Professional coach educators in-situ: a social analysis of practice     

Christopher J. Cushion  Mark Griffiths  Kathleen Armour 《Sport, Education and Society》2019,24(5):533-546

Professional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the socio-cultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators' social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators' social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educator's practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied.  相似文献   

Assimilating to a boy’s body shape for the sake of performance: three female athletes’ body experiences in a sporting culture     

Jenny McMahon  Natalie Barker-Ruchti 《Sport, Education and Society》2017,22(2):157-174

This paper explores three female swimmers’ relationships with their male coaches and the body practices they were exposed to within Australian swimming. Particular attention is given to how the relationships and practices might relate to gender. Additionally, the article examines how (if at all) the conduct contributed to the social construction of an accepted female swimmer body. Through narrative accounts, the three adolescent female athletes articulate hierarchical male coach–female athlete relationships and specific body encounters they were exposed to and/or engaged with. Their experiences reveal how a sexually maturing body (growing breasts, female body shape and menstruating) was deemed unsuitable for performance and the swimmers were thus encouraged to transform their bodies and behaviours towards that of the boys. Using a feminist Foucauldian perspective, these accounts points to how the three swimmers came to regulate their diet, training and appearance in order to fulfil expectations. This self-regulation is problematic in two ways: first, no scientific evidence shows that a boy like physique is essential for best performance. Second, the stress from being pressured to achieve a particular body, as well as the shame that resulted from being unable to achieve the idealised physique, eventually caused the swimmers to develop an unhealthy relationship with their developing bodies. We highlight how those immersed in sporting contexts should recognise the serious implications of gender practices and power relations underpinning the male coach–female athlete dynamic in competitive sport.  相似文献   

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice     

John Stoszkowski  Dave Collins 《Sport, Education and Society》2017,22(2):247-270

Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes and better provide coaches with the professional skills they need to deal with the complex nature of their work. Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part 1 of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of 24 undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups.  相似文献   

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education     

John Stoszkowski  Dave Collins  Cliff Olsson 《Sport, Education and Society》2017,22(3):407-425

In part one of this paper, Stoszkowski and Collins showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews. Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed.  相似文献   

Why ‘the best way of learning to coach the game is playing the game’: conceptualising ‘fast-tracked’ high-performance coaching pathways     

Alexander David Blackett  Adam Evans  David Piggott 《Sport, Education and Society》2017,22(6):744-758

At the beginning of the 2013/2014 season in England and Wales, 90 head coaches of the 92 men's national professional football league clubs and 20 of the 22 men's professional rugby union clubs had tenure as a professional elite player in their respective sports. Moreover, Rynne [(2014). ‘Fast track’ and ‘traditional path’ coaches: Affordances, agency and social capital. Sport, Education and Society, 19, 299–313] has claimed that many former elite athletes are ‘fast-tracked’ through formal accreditation structures into these high-performance coaching roles. The reasons why former elite athletes dominate head coaching roles in professional sports clubs and why a ‘fast-track’ pathway from elite athlete to high-performance coach is supported remain unclear. Thereby the present study sought to address this issue by investigating the basis for ‘fast-tracked’ head coaching appointments. Eight male directors of men's professional football and rugby union clubs in England were interviewed to examine how particular coaching skills and sources of knowledge were valorised. Drawing upon Bourdieu's conceptual framework, the results suggested that head coaching appointments were often based upon the perceived ability of head coaches gaining player ‘respect’. Experiences gained during earlier athletic careers were assumed to provide head coaches with the ability to develop practical sense and an elite sporting habitus commensurate with the requirements of the field of elite sports coaching. This included leadership and practical coaching skills to develop technical and tactical astuteness, from which, ‘respect’ could be quickly gained and maintained. The development of coaching skills was rarely associated with only formal coaching qualifications. The ‘fast-tracking’ of former athletes for high-performance coaching roles was promoted by directors to ensure the perpetuation of specific playing and coaching philosophies. Consequently, this may exclude groups from coaching roles in elite men's sport. The paper concludes by outlining how these findings might imply a disjuncture between the skills promoted during formal coaching qualifications and the expectations club directors have of elite coaches in these sports.  相似文献   

我国普通高校跆拳道运动队教练员队伍现状调查与分析     

张岩  李立  陈玉娟 《福建体育科技》2009,28(3):16-18

本研究采用问卷调查法和数理统计法,对全国62所大学的跆拳道教练员进行调查与分析,并根据我国国情,提出跆拳道教练员队伍的发展对策,促进我国高等院校跆拳道的健康、快速发展。  相似文献   

浅析加快提高基层教练员的素质结构   总被引：4，自引：1，他引：3  

张建华  黄力 《福建体育科技》2004,23(3):26-28

加快提高基层教练员的素质已成为世界各国提高竞技体育科学化训练水平的重要途径,目前我省各级教练员的素质结构、科学化训练水平等都还有待于进一步提高的空间,为使福建省各级体育管理工作者对有关教练员素质结构有一个较为全面的认识,帮助尽快提高教练同的素质,本文运用文献资料法,对国内外、体育学者关于教练员素质结构问题进行综述分析和建议。  相似文献   

论体育竞赛中教练员决策能力的构成     

刘玉华  霍海峰 《山西师大体育学院学报》2002,17(3):26-27

在论述了体育竞赛中教练员决策能力的重要性基础上，指出：教练员决策能力构成包括“渊博的知识；智慧的头脑；丰富的经验；镇静的情绪；谋略与决策；坚强的意志；灵感与应变能力”等。  相似文献   

Positioning Mentoring as a Coach Development Tool: Recommendations for Future Practice and Research     

Sarah McQuade  Louise Davis  Christine Nash 《Quest (Human Kinetics)》2015,67(3):317-329

Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in these domains could be drawn upon to position mentoring as sports coaching development tool. Given the remote basis of some of mentor–coach relationships in sports coaching, additional learning can be drawn from mentoring conducted by virtual or electronic mediums. This article concludes with a series of reflective questions arising from research findings in other domains, designed to engage the potential coaching organization with the mentoring process.  相似文献   

从艺术体操独创性加分谈教练员的创新意识     

邓茜  洪小平 《四川体育科学》2003,(4):98-99

创新是艺术体操的生命，追求独创性加分是艺术体操发展的主要趋势，教练员的创新意识是动作创新和编排创新的关键因素。研究何谓创新意识，构成创新意识的因素有哪些，创新意识过程分为哪几个阶段，提出艺术体操教练员如何超越常规思维，构筑新意，更好地开发和创新难度动作。  相似文献