Coaches’ dispositions and non-formal learning situations: an analysis of the ‘coach talent programme’

Abstract

Research which identifies and describes the learning situations coaches engage with often overlooks how coaches' dispositions and the 'learning cultures' they occupy influences their opportunities for learning, limiting our understanding of what 'works' and for 'whom'. Seven coaches from five sports were interviewed regarding their experiences of 'The Coach Talent Programme' (CTP); a non-formal learning situation consisting of cross-sport CPD workshops delivered by a UK County Sports Partnership. Data were analysed thematically, integrating Pierre Bourdieu's sociology alongside Phil Hodkinson's theory of 'learning cultures'. Three themes were developed: (1) social interaction and cross-sport learning; (2) workshop content and online learning; and (3) tutor capital and the coaching field. The findings demonstrate how coaches' 'learning' within non-formal situations varies significantly due to embodied dispositions, capital, and the social fields coaches are positioned within. Sports organisations would benefit from recognising the influence of these factors to develop transformative non-formal environments for coach learning.

Dispositions and coaching theories: understanding the impact of coach education on novice coaches’ learning

“…In building upon previous research (e.g. Griffiths & Armour, 2013;Leeder et al, 2019), the novice coaches' outlined how their motivations towards learning had shifted after completing the L1C.…”

“…Whilst horizons for learning describes the learning opportunities individuals can see based upon their embodied dispositions, Hodkinson et al (2008) also adopt the term horizons for action to explain how these dispositions influence future action (Leeder et al, 2019). The analysis suggests the L1C was able to positively influence the novice coaches' learning dispositions, enabling them to both see and enact upon future learning prospects (Hodkinson et al, 2008).…”

“…Research which acknowledges coaches' wider learning, prior to engagement with a formal qualification, helps to conceptualise coach learning more succinctly and account for agentic and structural factors (Leeder et al, 2019;Stodter & Cushion, 2014). Indeed, to meaningfully support novice coaches' in understanding and embracing coaching approaches embedded within initial coach education courses, both researchers and course tutors would benefit from appreciating broader educational perspectives and examining wider learning cultures (Stodter & Cushion, 2014).…”

“…In order words, a novice coach will arrive at a coach education course and its associated learning culture (e.g. social practices) with an array of pre-existing dispositions towards coaching, which will either resist or accept the delivered content (see Griffiths & Armour, 2013;Leeder et al, 2019). Therefore, novice coaches will experience coach education courses uniquely as part of their wider coaching journeys, with their embodied coaching dispositions developing in variable ways over time (Watts & Cushion, 2017).…”

“…Hassanin & Light, 2014;Holmes et al, 2021;Townsend & Cushion, 2017), the application of Hodkinson et al (2008) cultural learning theory and metaphor of learning as becoming has been utilised to a lesser extent, bar some exceptions (e.g. Leeder et al, 2019;Stodter & Cushion, 2014). In building upon previous research, utilising Hodkinson and colleagues' 'theory of practice', informed by Bourdieu, provides an opportunity to further conceptualise coach learning as an embodied and social process, whilst helping coach education providers to 'understand and develop practices that enable the focus to be on learners and learning' (Cassidy, 2010, p. 187).…”