The development of coaching expertise on the Diploma ... · PDF fileNordmann/Finck/Dolch - The...

Trainerakademie Köln des DOSB · Guts-Muths-Weg 1 · 50933 Köln · Fon (+49) 221. 94875-0 · Fax (+49) 221. 94875–20 · info@trainerakademie-koeln.de

The development of coaching expertise on the Diploma-Coaches-Study

Road to Coaching

Competence

Lutz Nordmann -

Markus Finck -

Christoph Dolch

2Nordmann/Finck/Dolch - The development of coaching expertise

Overview

3. Practical realization

1. Structure of the coach-education system in Germany

2. The road to Coaching Competence

federation based

Elite sports

Coach Education System in Germany

30Assistant Coach1

Coach60Coach Grade B3

Apprentice Coach

120Coach Grade C2

Senior Coach90Coach Grade A4

Master Coach1300Diploma Coach5

Role/Reference PointLessonsCertificateLevel

Master Coach1300Diploma Coach5

Elementary Education (480 LE)

Specialization (480 LE)

Discipline-Specific Education (240 LE)

Professional Practical-Training (100 LE)

Learning Center

sStructure of the Diploma-Coach Study

Learning Center

General Training Theory/Training Science

100 LE

Movement Sciences – Biomechanics 60 LE

Sport biology – Sport medicine 80 LE

Psychology 60 LEPedagogy 40 LESociology 40 LEManagement 75 LEComplementary Contents 25 LE

Learning Center

• 22 Modules• Special topics/problems

Learning Center

• Sport/Discipline Specific Education• Under the responsibility of the NGBs

Learning Center

• Professional Practical-Training• Mentorship program

The objective: Developing the “reflective practitioner”

A coach who is able to develop athletes/teams to individual high performance

in the complex system of elite sport

The objective: Developing the “reflective practitioner”

A coach who is able to develop athletes/teams to individual high performance

in the complex system of elite sport

Competence dimensions

professional competence

methodical competence

social competence

self competence

competence of reflection

Starting point: special clientele at the coaches academy

Coach Grade A

special endorsement by NGB

experience as athlete/coach

Course of Studies Students NGBs Length Date

DTS 2-14 30 16 3 years

April 2007

to March 2010

DTS 2-15 29 15 3 years

Oct 2008

to Sept 2011

DTS 2-16 30 9 3 years

April 2009

to March 2012

Coach Grade A

DTS 2-14 30 16 3 years

April 2007

to March 2010

DTS 2-15 29 15 3 years

Oct 2008

to Sept 2011

DTS 2-16 30 9 3 years

April 2009

to March 2012

Gold Silver Bronze Total

Olympic

Games 12 12 3 27

World Championchips 24 22 14 60

Coach Grade A

DTS 2-14 30 16 3 years

April 2007

to March 2010

DTS 2-15 29 15 3 years

Oct 2008

to Sept 2011

DTS 2-16 30 9 3 years

April 2009

to March 2012

Gold Silver Bronze Total

Olympic

Games 12 12 3 27

World Championchips 24 22 14 60

Occupational

ActivityNational Coach

Coach Federal State

Club CoachActive Athlete

20 14 38 17

Formal Learning (C, B, A, DTS, advanced training)

Informal Learning

Competencies

experience as coach/athlete

Interconnection of formal and informal learning

skills / previous knowledge

Formal Learning (C, B, A, DTS, advanced training)

Informal Learning

Competencies

experience as coach/athlete

Interconnection of formal and informal learning

skills / previous knowledge

Requirements for long-term development of coaching practice:

•to reflect his/her coaching practice on a relevant knowledge base

•to get the ability of lifelong learning

Road to coaching competence

Central question:

How can we organize formal education programs enabling coaches to develop/enhance competencies for their job?

Road to coaching competence – starting points

Coaching is complex

Coaches need a special expertise (competencies)

Competence can not be taught directly,

competence has to be developed in activity

Competence occurs by linking to practical experiences

It is necessary to gain many years of experience in order to become an expert coach

Consequence: a specific didactical-methodical approach

LEARNING

goal oriented, cumulative, systematic

, inde

entsituated, cooperativ, participative

Cognitivism

Social ConstructivismCo

gnitiv

ctivis

Hasselhorn/Gold 2006, 237

LEARNING

, inde

Cognitivism

gnitiv

ctivis

• in line with elite sport

• linked with previous knowledge, experience, skills

• education phases in systematic structure

LEARNING

, inde

Cognitivism

gnitiv

ctivis

goal oriented, cumulative, systematicsituated, cooperative, participative

• in concrete situations of elite sport practice

• social environment

• personal responsibility

LEARNING

, inde

Cognitivism

gnitiv

ctivis

goal oriented, cumulative, systematicsituated, cooperative, participative

• in concrete situations of elite sport practice

• social environment

• personal responsibility

active, constructive, independent

• active role of students

• complex problems

• self-directed

Formal Education Coaching practice

Knowing Thinking Deciding EvaluatingActing

LEARNINGDeclarative

KnowledgeProcedural

Knowledge

Reflecting

The role of a coach educator is to design cooperative learning opportunities in which coaches can develop competencies for their job

Learning Center

sStructure of the Diploma-Coaches Study

Specialization

is organized in modules

special topics are handled in a problem-oriented, practical and complex way

bring experts together in cooperative learning opportunities

linking practical experience and theoretical knowledge

choose 22 modules out of 40

Topics:Barbell-Training in Elite SportFootwork in Elite SportCore-Performance TrainingSpeed Training in performance sportsAdditional Endurance with Cycling Conflicts and Disputes in CoachingPractical Psychology in Elite Sports

1 main topic20 Learning Units10-15 students / different sports+ Top coaches+ Specialists+ Experts

knowledge transfer

generating new

practical knowledge

Trainerakademie Online Learning Center

Reflection and lifelong learning

"Our ability to learn what we need for tomorrow is more important than what we know today." (George Siemens, 2005)

E-Portfolios

Audio-Video Podcasts

Presentations/Office Documents

Personalized recommendations

RSS easy to integrate into an own Personal Learning Environment

Social Software Tools

Connect

Communicate

Collaborate

Reflect

Aggregate

Learning processes become visible

Students are active and self-directed

Support of informal learning processes

Maintaining knowledge

Thank You!

The development of coaching expertise on the Diploma ... · PDF fileNordmann/Finck/Dolch - The...

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