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1.
ABSTRACT

It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches’ knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches’ participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.  相似文献   

2.
Background: Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches’ educational backgrounds in team sports in Ireland. Methods: Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n?=?19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years’ experience coaching their sport and were coaching more than 4 hours per week. Results/Discussion: Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Conclusions: Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.  相似文献   

3.
Abstract

The aim of this study was to analyse handball coaches’ perceptions of self-efficacy and recognition of training needs related to coaching competences according to their coaching experience, coach certification level and academic education. Two hundred and seven Portuguese handball coaches answered questionnaires that included a scale of self-efficacy and another of recognition of training needs. Data analysis started with an exploratory factorial analysis with Maximum Likelihood Factoring and Oblimin rotation. From the factors obtained, a One-way ANOVA and Tukey's post hoc multiple comparisons were applied. Coaches’ self-efficacy revealed coaching competences related to: annual and multi-annual planning; planning and guiding training and competition; coaching methodology; implementation of sport development projects and coach education and meta-cognitive competences. Coaches’ recognition of training needs revealed four main areas: planning and guiding training and competition; multi-annual planning; management of sports careers and coaching education and leadership. Although an independent relationship between coaches’ perceptions of self-efficacy and training needs was confirmed, they perceived themselves as having competences and highlighted training needs in all areas. Coaches’ perceptions of self-efficacy were influenced by their coach certification level, academic education and coaching experience. The study suggests that sport specificity within the social culture in addition to the precise sporting domain of action influence the perceptions of coaches about their self-efficacy and training needs as related to coaching competences and, therefore, should be considered in the coach education curriculum.  相似文献   

4.
Background: Within the field of coach development, previous research has ascertained that elite coaches learn through a variety of formal, non-formal, and informal sources. Little is known, however, about how coaches from different coaching contexts such as recreational and developmental learn to coach.

Purpose: The purpose of this study was to investigate how coaches from youth recreational and developmental coach contexts access and appreciate various coach learning sources, and whether there were any differences between these two contexts.

Data collection and analysis: Basketball and soccer coaches (N?=?758) from the two different contexts (recreational and developmental) were recruited through their respective sport organizations to participate in an online questionnaire about their coach learning. Specifically, they were asked about which learning sources they consulted and how helpful they found each source to be. The two groups were compared using chi-square and odd ratios, independent t-tests, and factorial ANOVA analyses.

Findings: Findings suggest that developmental coaches access a greater number of learning sources than do recreational coaches; however, for most sources both groups of coaches report the same level of helpfulness. Together, these findings suggest that the specific coaching context (recreational versus developmental) is an important consideration when examining coach learning.  相似文献   

5.
The social structures within coach education have been largely unexplored, undiscussed, and treated as unproblematic in contributing to coach learning, both in research and practice. The study used semi-structured, in-depth interviews with 11 elite cricket coaches to gather their perceptions of an elite coach education programme. In particular, this research attempted a more nuanced critical inquiry into the impact of culture on coach learning, habitus on knowledge production and the extent to which capital structures practice within the field of cricket coach education. Data analysis followed abductive reasoning, combining inductive thematic analyses of the data, with a deductive abstraction of these themes within a Bourdieusian framework to provide a level of explanation to the data. The findings present coach education as a complex social field in which coaches were active social beings in the (re)production of coaching knowledge. The culture of cricket was found to perpetuate a powerful doxic system that highlighted the tensions and conflict between an accepted model of coach education with a singular and prescribed body of knowledge and a strong underlying sporting culture and individuals hierarchically placed within it. This data further highlighted how coach education contributes to the (re)production of power within the field of cricket coaching.  相似文献   

6.
Collaborative action learning was undertaken in response to the growing criticisms of formal coach education. Since it is strongly felt that we can no longer merely commentate on what is not happening in terms of coach learning, a key requirement now is to demonstrate there are other options. The Coach Learning and Development (CLAD) programme was devised and implemented at a community rugby club in Wiltshire, England. The CLAD programme supported volunteers to engage more with contemporary designs for learning, acknowledging a fundamental problem with formal coach education in the way learning (and knowledge) is decontextualised. The theoretical endeavours of Basil Bernstein are introduced to Sport Coaching Research (SCR) for the first time, specifically the ‘pedagogical device’ to illustrate a process of recontextualisation. Findings suggest that the CLAD programme was successful in encouraging coaches to engage with more positive forms of coaching pedagogy. Therefore, the findings draw on the pivotal outcomes of the CLAD programme to re-configure more successful outcomes for coach education, coach learning and volunteers rights to knowledge.  相似文献   

7.
ABSTRACT

Background: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.

Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.

Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.

Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.

Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.

Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it.  相似文献   

8.
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9.
Abstract

Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.  相似文献   

10.
This paper reports data from the evaluation of a coach education programme provided by a major national governing body of sport (NGB) in the UK. The programme was designed for youth sport coaches based on research evidence that suggests that CPD is most effective in supporting practitioner learning when it is interactive, collaborative and located in practice. At the same time, the NGB was keen to ensure that in order to meet the objectives of the organisation, there was some consistency in delivery across the various practice sites. The research aimed to investigate how the original CPD programme was enacted across eight professional sports clubs, and to understand how professional knowledge was interpreted and negotiated between participants at the NGB and sports club levels. Over a 2-year period, data were collected from a series of focus groups and extended individual semi-structured interviews. Participants were 7 senior managers, 8 coach educators, 8 Academy club directors and 12 sports club coaches. Data were initially analysed inductively and, drawing on the theoretical work of Bernstein [(1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173, (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.). Lanham, MD: Rowman & Littlefield], illustrate the numerous ways in which programme knowledge was interpreted, facilitated and blocked at different levels of the organisation. The paper adds new insights into the complexities of coach education settings and the inherent challenges faced when attempting to ‘roll out’ a coach education intervention – even when it is ‘evidence-based’.  相似文献   

11.
Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support schools in arresting school disengagement. By embracing an understanding that challenges the definitional core of sports coaching as simply improving the sporting performance of an individual or team, and, drawing theoretically on the work of Carlisle et al. and Shields, the role of ‘coach as transformative leader’ is articulated. Analysis of data collected by means of semi-structured interviews with a group of community-based sports coaches (n = 8) revealed three factors salient to our understanding of re-engaging young people with formal education through sport. These were the impact of the community sport programme; the relationship between schools and community sports groups; and the implementation of transformative leadership qualities by sport coaching practitioners. Importantly, this paper explicates the pivotal function that coaching practice which embraces transformative leadership principles can have on reorienting young people from disadvantaged backgrounds towards more optimistic futures and educational objectives.  相似文献   

12.
Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and professionals in high-performance sport.

Purpose and approach: This paper arises from a theoretical analysis of the research studies presented in this special issue. The analysis undertaken focused on the understanding and representation of the concepts of learning and culture and critically examined the methodological application of particular conceptualisations. The intention was to extend insight into both theoretical and methodological issues associated with understanding and researching athlete and coach learning, and high-performance sport settings.

Findings and discussion: This paper identifies tendencies for separatist and reductionist thinking about learning and culture in high-performance sport settings. A relational perspective is identified as critical to extending research and professional practice that is directed towards learning and/or culture. Researchers are urged to avoid identifying either athlete or coach learning (only) with specific events or experiences, and similarly avoid positioning culture as something that sits apart from athletes’ and coaches’ participation and learning in elite sport settings. The dual notions of ‘learning practices as cultural practice’ and ‘cultural practice as pedagogical practice’ are proposed as a basis for holistic thinking about learning and culture in high-performance sport settings. The extent to which such thinking is reflected in the various contributions to the special issue is considered. Attention is then directed to the methodological challenges that researchers face if they are to reflect a conceptualisation of learning as both embedded and embodied in cultural practices. Challenging and extending the underlying vision of learning that researchers, coaches and athletes have is revealed as a critical consideration in regard to research design, data collection and ways in which participants are variously positioned, represented and ‘involved’ in research. Embodied perspectives are identified as particularly worthy of greater attention in contemporary research that seeks to extend understanding of athlete and/or coaches’ learning and lived experiences within and amidst elite sporting cultures. Recent scholarship focusing on the body and lived experience is identified as providing theoretical and methodological insights that can extend future research and practice.

Conclusions: Foregrounding a relational perspective is fundamental to extending the understanding of learning and culture in high-performance sport. Future research also needs to clearly embrace the methodological challenges presented by new conceptualisations.  相似文献   

13.
ABSTRACT

The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10–12 year old) from one representative football club (Australia February–July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01–24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes.  相似文献   

14.
Abstract

During this study, 10 expert coaches were interviewed to examine their views on aspects of their individual coaching practice. Four themes emerged from the interviews: (a) the long-term approach, (b) the authentic coaching environment, (c) creating a learning environment, and (d) the quality and quantity of training sessions. These coaches were consistent in their attempts to facilitate learning experiences for the athletes, while setting high standards in both training and competition. The study's findings show that expert coaches have to orchestrate a large number of variables when planning and executing a training session, and their success depends on their coaching knowledge and their skill at contextualizing the necessary components for specific situations.  相似文献   

15.
Since Heidegger's influential text; Being and time (1927/2005), the phenomenological question of what it means to ‘be’ has generated a vast body of work. This paper reports data from a phenomenological study that investigated what it means to ‘be’ a youth performance coach. An overview of the interpretive phenomenological methods used is followed by presentation of coaches and data. Data analysis resulted in the identification of three constituent ‘essences’ of youth performance coaching: (i) care; (ii) a commitment to educate athletes authentically for corporeal challenges to come; and (iii) working with others to achieve a specialised corporeal excellence. The three identified essences manifest themselves in a broad lifeworld that includes settings on and off the field of play (FOP). Given the very different insights into the practice of coaching that emerge from this study, we argue it would be useful for future studies of coaching practice and coach education to extend their focus to take into account coaches' wider lives both on and off the FOP. We also argue for further exploration of coaching by drawing on phenomenological concepts such as care and relationality.  相似文献   

16.
Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL – the peak organisation for Australian Rules Football) is important to better develop the next generation of performance coaches. Hence the focus of this research was to examine the learning of SC and AC in the AFL. Fundamental to this research was an understanding that the AFL and each club within the league be regarded as learning organisations and workplaces with their own learning cultures where learning takes place. The purpose of this paper was to examine the learning culture for AFL coaches.

Method: Five SCs, 6 ACs, and 5 administrators (4 of whom were former coaches) at 11 of the 16 AFL clubs were recruited for the research project. First, demographic data were collected for each participant (e.g. age, playing and coaching experience, development and coach development activities). Second, all participants were involved in one semi-structured interview of between 45 and 90 minutes duration. An interpretative (hierarchical content) analysis of the interview data was conducted to identify key emergent themes.

Results: Learning was central to AFL coaches becoming a SC. Nevertheless, coaches reported a sense of isolation and a lack of support in developing their craft within their particular learning culture. These coaches developed a unique dynamic social network (DSN) that involved episodic contact with a number of respected confidantes often from diverse fields (used here in the Bourdieuian sense) in developing their coaching craft. Although there were some opportunities in their workplace, much of their learning was unmediated by others, underscoring the importance of their agentic engagement in limited workplace affordances.

Conclusion: The variety of people accessed for the purposes of learning (often beyond the immediate workplace) and the long time taken to establish networks of supporters meant that a new way of describing the social networks of AFL coaches was needed; DSN. However, despite the acknowledged utility of learning from others, all coaches reported some sense of isolation in their learning. The sense of isolation brought about by professional volatility in high-performance Australian Football offers an alternative view on Hodkinson, Biesta and James' attempt in overcoming dualisms in learning.  相似文献   

17.
Abstract

This paper focuses on the processes by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data drawn from naturally occurring observations of coaches and informal discussions and in-depth interviews with them. Over 50% of the coaches had decided that they wanted to become a coach before entrance into college. The decision to become a coach was subjectively warranted by personal characteristics and experiences in sports, a devotion to sport, and a desire to work with young people. Youth sport coaching and student teaching which involved coaching constituted the only formal professional socialization that most of the coaches received. However, because almost all of the coaches participated in organized youth and/or high school athletics, they had a first-hand opportunity to observe their own coaches and acquire some informal images and impressions about the coaching occupation from them. Regardless of whether a neophyte began as an assistant or a head coach, technical aspects of the job and the occupation's culture were acquired by observing and listening to more experienced coaches. Through these experiences, collective understandings began to form, and the shared meanings about the occupational culture took shape. Reality shock for most novice coaches came in the form of understanding the importance the coaching culture assigns to long hours and hard work and to the realization that coaching does take an enormous amount of time. By the end of the first season, a symbolic transformation takes place and internalization of institutional expectations occurs as the neophyte begins to understand what coaching is all about.  相似文献   

18.
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19.
Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this article explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions, which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.  相似文献   

20.
The purpose of this paper was to gain insight into how coaches problematized their coaching practices and the process in which they engaged to become what they perceived to be better coaches using a course based on critical reflective practice. We assumed that constant critical self-reflection would enable coaches to move closer to their individual idea of a ‘good coach.’ Scholars and coaches collaborated to develop course content. The course was built on principles of rational-emotive education. We drew on Foucault's conceptualization of self-constitution or modes of subjectivation and confessional practice and Knaus' approach to teaching for our analytical framework. Thirty-five coaches participated in this study. The data consisted of semistructured interviews, field notes, open-ended questionnaires and focus group. The results are presented per mode of change or transformation. We explored how coaches wanted to transform their coaching practice (ethical substance), how they defined a good coach (mode of subjection), how they worked on change (ethical work) and how they transformed themselves (telos). To gain further insight into this process, we also examined narratives of three coaches as they described why and how they changed. The practice of critical reflection seemed to meet the needs of the coaches involved in the study. They used it to continually examine their behavior and their normalized taken-for-granted beliefs and to transform themselves in the direction of their idea of a ‘good coach.’ Ontological reflection was seen as a tool and a process that requires continual practice.  相似文献   

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