2. Criteria of Profession
• A defined scope, stating that the profession’s
purpose and goals, qualifications for
education, experience and professional
development, a code of conduct to guide
what should, or should not, be done under
given circumstances, recognized certification
that requires maintenance in standards that
are consistent with peer groups. (pg. 102)
5. Duffy, p., hartley, h., bales, j., crespo, m., dick, f.,
vardhan, d., nordmann, l., and curado, j. (2011).
Sport coaching as a ‘profession’: challenges and
future directions. International journal of coaching
science, 5 (2), 93-123.
Annie Machamer and David Robertson
6. Type of, purpose of study/paper,
theoretical framework/background
• Position Paper
• International Council for Coach Education
(ICCE)—development of sport coaching as a
position at it’s core mission
• Authors examined the basis for the ICCE’s
aspiration against criteria associated with
other professions; making sure to take into
account sport coaching unique features
7. Background and significance of
study…what did it report to add?
• Scale and social significance of sport coaching as a paid
profession; being paid to coach
• Being paid was an impetus to develop coach education
programs, especially in the United Kingdom (UK) and Australia
—strategic and policy publications provided a broad base of
support to support sport coaching as a profession along with
other professional careers
• Magglingen Declaration—”highlighted the need to ensure the
vital role of coaching was recognized by governments, sport,
and the wider community (p. 96).”
8. Methods/Analysis
• Review of Literature to support viewpoint—International
Federations to support coach education—graduated licences to
coach at various levels, such as soccer
• Olympic Solidarity—provides financial support around the globe to
provide coach education programming through paid coaches
• European Coaching Council—move away from a uni-dimensional
view of sport coaching and look at sport coaching as Trudel and
Gilbert suggest in the context which coaches operate. Also focused
on the process by which coaches develop expertise identifying
progressive coaching roles
9. Methods/Analysis
• European Coaching Council
(Competence Framework)
• 4-stages of coach development
• Early, middle, late, innovate
• Translated into 4-roles
• Apprentice—Coach—Senior Coach—Master
Coach
• The need to map competences against specific
requirements
10. Findings/Main Argument
• The organization of sport coaching is weak in
comparison with established professions
– No application of “right of practice”/structure to be met
• Formal Qualifications vs. Practical experience seen to
be significantly different
– Compared to other profession
– Physical Educator vs. Professional Football player
• Future actions to be made on the international level
– Sport coaching profession format/guidelines creation
11. Conclusions/implications for practice
and/or future research
• Suggested need for a shift in focus at an international
level
– Sport coaching as a blended profession
• Objective recognizes respective roles of professional
coaches, volunteers and pre-coaches, supported by
process of professionalization
• Hopefully future research and cooperation will lead to
a common ground
– Understanding and criteria of the profession
13. Sport Coaching
Should describe the competences that coaches
require when interacting with athletes of
various competitive levels and in various
sporting contexts, as well as being referenced
against the correlates of excellence among
teachers. (pg. 100)
14. Questions?
• Are there road blocks to Sport Coaching
Education?
• If so, what are some examples?
15. Take away
• David:
– global approach to sport coaching education
– Common ground?
• Annie:
– Sport coaching as a blended profession
– Common ground?
