Self-identified teaching styles of junior development and club professional tennis coaches in Australia

Hewitt, Mitchell and Edwards, Kenneth (2011) Self-identified teaching styles of junior development and club professional tennis coaches in Australia. ITF Coaching and Sport Science Review (55). pp. 6-8. ISSN 1812-2302

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Abstract

This paper presents the findings of research completed on the self-identified teaching styles of 165 tennis coaches in Australia using Mosston and Ashworth's Spectrum of Teaching Styles (2002) as a basis for identification. Exploring the teaching styles of Australian tennis coaches is significant because understanding what teaching styles tennis coaches are using can be used in the design of coach education programs and professional development initiatives.

Statistics for this ePrint Item

Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Open Access journal
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited:	30 May 2013 04:10
Last Modified:	30 Jan 2017 01:09
Uncontrolled Keywords:	tennis coaching; coaching styles; teaching styles; Mosston & Ashworth; spectrum inventory
Fields of Research (2008):	17 Psychology and Cognitive Sciences > 1701 Psychology > 170114 Sport and Exercise Psychology 13 Education > 1302 Curriculum and Pedagogy > 130210 Physical Education and Development Curriculum and Pedagogy 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Fields of Research (2020):	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520107 Sport and exercise psychology 39 EDUCATION > 3901 Curriculum and pedagogy > 390111 Physical education and development curriculum and pedagogy 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
Socio-Economic Objectives (2008):	E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI:	http://eprints.usq.edu.au/id/eprint/22222

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