The Experts below are selected from a list of 288 Experts worldwide ranked by ideXlab platform
Pierre Trudel - One of the best experts on this subject based on the ideXlab platform.
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Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization
Journal of Coaching Education, 2011Co-Authors: Bettina Callary, Penny Werthner, Pierre TrudelAbstract:Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and Secondary Socialization. A content analysis was performed to identify how coaches learned in their primary Socialization with their family, and in their Secondary Socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and Secondary Socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
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Shaping the way we learn to coach: The childhood learning experiences of five women coaches
Journal of Exercise Movement and Sport, 2010Co-Authors: Bettina Callary, Penny Werthner, Pierre TrudelAbstract:Research on how coaches learn to coach has explored how they learn in formal and nonformal coaching education courses, and how they learn in informal experiences on the job, including how they learn from their athletes, other coaches, and mentors (for example, Mallett, Trudel, Lyle, & Rynne, 2009; Werthner & Trudel, 2006, 2009). Jarvis (2006) offers a theory that learning is lifelong and occurs when an individual experiences a situation that is transformed, through thoughts, emotions, and/or actions, into knowledge, beliefs, attitudes, values, and skills. What a person has learned will influence how she or he experiences new learning situations. As part of a larger dissertation research study on the lives of women coaches, the purpose of this presentation is to illustrate how preconscious learning in childhood, through primary and Secondary Socialization, including the social environment, family life, school, and athletic experiences, contributed to five Canadian women coaches' approaches. Through four in-depth interviews with each of the participants, the learning experiences of the women were transformed into narratives. A thematic analysis was performed to delineate how preconscious and incidental learning in childhood influenced the women's coaching knowledge, beliefs, attitudes, values, and skills. This presentation serves to broaden the scope of learning to help understand influences that impact coaches' biographies, their coaching knowledge, and coaching approach. Acknowledgments: Jarvis, P. (2006). Towards a comprehensive theory of human learning: Lifelong learning and the learning society (Vol. 1). New York, NY: Routledge.
Bettina Callary - One of the best experts on this subject based on the ideXlab platform.
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Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization
Journal of Coaching Education, 2011Co-Authors: Bettina Callary, Penny Werthner, Pierre TrudelAbstract:Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and Secondary Socialization. A content analysis was performed to identify how coaches learned in their primary Socialization with their family, and in their Secondary Socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and Secondary Socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
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Shaping the way we learn to coach: The childhood learning experiences of five women coaches
Journal of Exercise Movement and Sport, 2010Co-Authors: Bettina Callary, Penny Werthner, Pierre TrudelAbstract:Research on how coaches learn to coach has explored how they learn in formal and nonformal coaching education courses, and how they learn in informal experiences on the job, including how they learn from their athletes, other coaches, and mentors (for example, Mallett, Trudel, Lyle, & Rynne, 2009; Werthner & Trudel, 2006, 2009). Jarvis (2006) offers a theory that learning is lifelong and occurs when an individual experiences a situation that is transformed, through thoughts, emotions, and/or actions, into knowledge, beliefs, attitudes, values, and skills. What a person has learned will influence how she or he experiences new learning situations. As part of a larger dissertation research study on the lives of women coaches, the purpose of this presentation is to illustrate how preconscious learning in childhood, through primary and Secondary Socialization, including the social environment, family life, school, and athletic experiences, contributed to five Canadian women coaches' approaches. Through four in-depth interviews with each of the participants, the learning experiences of the women were transformed into narratives. A thematic analysis was performed to delineate how preconscious and incidental learning in childhood influenced the women's coaching knowledge, beliefs, attitudes, values, and skills. This presentation serves to broaden the scope of learning to help understand influences that impact coaches' biographies, their coaching knowledge, and coaching approach. Acknowledgments: Jarvis, P. (2006). Towards a comprehensive theory of human learning: Lifelong learning and the learning society (Vol. 1). New York, NY: Routledge.
E N Vasileva - One of the best experts on this subject based on the ideXlab platform.
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young people s and children s social associations as agents of Secondary Socialization
Russian Education and Society, 2014Co-Authors: V N Guliaikhin, A P Galkin, E N VasilevaAbstract:A survey of opinions on the activity of young people's and children's social associations as agents of Secondary Socialization in Russia shows that Socialization processes need to be more oriented toward coordinating personal and societal goals and interests.
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young people s and children s social associations as agents of Secondary Socialization the experience of a regional survey
Russian Education and Society, 2013Co-Authors: V N Guliaikhin, A P Galkin, E N VasilevaAbstract:A survey of opinions on the activity of young people's and children's social associations as agents of Secondary Socialization in Russia shows that Socialization processes need to be more oriented toward coordinating personal and societal goals and interests.
Amina Abubakar - One of the best experts on this subject based on the ideXlab platform.
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Music listening in families and peer groups: benefits for young people's social cohesion and emotional well-being across four cultures.
Frontiers in psychology, 2014Co-Authors: Diana Boer, Amina AbubakarAbstract:Families are central to the social and emotional development of youth, and most families engage in musical activities together, such as listening to music or talking about their favorite songs. However, empirical evidence of the positive effects of musical family rituals on social cohesion and emotional well-being is scarce. Furthermore, the role of culture in the shaping of musical family rituals and their psychological benefits has been neglected entirely. This paper investigates musical rituals in families and in peer groups (as an important Secondary Socialization context) in two traditional/collectivistic and two secular/individualistic cultures, and across two developmental stages (adolescence vs. young adulthood). Based on cross-sectional data from 760 young people in Kenya, the Philippines, New Zealand, and Germany, our study revealed that across cultures music listening in families and in peer groups contributes to family and peer cohesion, respectively. Furthermore, the direct contribution of music in peer groups on well-being appears across cultural contexts, whereas musical family rituals affect emotional well-being in more traditional/collectivistic contexts. Developmental analyses show that musical family rituals are consistently and strongly related to family cohesion across developmental stages, whereas musical rituals in peer groups appear more dependent on the developmental stage (in interaction with culture). Contributing to developmental as well as cross-cultural psychology, this research elucidated musical rituals and their positive effects on the emotional and social development of young people across cultures. The implications for future research and family interventions are discussed.
Penny Werthner - One of the best experts on this subject based on the ideXlab platform.
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Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization
Journal of Coaching Education, 2011Co-Authors: Bettina Callary, Penny Werthner, Pierre TrudelAbstract:Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and Secondary Socialization. A content analysis was performed to identify how coaches learned in their primary Socialization with their family, and in their Secondary Socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and Secondary Socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
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Shaping the way we learn to coach: The childhood learning experiences of five women coaches
Journal of Exercise Movement and Sport, 2010Co-Authors: Bettina Callary, Penny Werthner, Pierre TrudelAbstract:Research on how coaches learn to coach has explored how they learn in formal and nonformal coaching education courses, and how they learn in informal experiences on the job, including how they learn from their athletes, other coaches, and mentors (for example, Mallett, Trudel, Lyle, & Rynne, 2009; Werthner & Trudel, 2006, 2009). Jarvis (2006) offers a theory that learning is lifelong and occurs when an individual experiences a situation that is transformed, through thoughts, emotions, and/or actions, into knowledge, beliefs, attitudes, values, and skills. What a person has learned will influence how she or he experiences new learning situations. As part of a larger dissertation research study on the lives of women coaches, the purpose of this presentation is to illustrate how preconscious learning in childhood, through primary and Secondary Socialization, including the social environment, family life, school, and athletic experiences, contributed to five Canadian women coaches' approaches. Through four in-depth interviews with each of the participants, the learning experiences of the women were transformed into narratives. A thematic analysis was performed to delineate how preconscious and incidental learning in childhood influenced the women's coaching knowledge, beliefs, attitudes, values, and skills. This presentation serves to broaden the scope of learning to help understand influences that impact coaches' biographies, their coaching knowledge, and coaching approach. Acknowledgments: Jarvis, P. (2006). Towards a comprehensive theory of human learning: Lifelong learning and the learning society (Vol. 1). New York, NY: Routledge.