Annual report of the State Horticultural Society of Missouri.

40, 1897

Annual report of the secretary of the State Horticultural Society of Michigan.

1895

Annual report of the secretary of the State Horticultural Society of Michigan.

1896

Annual report of the secretary of the State Horticultural Society of Michigan.

1897

Annual report of the secretary of the State Horticultural Society of Michigan.

1892

Annual report of the secretary of the State Horticultural Society of Michigan.

1886

Annual report of the secretary of the State Horticultural Society of Michigan.

1912

Annual report of the State Horticultural Society of Missouri.

46, 1903

Annual report of the secretary of the State Horticultural Society of Michigan.

1888

Annual report of the secretary of the State Horticultural Society of Michigan.

1910

Annual report of the secretary of the State Horticultural Society of Michigan.

1881

Annual report of the State Horticultural Society of Missouri.

32, 1890

Annual report of the State Horticultural Society of Missouri.

31, 1888

Annual report of the State Horticultural Society of the State of Missouri.

29, 1887

Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities

Background: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. Method Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. Results Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. Discussion Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.