Body pedagogies, coaching and culture: three Australian swimmers’ lived experiences

McMahon, Jenny; Penney, Dawn

doi:10.1080/17408989.2012.666786

Cited by 33 publications

(31 citation statements)

References 28 publications

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“…Backed by scientific methods, sports administrators and coaches use individual characteristics and measurements (e.g. body weight, size) to calculate and predict performance, and thus athletes' worth (McMahon and Penney 2013). Depending on such predictions, athletes are included or excluded and training regimes and interventions planned.…”

Section: View Of Athletesmentioning

confidence: 99%

Learning cultures and cultural learning in high-performance sport: opportunities for sport pedagogues

Barker-Ruchti

Barker

Rynne

et al. 2015

Physical Education and Sport Pedagogy

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Section: View Of Athletesmentioning

confidence: 99%

Learning cultures and cultural learning in high-performance sport: opportunities for sport pedagogues

Barker-Ruchti

Barker

Rynne

et al. 2015

Physical Education and Sport Pedagogy

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“…The quantity of training is one such feature. The coach of this study described swimming as 'a sport in which you, the individual, needs to put in a lot of time to become really good in the end' (see also McMahon & Penney, 2013). One Reflective Practice 43 reason for this is to develop a good technique.…”

Section: Methodsmentioning

confidence: 96%

“…This expertise is frequently connected with power over athletes and can result in authoritarian and instrumental coaching behaviours (Barker-Ruchti, 2008;Cushion & Jones, 2006). Such behaviours can have negative outcomes and has led a number of commentators to question the ethics of coaching practices (see for example, Denison, 2007;Johns & Johns, 2000;Jones, Glintmeyer, & McKenzie, 2005;McMahon & Penney, 2013).…”

Section: Introductionmentioning

confidence: 97%

Alternative discourses in the coaching of high performance youth sport: exploring language of sustainability

Grahn

2013

Reflective Practice

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This paper focuses on discourses of coaching in high performance sports. Through three interviews with a youth swimming coach, I explore ways of constructing coaching practice. I examine coaching as an educational practice and use discourse analysis as an analytic framework. The notion of interpretative repertoires is employed as a specific theoretical concept to consider the linguistic resources that the coach draws upon. The results suggest that a variety of resources exist to make sense of coaching. Interpretative repertoires promoting alternative views of performance (i.e. not simply winning), as well as sustainable repertoires that emphasize well-being, learning for life and an equitable coachathlete relationship, may provide alternative ways of thinking about coaching elite youth sports.

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“…The enforcement of such 'pastoralism' has become common place in the contemporary world of sport to manage human forces. Such new courses of action have identified a profusion of auditing, evaluation and surveillance practices (Manley, Palmer, & Roderick, 2012;Cosh, Crabb, LeCouteur, & Kettler, 2012;McMahon & Penney, 2013a;Shogan, 1999). Within such contexts, control becomes characterised as 'imminent to the social field' and entrenched 'by an intensification and generalization of the normalizing apparatus of disciplinarily that internally animate our common daily practices' (Hardt & Negri, 2000, p. 23).…”

Section: Sports Coaching Surveillance and Technology: Appreciating Imentioning

confidence: 97%

Elite coaching and the technocratic engineer:thanking the boys at Microsoft!

Williams

Manley

2014

Sport, Education and Society

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The primary purpose of this article is to provide an in-depth understanding of the manner in which surveillance technologies have become readily appropriated and utilised by elite Rugby Union coaches. It is conceded that positions adopted by populist writings commonly categorise the act of coaching as an educational activity that harnesses holistic intentions. Through reflecting upon semi-structured interviews with players located at an Aviva Premiership Rugby Union Club, we provide insight into an elite sporting institution that more accurately depicts coaching as a technocratic activity. The resultant analysis is critical in its review of surveillance mechanisms embedded in institutional practice, extending to the sports coaching setting, which explicate sinister rather than pastoral motives to enforce a disciplinary power that enhances the quantification of athletic performance. The article concludes by emphasising the impact of such practices upon establishing a sense of trust and the construction of self autonomous to the sporting domain. We argue that the emerging and steadfast acceptance of technology in the elite coaching environment is threatening to circumvent the learning potential of players by merely viewing them as functionaries. In adopting this position, we tentatively suggest that future research seeking to inform the practice of coaching and coach education should continue to pursue this critical dialogue to question whether, and to what extent, an overreliance on technology is becoming perceived as the 'gold standard' of professional practice amongst the coaching fraternity.

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Body pedagogies, coaching and culture: three Australian swimmers’ lived experiences

Cited by 33 publications

References 28 publications

Learning cultures and cultural learning in high-performance sport: opportunities for sport pedagogues

Learning cultures and cultural learning in high-performance sport: opportunities for sport pedagogues

Alternative discourses in the coaching of high performance youth sport: exploring language of sustainability

Elite coaching and the technocratic engineer:thanking the boys at Microsoft!

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