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Understanding coaches' learning: process, practice and impact
Although it seems clear that coaches become effective practitioners through idiosyncratic combinations of learning experiences (Werthner & Trudel, 2009), little is known about how and why this occurs and impacts on coaching knowledge and practice (Cushion et al., 2010). This research sought to u...
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| Format: | Default Thesis |
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2014
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| Online Access: | https://hdl.handle.net/2134/16047 |
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