Rmal learning situation, national coaching OPC-8212 manufacturer certification programs was considered by coaches as the less importance, excluding information in the internet, than all the sources related to informal and non-formal learning situations. This result could be explained by the fact that in Portugal the courses have had a framework based on the classroom-curriculum without supervised field practice and formal mentoring programs (Rosado and Mesquita, 2009). Cushion et al. (2003) argue that the training programs should include supervised experience in the field, providing coaches the chance of making mistakes, reflect and learn from them. When a beginner coach is observed and subsequently assisted by an expert, the likely result is a development in the former’s coaching knowledge (Cushion et al., 2003). Indeed, mentoring processes have the advantage of integrating attitudes, behaviours and valuable resources from experts to coaching practice of beginner coaches. Moreover, as mentoring increases formalization of a practice that is inherently informal (Colley at al., 2003) it allows beginner coaches to learn from expert coaches in a more structured although open learning environment. As Colley et al. (2003) argue mentoring promotes the best conditions for formal and informal learning to meet in practice. Since coaching certification programs are a GSK343 dose source of coaching knowledge and, therefore, somewhat irreplaceable for coach education (Erickson et al., 2008), the findings of the study claim the need to improve the coaching certification programs namely in Portugal. Therefore, declarative knowledge (i.e., information about concepts, elements and relationships between them) and procedural knowledge (i.e., steps or activities required to perform a task or job) (C ?and Gilbert, 2009) should be integrated into the same pathway, thus confirming Sfard’s acquisition and participation metaphorical framework as a meaningful and fruitful approach. Considering the sources related to the personal and athlete background, coaches primarily highlighted the personal knowledge. Nowadays researchers and practitioners acknowledge that the coaches’ performance and social recognition depends mainly on their ability to make all sportspersons (athletes, parents, directors, managers, etc.) trust their skills (Santos et al., 2010). As coaches are social beings operating in a social environment (Jones et al., 2002) the personal skills related to social interactions have key importance on the coaching process. So, the effective communication skills, the leadership, the good teaching practices (Santos et al., 2010), the moral values and social and cultural sensitivity (Salmela, 1996) claim that interpersonal knowledge is essential to develop good practices. Moreover, intrapersonal knowledge “[as] refers to the understanding of oneself and the ability for introspection and reflection” (C ?and Gilbert, 2009, pp.311) allows coaches to do a systematic introspection, review, and revision of one’s practice (C ?and Gilbert, 2009).Academic background was also emphasized by coaches showing the importance ascribed to the educational level as source of coaching knowledge even more in Portugal where the majority of the coaches do not reach a higher educational degree and a significant part only complete the elementary school (Mesquita, 2010). Considering the different educational background among coaches, coach education programs should attend it on the curriculum development in order to cr.Rmal learning situation, national coaching certification programs was considered by coaches as the less importance, excluding information in the internet, than all the sources related to informal and non-formal learning situations. This result could be explained by the fact that in Portugal the courses have had a framework based on the classroom-curriculum without supervised field practice and formal mentoring programs (Rosado and Mesquita, 2009). Cushion et al. (2003) argue that the training programs should include supervised experience in the field, providing coaches the chance of making mistakes, reflect and learn from them. When a beginner coach is observed and subsequently assisted by an expert, the likely result is a development in the former’s coaching knowledge (Cushion et al., 2003). Indeed, mentoring processes have the advantage of integrating attitudes, behaviours and valuable resources from experts to coaching practice of beginner coaches. Moreover, as mentoring increases formalization of a practice that is inherently informal (Colley at al., 2003) it allows beginner coaches to learn from expert coaches in a more structured although open learning environment. As Colley et al. (2003) argue mentoring promotes the best conditions for formal and informal learning to meet in practice. Since coaching certification programs are a source of coaching knowledge and, therefore, somewhat irreplaceable for coach education (Erickson et al., 2008), the findings of the study claim the need to improve the coaching certification programs namely in Portugal. Therefore, declarative knowledge (i.e., information about concepts, elements and relationships between them) and procedural knowledge (i.e., steps or activities required to perform a task or job) (C ?and Gilbert, 2009) should be integrated into the same pathway, thus confirming Sfard’s acquisition and participation metaphorical framework as a meaningful and fruitful approach. Considering the sources related to the personal and athlete background, coaches primarily highlighted the personal knowledge. Nowadays researchers and practitioners acknowledge that the coaches’ performance and social recognition depends mainly on their ability to make all sportspersons (athletes, parents, directors, managers, etc.) trust their skills (Santos et al., 2010). As coaches are social beings operating in a social environment (Jones et al., 2002) the personal skills related to social interactions have key importance on the coaching process. So, the effective communication skills, the leadership, the good teaching practices (Santos et al., 2010), the moral values and social and cultural sensitivity (Salmela, 1996) claim that interpersonal knowledge is essential to develop good practices. Moreover, intrapersonal knowledge “[as] refers to the understanding of oneself and the ability for introspection and reflection” (C ?and Gilbert, 2009, pp.311) allows coaches to do a systematic introspection, review, and revision of one’s practice (C ?and Gilbert, 2009).Academic background was also emphasized by coaches showing the importance ascribed to the educational level as source of coaching knowledge even more in Portugal where the majority of the coaches do not reach a higher educational degree and a significant part only complete the elementary school (Mesquita, 2010). Considering the different educational background among coaches, coach education programs should attend it on the curriculum development in order to cr.
