
– Must be able to meet needs from Novice -> Elite

15. Conclusions/implications for practice
and/or future research
• “AC is moving forward slowly on an unimproved road
without clear idea of where the road goes.” (pg. 29)
• The importance of physical well being and lifetime activity
continue to grow, so does academic coaching education
discipline.
• Academic recognition and validation are an important first
step in providing the recourses for growth and discipline.

16. Questions from the Author?
• What are our professional and ethical
responsibilities to the PSC’s we train,
professions of AC, and to sport itself?
• How will we make a difference through our
research, teaching, and passion?
• Pg. 34

17. What did this paper mean to me?
• AC has developed through PETE, in some
manner
• If AC wants to branch off, it needs to set goals
and mandatory standards for growth and
discipline.