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APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2 Conclusion Reviewing Pete’s coaching journey alongside relevant research has illustrated three key conclusions: References 1. An important element of coaching effectiveness is an openness to learning. 2 Whether a coach starts from being an ex-athlete or is a relative novice to the game, it is important to be aware of the different learning available and to seek out new opportunities that suit their character and context. Pete’s learning path has particularly demonstrated the power of informal and unmediated learning, as he found that initially getting things wrong on the field motivated him to be self-regulated in his learning, and actively seek new and better ways of coaching. Werthner, P. and Trudel, P. (2006). ‘A new theoretical perspective for understanding how coaches learn to coach’, The Sport Psychologist, 20: 198-212. 1 Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge Falmer. Gilbert, W., Cote, J. and Mallet, C. (2006). ‘Developmental paths and activities of successful sports coaches’, International Journal of Sports Science and Coaching, 1: 69-76. 3 Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. 4 Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Aldershot: Ashgate Publishing. 5 2. Learning becomes more meaningful if a coach spends time reflecting on their experiences and making appropriate adjustments. Gilbert, W. and Trudel, P. (2006). ‘The coach as a reflective practitioner’ in Jones, R. L. (ed), The Sports Coach as Educator: Reconceptualising Sports Coaching. London: Routledge. 113–127. 6 It was Pete’s willingness to reflect on his experiences that was the catalyst for changing his coaching practice. His approach to accepting new challenges, such as the FA futsal roles, is an example of transitioning to a new context and being able to select the best coaching approach depending on the needs of the players in front of him. He was able to transition between different roles in his career because he continuously evaluated the needs of the athletes and the activity, reflecting on his ability to meet those needs and then taking steps to improve his knowledge and coaching practice. Cushion, C., Armour, K. and Jones, R. (2003). ‘Coach education and continuing professional development: Experience and learning to coach’, Quest, 55: 215-230. 7 Cassidy, T., Jones, R. and Potrac, P. (2004). Understanding Sports Coaching: The Pedagogical, Social and Cultural Foundations of Coaching Practice. London: Routledge. 8 Trudel, P. and Gilbert, W. (2013). ‘The role of deliberate practice in becoming an expert coach’, Olympic Coach Magazine, 24, (2): 15-28, 19. 9 3. Actively collaborating with others is important for expanding the depth and breadth of professional development. Pete’s eventual philosophy of designing an environment that encourages creativity was influenced at several key stages by his experiences, his research and his connections. By cultivating professional relationships with more experienced practitioners and actively engaging in collaborative social learning, Pete discovered new perspectives and practices, which greatly enhanced his professional development. In summary, this conversation with an experienced practitioner has shown that if a coach is willing to continuously develop their knowledge, to adapt their coaching style according to their experiences, and to actively engage in collaborative learning, then their coaching career is more likely to be an effective one, with the potential to impact not just their own development but that of others. 10 Becker, A. (2013). ‘Quality coaching behaviours’, in Potrac, P., Gilbert, W. and Denison, J. (eds), Routledge Handbook of Sports Coaching. London: Routledge. 184- 195. 11 Cropley, B. and Hanton, S. (2011). ‘The role of reflective practice in applied sport psychology: Contemporary issues for professional practice’, in Hanton, S. and Mellalieu, S. D. (eds), Professional Practice in Sport Psychology: A Review. London, UK: Routledge. 307-336. 12 Côté, J. (2006). ‘The development of coaching knowledge’, International Journal of Sports Science and Coaching, 1, (3): 217–222. Contact Pete Vallance – [email protected] 23