This study aims at exploring theconnotation of school athletic coaches' professional knowledge and theinfluence factors for the knowledge development. By purposively sampling, nineexpert coaches were selected for multiple case researches. In-depth interviewswere conducted to collect data, and template analysis style and thematic analysiswere utilized to process data. The study findings showed:
1. The connotation of school athleticcoaches' professional knowledge included 4 items of sport-specific knowledge, 4items pedagogical training knowledge, 3 items of coaching tool or technology applicationknowledge, 3 items of coach profession development, 4 items of athletecounselling and training and development knowledge, as well as 7 items ofologies knowledge.
2. The school sports coaching knowledgecould be learnt and developed from different sources and channels, which wasimpacted by environment, organizational culture and coaches' needs forprofessional development activities.
The conclusions are drawn as follows: 1.Theconnotation of school athletic coaches' professional knowledge consists of sixdimensions and 25 items of sub-contents in total; 2.The development of coachingknowledge is a longitudinal process, where non-formal and informal learningsources and channels shall be paid attention to, and faculty for curricula andcontents arrangement shall be expected in the professional developmentactivities. Suggestions are given as follows: 1. practical courses are addedfor coaching study, and a sound rating system is established; 2. In the future,the current status of the connotation of coaching knowledge or sourceperception study in Taiwan can be further explored.
Keywords: multiple case researches, coacheducation, professional development
• Empowering practitioners and supporting professional learning , • Innovative perspectives on physical education, physical activity, health and wellbeing a
