This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Chesterfield, G., Potrac, P., Jones, R. (2010) AbstractThe purpose of this study was to investigate how coaches perceived and responded to the content knowledge and assessment processes that they were exposed to during an advanced level soccer coaching award programme. In-depth interviews were conducted with six coaches who had successfully completed the UEFA 'A' Licence in the UK. Using the concepts of the 'dialectic of socialisation', 'studentship', andGoffman's (1959) work on 'the presentation of the self' as analytical pegs, the discussion highlights how the coaches were far from 'empty vessels' waiting to be filled. Rather, the findings reveal the active role that the respondent coaches played in terms of accepting, rejecting, and resisting the knowledge, beliefs and methods espoused by the coach educators. Finally, perceiving of coach learning as a negotiated and contested activity is discussed in terms of its implications for existing and future coach education provision.

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This paper explores the view that, for some, it is not enough simply to win, but to win with integrity and care. This is linked with the idea of the reflected best-self (RBS) and RBS portraits are illustrated with short narratives from football, netball and equine sport. It is suggested that the notion of the RBS and its (re)construction adds something new and different to the principles and processes of reflective learning. The point is made that any use of narratives requires those involved to develop their narrative intelligence. The dynamic nature of RBS portraits, and in particular their (re)construction, is explained with reference to 'thin-slicing' and to the impact of four types of 'jolt'. Latterly, it is suggested that, at the coachathlete level, there is a clear need to place high quality connections (HQC's) at the heart of improving performance. Supportive of this is a commitment to accentuate the positive in any process of learning through reflection. One implication of the issues raised in this paper is that coach education may have to let go of some of its silo practices and build new and creative bridges across different arenas of scholarship.

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