Bettina Callary
Cape Breton University
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Bettina Callary.
Qualitative Research in Sport, Exercise and Health | 2012
Bettina Callary; Penny Werthner; Pierre Trudel
The research on coach learning and development deals with the classification of the sources from which coaches learn, and more recently, with the identification of learning being an idiosyncratic process in which there are variations in coaches’ learning paths. From a constructivist view, learning may be seen as a process of becoming: a person engages in social situations throughout life that are transformed cognitively, emotively and/or practically, and integrated into the person’s biography so that the person becomes more experienced. ‘Episodic experiences’, when they are meaningful to individuals, may result in considerable change to the way that individuals perceive what they know, and have the potential to influence their perception on future learning. The purpose of this article is to illustrate how such meaningful episodic experiences can have an important influence on an individual coach’s process of becoming an experienced coach. Through the use of non-fictional vignettes, we explore how five Canadian women coaches from various sports learned throughout their long careers in coaching as a result of specific episodic experiences in their lives that they considered meaningful. The five vignettes respectively demonstrate learning from episodic experiences with an athlete, with other coaches, in formal and non-formal education courses, with family, and in taking time out to reflect. Due to their own unique biographies, coaches may perceive certain planned and unplanned experiences as meaningful and the learning that occurs as a result may ultimately influence their career paths. This article adds to the emerging body of literature regarding coach learning and highlights the importance of the various experiences of these female coaches in understanding their development.
Reflective Practice | 2015
Shaunna Taylor; Penny Werthner; Diane Culver; Bettina Callary
Past research has described reflection as a process of thinking anew about already existing knowledge and experiences. More recently, reflection has also been referred to as a way of making sense of experience in complex situations. Research in coach learning has suggested that one of the ways coaches’ learn is by reflecting on their coaching practice. The purpose of the present study was to explore how four parasport coaches used reflection to help them learn and develop as coaches. The findings are discussed in light of the context of parasport and illustrated by four themes: reflecting on educational experiences, reflecting with a ‘lens of adaptability’, reflecting with others, and the relevance of the timing and depth of reflection, as coaches reported using reflection ‘before, during and after’ their coaching experiences. Given the apparent importance of reflection for parasport coaches, recommendations are suggested for how reflective practice might be nurtured.
International Journal of Lifelong Education | 2013
Bettina Callary; Penny Werthner; Pierre Trudel
There are few empirical studies that demonstrate how values are developed and how they are linked to coaching actions. There can be a discrepancy between the statement of coaches’ values and their actual coaching actions. In order to examine how coaching actions are influenced by values that are developed over a lifetime, the purpose of this article is to first describe a female hockey coach’s approach to coaching using five key coaching actions, then identify the underlying values that influenced those actions, and then explore how these values were developed in different experiences throughout her life. A time-oriented network analysis was conducted based on four semi-structured, in-depth interviews with the coach. The results present five key coaching actions: (a) organizing coach education programmes for athletes, (b) creating groups to help athletes bond, (c) bringing in experts from various domains, (d) asking athletes to reflect on attitudes and goals, and (e) giving athletes playing time based on hard work and effort. We identify the core values guiding these actions as: (a) equity, (b) connectedness, (c) holistic development, (d) respect, and (e) effort. Finally, we present a number of the coach’s experiences that demonstrate the complexity of developing these values throughout her life. The importance of reflecting on and discussing coaching actions, experiences, and the underlying learned values may help coaches develop coaching actions that are guided more explicitly by those values.
SAGE Open | 2015
Bettina Callary; Scott Rathwell; Bradley W. Young
Much work addresses coaches’ contributions to younger athletes; however, the psycho-social coaching needs of adult Masters athletes remain unexamined. This study explored the lived experiences of 10 Masters swimmers (5 male, 5 female; age range = 45-65 years) through interviews. Interpretative phenomenological analysis delved into benefits that swimmers wanted to derive from coaches, how they wished to be coached, and what they liked about coaches. Themes related to (a) swimming and non-swimming benefits; (b) coaches’ experience and professional development, personal attributes, and behaviors holding athletes accountable to training; (c) preferences for coaching instruction; (d) preferences for coaches’ planning/structuring of the practice and program; and (e) preferences for how coaches prepare and interact with them at competitions. We discuss how benefits relate to models of athlete development and identify how preferences link to adult learning literature and models of coaching practice. Finally, we note incongruent findings and limitations to be addressed in future.
SAGE Open | 2015
Charlotte Beaudoin; Bettina Callary; François Trudeau
This work explores the adoption and implementation of Sport Canada’s long-term athlete development (LTAD) model by coaches and tries to understand the barriers to and enablers of these processes. LTAD adoption was studied in 14 coaches (5 female, 9 male) in seven sports while implementation was assessed among 10 different coaches (2 female, 8 male) from nine sports. Semistructured interviews ascertained coaches’ perceptions of and experiences with the LTAD model in their coaching practice. Coaches adhered to the global vision and general principles of LTAD. However, several barriers to LTAD adoption and implementation were identified. A mismatch between the model’s long-term and the short-term visions of results in sport was perceived as deterrent to LTAD adoption and implementation. Coaches involved in early development sports mentioned a lack of compatibility of LTAD with the demands of their sport. Coaches also perceived complexity in LTAD athlete’s developmental stage determination and the identification of “windows of opportunity” or critical periods. These barriers should be addressed to complete diffusion of LTAD among Canadian coaches.
Archive | 2018
Bradley W. Young; Bettina Callary
This chapter addresses psycho-social and pedagogical research pertaining to adult sportspersons, or Masters athletes. Young and Callary specifically review three areas that may inform strategies on how to attract more interested adults to sport: promotional messaging, accommodating participatory motives in programming and tailoring curriculum to the needs of adult athletes. Working from the premise that more effective informational strategies are needed to promote adult sport, the authors present emerging research to illustrate how messaging around involvement opportunities may persuade middle-aged adults who participated in sport in youth to re-engage as adults. The authors then discuss a line of inquiry examining whether adult sportspersons see participatory motives accommodated in their programming differently than adult exercisers, and whether incorporating motives into sport programming may be a strategy to grow adult sport. The authors appraise emerging findings and what they mean for the recruitment or retention of adult sport participants. They further identify areas demanding greater scrutiny, including conceptual limitations and the risk of overgeneralizing results beyond privileged and exclusive adult cohorts who may already have an interest in sport. Finally, the authors describe research portraying how learning principles are different in adult sport than in the youth context, specifically underscoring the pertinence of andragogical principles. Based on perspectives from athletes and coaches, this work suggests that to do ‘more for adult sport’, current coaching curriculum and programming may need to be reconsidered to facilitate enriched sport experiences for an older cohort of adults.
International Journal of Sports Science & Coaching | 2018
Justin MacLellan; Bettina Callary; Bradley W. Young
While traditional, coach-directed pedagogies have dominated youth sport coaching practice, little is known about how coaches orient their approaches to facilitate adult athletes’ learning. This study explored a group of Masters athletes’ and a group of youth athletes’ perspectives of their common canoe/kayak coach’s approaches, with an aim to understand if and how the coach’s approaches differed based on the age cohort she was coaching. Four focus group interviews (two with each age cohort lasting 60–90 min) were conducted with nine youth (five male, four female; 14–15 years old) and 12 Masters athletes (six male, six female; 27–70 years old). Data were inductively analysed resulting in three higher order themes: (1) communication, exchanges, and interactions; (2) coaching on the basis of the athletes’ self-concept; (3) norms, goals, and expectations for learning within the climate. Results indicated that Masters athletes felt their coach responded well to their need for information, gave them room to make decisions, and engaged them in collaborative conversations. Youth athletes described their coach’s approaches as more directive: she made decisions for when and how they trained, provided information linearly, and maintained a climate of highly competitive expectations. Whereas coaching approaches with Masters athletes closely paralleled andragogical principles, those for youth aligned with more directed instructional methods. Findings illustrate how one coach’s approaches varied on a continuum from coach-directed (i.e. traditional pedagogical) to athlete-directed (i.e. andragogical) styles, both evident to some degree with each cohort.
The Journal of Coaching Education | 2011
Bettina Callary; Penny Werthner; Pierre Trudel
International Sport Coaching Journal | 2014
Bettina Callary; Diane Culver; Penny Werthner; John Bales
The Qualitative Report | 2015
Bettina Callary; Scott Rathwell; Bradley W. Young