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Self-Identified Teaching Styles of Junior Development and Club Professional Tennis Coaches in Australia

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Empowering Educators

Abstract

Coaches are fundamental to providing sporting experiences. Each year, numerous coaching practitioners from around the world offer players of all ages and abilities assistance and direction that serve to fulfil their sporting requirements and goals. According to Lyle and Cushion (2010), alongside professions such as ‘teaching and medicine, coaching is one of the most ubiquitous services across the globe’ (p. 1). As a consequence, there has been a significant expansion of coaching research (Gilbert & Trudel, 2004) that has positioned the discipline of coaching as a valid academic field of study (Lyle, 2002). In spite of this escalation of research, coaching remains a vaguely defined and under-researched field of endeavour (Lyle & Cushion, 2010). Notwithstanding lengthy investigations from numerous empirical and theoretical viewpoints (Gilbert & Trudel, 2004), much remains unknown with regard to coaching and instructional processes, whether positive or negative, across a range of settings and sports (Cushion, Armour, & Jones, 2006; Lyle, 2002; Potrac, Jones, & Cushion, 2007).

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Authors
  1. Mitchell Hewitt
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  2. Ken Edwards
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Editor information

Editors and Affiliations

  1. Griffith University, Australia

    Kevin Larkin  & Marta Kawka  & 

  2. University of Southern Queensland, Australia

    Karen Noble , Henriette van Rensburg , Lyn Brodie  & Patrick Alan Danaher , ,  & 

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© 2015 Mitchell Hewitt and Ken Edwards

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Hewitt, M., Edwards, K. (2015). Self-Identified Teaching Styles of Junior Development and Club Professional Tennis Coaches in Australia. In: Larkin, K., Kawka, M., Noble, K., van Rensburg, H., Brodie, L., Danaher, P.A. (eds) Empowering Educators. Palgrave Macmillan, London. https://doi.org/10.1057/9781137515896_8

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