Coaching in the Sport Domain: Definitions and Conceptualisations

Abstract

This chapter explores the definitions and meanings attached to sport coaching. It does not privilege any particular conceptualisation of sport coaching but reflects on how these should be interpreted. The chapter begins with an argument that sport coaching achieves its social significance from an association with particular forms of sport. This is followed by an acknowledgement that the term sport coaching acts as a 'referent' for an individual's identity, a role or occupation, an intervention process, or the social space occupied by the individuals, institutions, behaviours and practices that constitute the purposes, actions and understandings associated with sport coaching. Emphasis is placed on the process of intervention and the need for boundary markers for the coaching process. Following an overview of different discipline-led conceptualisations, the chapter explores the implications of these and presents a personal interpretation of how coaching may be conceptualised. This adopts a pragmatic approach to the coach's capacity to operationalise practice and embraces an optimistic view of the coach's resources. Stress is placed on the lack of integration of differing perspectives, but it is argued that a fuller account and understanding of sport coaching emerges from an aggregation of these diverse priorities in capturing and representing sport coaching.

Appointed on responsibility, sacked on accountability: Understanding involuntary termination in football management. What can we learn from coaching studies

“…This is evident in sport more generally. In sport coaching studies, there is an increasing acceptance of the term sport coach as an umbrella term for a plethora of related but domain-specific leadership roles (Lyle, 2021). Of particular relevance is the relationship between coaches and performance directors (Jones and Cruikshank, 2019).…”

Az edzői viselkedés vizsgálata első-, másod- és harmadosztályú férfi-kézilabdacsapatok mintáján

“…A sport kontextusában sok perszonális kapcsolat funkcionál. Ilyenek például az edző és szülő, a sportoló és sportoló közötti kapcsolat, de a teljesítményt meghatározó tényezők közül kulcsfontosságú az edző, valamint a sportoló viszonya (Jowett és Cockerill, 2002;Lyle, 1999). Az edzők és a sportolók arra törekednek, hogy olyan kapcsolatot alakítsanak ki, amelyet a kölcsönös elismerés és tisztelet jellemez.…”

A case study of behaviour: Differences between a head coach and player-coach

“…This is problematic given that a significant proportion of the coaching workforceparticularly those within adult recreational settingstend not to have a designated coach and/or instead, operate as player-coaches. 15 The limited research available presents a significant challenge for coach educators and coaches alike who seek to employ evidence-based approaches in their practice. 16 In fact, little coach education explicitly acknowledges the role of the player-coach and instead tends to focus solely on the role of the head coach or assistant coach.…”