Ing emphasizes coaches’ awareness for experiential learning despite not being familiar with such opportunities in the Portuguese system. Moreover, while coaching experience and coach certification level did not differentiate coaches’ perceptions of, and Lurbinectedin web preferences for, knowledge sources, the academic education level allowed coaches to ascribe different importance to informal and non-formal learning sources. These findings highlight the potential of the academic setting (in physical education and sport) for to be considered as a formal coach education agency, namely in Portugal. As an overview, the findings from this study suggest that new pedagogical ways could or should be found to engage with the real needs of Portuguese coaching education reality. For example, programs could be built under a conceptual framework that considers the diversity of learning sources (formal, non-formal; mediatedunmediated and internal; purchase SB856553 participation/acquisition) to allow a better systematization of the coaching education curriculum. To expand the knowledge of coaches, it is fundamental that coaching education curriculum includes all of these sources in a mixed and holistic approach as required by the complex nature of coaching context. Concerning further research it will be important to evaluate coach education beyond perceptions and opinions, and particularly in terms of the impact such programs have on the coach learning in practice. In addition, research should examine the combination and the orchestration of coaches’ knowledge sources in field situations in order to realize how they can aid and inform coaches’ decision making in their every day practice.AcknowledgementsThis article is part of a research project funded by the Foundation for Science and Technology (FCT), Portugal, through the Operational Thematic Program, Competitiveness Factors (COMPETE), involving the Community Fund (ERDF), with the following reference: PTDC/DES/67190/2006 and FCOMP-01-0124-007177-ERDF.
In 1976, Dr Michael Sporn outlined “…common, fundamental properties…shared by [premalignant] epithelial lesions…”[1]. These include: (1) being diffuse and multifocal; (2) having a statistical or probabilistic nature in progression to malignancy; (3) enhanced DNA synthesis; and (4) mechanisms of protection, as not all premalignant lesions or conditions progress to malignancy. Sporn also gave us a definition of chemoprevention, one that has since evolved to encompass using “…natural, synthetic, or biological agents to reverse, suppress, or prevent either the initial phases of carcinogenesis or the progression of premalignant cells to invasive disease” [1,2]. The supposition that progression of a premalignant condition to a malignant state can be prevented or the premalignant state reversed with the right intervention, assumes two key elements: that we can identify who has these lesions and know the appropriate way in which to intervene.*Corresponding authors. [email protected] (B.M. Ryan); [email protected] (J.M. Faupel-Badger).. Conflicts of interest None.Ryan and Faupel-BadgerPageCoincidentally, the same year that Sporn described the properties of premalignant lesions, our understanding of the molecular origins of cancer profoundly changed. Careful study of the genetic etiology of an aggressive sarcoma in chickens implicated the SRC gene as the key genetic component that differed between the genome of a virus that transformed normal chicken cells into cancer cells and a sim.Ing emphasizes coaches’ awareness for experiential learning despite not being familiar with such opportunities in the Portuguese system. Moreover, while coaching experience and coach certification level did not differentiate coaches’ perceptions of, and preferences for, knowledge sources, the academic education level allowed coaches to ascribe different importance to informal and non-formal learning sources. These findings highlight the potential of the academic setting (in physical education and sport) for to be considered as a formal coach education agency, namely in Portugal. As an overview, the findings from this study suggest that new pedagogical ways could or should be found to engage with the real needs of Portuguese coaching education reality. For example, programs could be built under a conceptual framework that considers the diversity of learning sources (formal, non-formal; mediatedunmediated and internal; participation/acquisition) to allow a better systematization of the coaching education curriculum. To expand the knowledge of coaches, it is fundamental that coaching education curriculum includes all of these sources in a mixed and holistic approach as required by the complex nature of coaching context. Concerning further research it will be important to evaluate coach education beyond perceptions and opinions, and particularly in terms of the impact such programs have on the coach learning in practice. In addition, research should examine the combination and the orchestration of coaches’ knowledge sources in field situations in order to realize how they can aid and inform coaches’ decision making in their every day practice.AcknowledgementsThis article is part of a research project funded by the Foundation for Science and Technology (FCT), Portugal, through the Operational Thematic Program, Competitiveness Factors (COMPETE), involving the Community Fund (ERDF), with the following reference: PTDC/DES/67190/2006 and FCOMP-01-0124-007177-ERDF.
In 1976, Dr Michael Sporn outlined “…common, fundamental properties…shared by [premalignant] epithelial lesions…”[1]. These include: (1) being diffuse and multifocal; (2) having a statistical or probabilistic nature in progression to malignancy; (3) enhanced DNA synthesis; and (4) mechanisms of protection, as not all premalignant lesions or conditions progress to malignancy. Sporn also gave us a definition of chemoprevention, one that has since evolved to encompass using “…natural, synthetic, or biological agents to reverse, suppress, or prevent either the initial phases of carcinogenesis or the progression of premalignant cells to invasive disease” [1,2]. The supposition that progression of a premalignant condition to a malignant state can be prevented or the premalignant state reversed with the right intervention, assumes two key elements: that we can identify who has these lesions and know the appropriate way in which to intervene.*Corresponding authors. [email protected] (B.M. Ryan); [email protected] (J.M. Faupel-Badger).. Conflicts of interest None.Ryan and Faupel-BadgerPageCoincidentally, the same year that Sporn described the properties of premalignant lesions, our understanding of the molecular origins of cancer profoundly changed. Careful study of the genetic etiology of an aggressive sarcoma in chickens implicated the SRC gene as the key genetic component that differed between the genome of a virus that transformed normal chicken cells into cancer cells and a sim.