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Shane Pill 《Sport, Education and Society》2016,21(2):279-297
This paper reports on research framed as a strengths-based appreciative inquiry (AI) into the use of a game sense (GS) approach for sport and games teaching in physical education (PE). The aim of this research was to find the elements which sustain teachers in the use of a GS approach. This is particularly pertinent given strong advocacy for GS as a preferred sport pedagogy but slow acceptance in Australian PE. Through the story of experience that emerged the common elements giving ‘life’ to the PE teachers' pedagogical practice, and thus sustaining the use of GS teaching, is illuminated. AI has not been previously used to case study games and sport teaching in schools generally and a GS approach specifically. Further research examining the long-term and accumulated benefits of AI for qualitative PE pedagogical is proposed, as is further investigation of teachers' experience with a GS approach from primary to secondary PE teaching. 相似文献
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Christopher Cushion 《Sport, Education and Society》2016,21(6):851-867
The aim of this paper was to critically review existing literature relating to, and critically analyse current conceptualisations of, ‘coaching philosophy’. The review reveals a bewildering approach to definitions, terms and frameworks that have limited explanation and reveal a lack of conceptual clarity. It is argued that rather than provide clarification and understanding the existing literature conflates coaching rhetoric and ideology with coaching philosophy and serves to reproduce existing coaching discourse rather than explain coaching practice. The paper problematises the unquestioned assumptions currently underpinning ‘coaching philosophy’; namely the overemphasis of coaches' agency and reflexivity, the downplaying of the significance of social structure on coaches' dispositions and the acceptance that coaching practice is an entirely conscious activity. The paper argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology, and critically evaluate the assumptions and beliefs underpinning their practice. 相似文献
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A questionnaire consisting of 20 positive and negative statements frequently made about youth sports was completed by 423 nonschool youth sport coaches from Illinois and Missouri. The coaches indicated to what degree they agreed with the statements for the sport in general, and for the particular program in which they coached. Coaches from eight sports were sampled: baseball/softball, basketball, football, gymnastics, hockey, soccer, swimming, and wrestling. The results revealed that coaches have generally favorable attitudes toward youth sports, supporting the value of participation for the well-being of children. One exception to the coaches' generally favorable attitudes was their moderate agreement that too much emphasis is placed on winning. It also was found that the coaches' 20 specific agreement ratings could be reduced to 4 interpretable factors—“positive attitudes,” “negative facets of youth sports programs,” “negative consequences for participants,” and “equipment and facilities not adequate.” Factor scores computed for these factors were found to differ as a function of sport coached and the coach's education, formal training, coaching experience, sex, occupation, and community size. In a second section of the survey, the coaches rated the importance of including various technical and sport science topics in coaching clinics and workshops. 相似文献
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Taking responsibility and creating social justice—in view of current social developments, e.g., the implementation of the UN Convention on the Rights of Persons with Disabilities or the influx of more than 1 million refugees in 2015—this demand is also becoming increasingly louder in the context of sport: different types of sport should help to solve social problems or to prevent social imbalances. To date, however, the assumption that sport can do justice to this task is empirically almost untenable. This article provides an introduction to modeling the topic of sport in social responsibility for the sport pedagogical discourse and presents action and research practices as well as research objectives using the example of a socially effective youth sport in school, clubs, and social work. Two research projects provide an example of the scientific contribution that sport pedagogy can make by examining approaches to sport-related social projects and their effectiveness. The evaluation of the WiO-Fit project was able to show how appropriate sport programs can “lure” socially and educationally disadvantaged youth who can be guided into appropriate coaching and counseling services, according to the individual problems outside of sports. The research results of the social project Gobox show the central role that intergenerational relationship management and language play when it comes to increasing the commitment of youth who would otherwise turn away from sports. This article not only highlights the potential of sport pedagogical research in this field, but also provides suggestions for interdisciplinary cooperation and research practice. 相似文献
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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
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Recent concern surrounding sports coaches' interaction with young people has reflected a fundamental change in the way coaches and others regard the role of sports. In this paper, we consider the identification and definition of the contemporary sports coach (whether acting in a professional or volunteer capacity) as, in Foucault's term, a ‘dangerous individual’. We suggest that the mainstream discourse of child protection and safeguarding, variously interpreted and applied, has contributed to a culture of fear in sports coaching practice. Drawing on data from a recently completed Economic and Social Research Council-funded research project, we argue that contradictions in policy and practice, which serve to privilege a particular discourse, have cast the coach as both predator and protector of young sports performers. This has undermined the role of the coach, led to intergenerational fear, created doubt about coaches' intentions and promoted their adoption of defensive and protective practices. Utilising the concept of governmentality, we argue that, as a consequence, fundamental trust-based relationships, necessary in healthy athlete???coach engagement, have been displaced by a discourse embodied in sterile delivery and procedure governed by regulation and suspicion. 相似文献
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There has been increasing interest in recent years in the significance of a sense of place in the literature of outdoor adventure education. In the UK relationships between outdoor education and the environment still appear largely focused on the science of the natural environment and the activity in question. In this paper, we present empirical evidence from an action research project to demonstrate how a combination of formal and informal pedagogy in a higher education context can lead to a sociocultural and historical understanding of place and enrich the learning experience of students when teaching the classical outdoor adventurous activity of sailing. The sport of dinghy sailing is a module within a Bachelor's undergraduate degree in outdoor education and was taught from a small fishing town in Devon, England. We adopted an integrated and experiential critical pedagogy of place that allowed theory and practice, thought and action to be a holistic experience, and this approach provided opportunities for informal, as well as formal learning. This action research project explored the impact on the student experience when sailing skills were developed along with a sense of place. It used methods including: photo-elicitation, focus group interviews and evidence from the analysis of written student assignments. Our findings show that students discover a significance of the meaningful relationship between the sociocultural history of where that activity takes place and the activity itself and that as a result their experience of the learning and research process was enriched. 相似文献
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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
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Leanne Norman 《Sport, Education and Society》2013,18(5):532-551
This study centres upon the accounts of master women coaches based in the UK, exploring how they have individually experienced such acts of resistance as reaching the top of such a male dominated profession. By going beyond previous positivist feminist approaches to this focus of inquiry, I employ a feminist cultural studies framework to understand how the social construction of what it means to be a woman impacts women coaches' individual sense of self and confidence to lead. The discussions are based on semi-structured in-depth interviews with six senior national women coaches of team sports in the UK. The data highlight the success of masculine hegemony of coaching through documenting women's reluctance to advance their coaching career through a lack of self-belief and motivation as a consequence of their culturally and historically marginal position. The findings illustrate a pressing need for a revision of the dominant values inherent in professional sport in order to engage and retain potential women leaders. 相似文献
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Coaching in the participation domain is the act of coaching participants that are less intensely engaged in sport than performance orientated athletes. This form of coaching is a popular activity occurring in community settings such as schools or sport clubs, and it is often undertaken with a broad range of social and health outcomes in mind. The experiences and practices of the large army of ‘community coaches’1 have been under-explored in comparison to those of elite performance coaches who focus on competitive success and dominate much academic research. This study focuses on the little known world of the community coach. Drawing on the philosophy of phenomenologists such as Husserl, and in particular the methodology of Van Manen, the study explored the lived experiences of a single case study community coach. Derived from semi-structured interviews and in keeping with Van Manen's methodology, findings are presented in a narrative format. The narrative describes the ‘lifeworld’ of the coach and seeks to identify the ‘essential features’ of community coaching in this case. Specifically, the narrative illustrates a dichotomy in the lifeworld of the coach; between a frenetic practical delivery mode visible in the public arena and a ‘hidden’ largely unknown, private world used predominantly for planning and organising. For this case study coach, the essence of community coaching lay in two complementary activities; planning and then delivering fun based activities that achieved social, health and sporting outcomes. Additionally, interacting with others, such as parents, carers and teachers was identified as an essential feature of this coach's experience. 相似文献
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Matt Smith 《Journal of sports sciences》2013,31(4):355-366
Abstract Although research into coaching has increased considerably during the last two decades, an area of neglect has been that of the professional youth coach. The aim of this study was to investigate the working behaviours of six top-level professional soccer coaches. Data were collected using a modified version of the Arizona State University Observation Instrument and semi-structured interviews. The triangulation of the data ensured that both the “what” and the “why” of the coaches' behaviour were considered. Results revealed a conscious and well thought out pattern of behaviour: silently monitoring, interspersed with clips of instruction coupled with praise and encouragement. The interviews revealed three themes underpinning this behaviour: developing game understanding, support and encouragement, and coaches' role and influences. The use of silence was the largest single behaviour, the efficacy of which was considered in light of theories of experiential and discovery learning. 相似文献
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《European Journal of Sport Science》2013,13(6):689-696
AbstractThis article adds to the growing body of knowledge in sport pedagogy and focuses specifically upon the intersection of gender and disability. Its purpose is twofold, to create a typology for examining good practice in sport pedagogy that is reflective and inclusive and raises awareness of the diverse needs of all participants in physical activity ‘regardless’ of gender and ability for all children. We acknowledge that access to physical activity, education and sport are complex and multifaceted, however, the main purpose of this paper is to raise awareness of ‘diversity’ by focusing specifically upon the role of gender and ability. Through an examination of gender and disability policies in official European Union (EU) policy documents and commercial examples of policy-in-practice we propose a typology for diversity and diversity management. A close look at EU level is instructive because national policies of the member countries vary a lot with respect to diversity issues but should be in accordance in the main areas. Such a reading enables the building of a typology of recommendations for how such policy can be rendered in sport pedagogy practice. We suggest six significant, but related principles that include (1) mainstreaming; (2) teaching and coaching sensitive to difference; (3) empowerment; (4) inclusion; (5) adaptation; and (6) inner differentiation. This holistic typology seeks to ‘mainstream’ issues of gender and disability policy by providing a set of principles that can be applied to a range of teaching and coaching settings. 相似文献
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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
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It is now widely recognized that athletes with disability compete at an elite level which parallels that experienced by non-disabled athletes. The importance of quality coaching to develop an athlete’s full potential is similarly recognized. However, research in the area of coaching athletes with disability is still lacking compared to its counterpart in non-disabled sport. This research explored the holistic experience of coaching elite athletes with disability, and therefore encompassed not only the coaches’ preconceptions, but the rewards and challenges of their coaching experience. Semi-structured interviews were held with 12 coaches of elite athletes from sports including swimming, athletics, cycling, canoeing, triathlon, equestrian sport and wheelchair basketball. The results of the study identified that, although the coaches reported their experience as being overwhelmingly positive, they were also regularly confronted with difficulties not generally faced by coaches of non-disabled athletes. 相似文献
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This paper offers a genealogical account of safeguarding in sport. Drawing specifically on Foucault's work, it examines the ‘politics of touch’ in relation to the social and historical formation of child protection policy in sports coaching. While the analysis has some resonance with the context of coaching as a whole, for illustrative purposes it focuses principally upon the sport of swimming. Our analysis demonstrates how the linked signifiers of ‘abuse’, ‘protection’ and ‘safeguarding’ produce both continuity and change in the philosophy and meaning around coaching practice, giving rise to particular notions of ‘government’ and regulation, risk aversion and prohibitions, and values. Within a culture of fear in sports coaching and society, the analysis traces the development of swimming policy following the exposure of select high-profile cases or critical incidents, where such historical events prompted a series of authoritative statements about the nature of child protection discourse in sport and education, and practice. 相似文献
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《European Journal of Sport Science》2013,13(2):168-178
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
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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
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《International review of sport and exercise psychology》2013,6(1):135-157
Twenty-one years ago, Ericsson, Krampe and Tesch-Romer published their seminal work expounding the notion of deliberate practice in explaining the development of expertise. This concept has since become extremely influential in the fields of sport psychology and motor learning. This review evaluates current understanding of deliberate practice in sport skill acquisition with an emphasis on the role of deliberate practice in distinguishing expert athletes from non-experts. In particular, we re-examine the original tenets of Ericsson et al.'s framework to (a) evaluate the sport-related research supporting their claims and (b) identify remaining research questions in this area. The review highlights the overall importance of deliberate practice in the development of expert sport performers; however, our understanding is far from complete. Several directions for future research are highlighted, including the need for more rigorous research designs and statistical models that can evaluate changes in developmental and contextual factors across development. Finally, we advocate for a more thorough understanding of the implications of a ‘deliberate practice approach’ for coaching science. 相似文献