Good practices in transnational coach education development.

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Good practices in transnational coach education development.

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Title Good practices in transnational coach education development.
Author(s) Buhre, Torsten
Date 2010
English abstract
Good practice in developing transnational transparency in coach education system. Introduction: The AEHESIS project (Petry, 2007) developed reference points for comparison of coach education in a transnational perspective. Crucial for developing transparency of these different components of coach education systems is both an understanding of the purpose and current outcomes of the Bologna process (European Commission, 2009) and also a competence on educational development in relation to matching learning outcomes with methods of assessment to monitor the competence development of students (Biggs, 1996). Methods: The project has resourced these three areas and applied two types of methodologies, based on both the AEHESIS project (Petry, 2006) and documentation from the European Observatory of Sports employment, (EOSE, 2009) to develop and describe learning outcomes and assessment methods. An additional important question to address when implementing a new educational structure in coach education has been validation of prior learning (CEDEFOP, 2007) , i.e. recognizing the formal, informal and non formal strategies that have been used on an individual basis to develop the competency needed for the coaching profession. Participants: Based on the participation of and cooperation between different types of organisations (institutions of higher education, national confederations, and national sport federations) in Hungary, Denmark and Sweden, the project “Improving transparency in European Sport Coach Education” has resulted in a variety of outcomes that could be described as “good practice” in the area of coach education system development. Results: The outcomes from the project are both of tangible and intangible nature. On one hand there are results pertaining to such concrete issues as learning outcomes and assessment methods based on the concept of constructive alignment (ITESCE, 2010). On the other hand the project experience lead to realizations in regards to more abstract issues such as learning process (ITESCE, 2010), procedure or course of action, in this project funded by the European commission´s life-long learning programmes through the Leonardo da Vinci initiative. References (see example below) Biggs, J. (1996) Enhancing teaching through constructive alignment. Higher Education, 32, 347-364 European Commission, education & training (2009) Retrieved from: European Observatory of Sports Employment. (2008) Guide to developing a sector qualification strategy including: A Functional mapping, A Competence, Skills and Knowledge Framework, A Quality Assurance process Retrieved from: Improving Transparency in European Sport Coach Education (ITESCE) (2010) Learning outcomes Retrieved from: Petry, K, Froberg, K & Madella, A. (Eds). (2006) Aligning a European Higher Education Structure in Sport science. Retrieved from: European Centre for the Development of Vocational Training (CEDEFOP). (2007) Validation of non-formal and informal learning in Europe. Retrieved from:
Language eng (iso)
Subject(s) Humanities/Social Sciences
Research Subject Categories::MEDICINE
Note 6th ICCE Continental Coach Conference 2010 in Arnhem, Netherlands, 2-4 December, 2010
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