Emergent decision making: Implications for coach education
Wharton, Lee (2010) Emergent decision making: Implications for coach education. In 2010 AIESEP International Conference, 26 - 29 October 2010, La Coruna, Spain. (Unpublished)
Coach Education in Australia has been administered and delivered according to a bureaucratically controlled hierarchical arrangement. A conventional feature of this hierarchical arrangement is the ‘Levels of Accreditation’ education system. Research suggests that this system of coach education has been bound by an unqualified belief in the dissemination of declarative knowledge (Ford, Coughlan & Williams, 2009; Werthner & Trudel, 2006; Lemyre, Trudel, & Durand-Bush, 2007) and equally unqualified formations, and identification, of coaching expertise (Horton, Baker & Deakin, 2005; Cote & Gilbert, 2009). As a consequence of this questionable framework underpinning coach education Gilbert and Trudel, (2001) suggest that current schematic approaches are failing to create new knowledge or enhance coaching expertise. Consequently, Wharton (2010) has offered the ‘Emergent Decision Making Model’ as a means for reconsidering coaching education and as a mechanism for determining expertise in coaching practice. This pilot study was conducted to provide a preliminary analysis of how interceptive sports coaches acquire knowledge and develop expertise in their chosen discipline. The aim of this study was to discover if there are common themes in the processes coaches use to expand their knowledge of their game and in the course of this action develop expertise.
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|Item Type:||Conference Item (Presentation)|
|Keywords:||Emergent Decision Making, Imminent Awareness, Forward Reasoning, Sport, Coaching|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Exercise & Nutrition Sciences
|Copyright Owner:||Copyright 2010 The Author(s)|
|Deposited On:||21 Jul 2016 23:40|
|Last Modified:||21 Jul 2016 23:40|
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