{"id":49598,"date":"2021-12-14T11:25:57","date_gmt":"2021-12-14T11:25:57","guid":{"rendered":"https:\/\/revista-apunts.com\/?post_type=tablas&p=49598"},"modified":"2021-12-29T16:09:37","modified_gmt":"2021-12-29T16:09:37","slug":"table-3-147-03","status":"publish","type":"tablas","link":"https:\/\/revista-apunts.com\/en\/tablas\/table-3-147-03\/","title":{"rendered":"Table 3 – 147.03"},"content":{"rendered":"\n

Table 3<\/h2>\n\n\n\n

Lines of research and studies which they consist.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\n
L\u00ednea de investigaci\u00f3n<\/td>Studies<\/td><\/tr>
To describe the technological and computer tools available to coaches for their education and skill acquisition<\/td>Over (2008), Cushion et al. (2010), Sanz (2011), Sackey-Addo and P\u00e9rez (2016)<\/td><\/tr>
To examine coaches\u2019 preferences for their education<\/td>Reade et al. (2008), Callary et al. (2011) Pope et al. (2015), Kubayi et al. (2016), Stoszkowski and Collins (2015)<\/td><\/tr>
To analyse the use of online resources by coaches for their education<\/td>Mester and Wigger (2011), August\u00fdn and J\u016fva\u00a0 (2014)<\/td><\/tr>
To assess the effectiveness of online education resources and programmes for the education of coaches<\/td>Koh et al. (2017), Driska (2018), Cushion and Townsend (2018)<\/td><\/tr><\/tbody><\/table>\n\n\n\n
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