Constructing Expert Knowledge: A Case Study of a Top-level Professional Soccer Coach

Jones, Robyn L.; Armour, Kathleen; Potrac, Paul

doi:10.1080/13573320309254

Cited by 248 publications

(206 citation statements)

References 21 publications

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“…Of prime interest to some coaching researchers and coach educators has been how coaches learn in this turbulent and chaotic environment (Mallett 2010). The recent literature has been useful in highlighting how coaches learn (Gilbert and Trudel 2001;Cushion et al 2003;Jones, Armour, and Potrac 2003;Trudel and Gilbert 2004;Gilbert and Trudel 2005;Nelson, Cushion, and Potrac 2006). A constant finding is that coaches learn from others Trudel 2006, 2008;Erickson et al 2008).…”

Section: Introductionmentioning

confidence: 95%

Dynamic social networks in high performance football coaching

Occhino

Mallett

Rynne

2013

Physical Education and Sport Pedagogy

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Background: Sports coaching is largely a social activity where engagement with athletes and support staff can enhance the experiences for all involved. This paper examines how high performance football coaches develop knowledge through their interactions with others within a social learning theory framework.Purpose: The key purpose of this study was to explore how coaches interact with others in developing their coaching knowledge within the Australian Football (soccer) context. Moreover, this project examined how to best conceptualise these interactions using social learning concepts such as communities of practice (Wenger 1998) Method: Six high performance football coaches were interviewed using a semistructured schedule. The interview data, which was transcribed verbatim, was content analysed using the procedure outlined by Côté et al. (1993).Results: From the interviews three themes emerged: influence of others on learning; learning through work and play; and elite football identity. These themes were examined under the lens of social learning theory.Conclusions: The coaches in this study reported that they considered 'coaches of influence' as their most important source of information. In particular, it was the interactions with experienced football coaches who were most valued. In these interactions ideas and views about football coaching were exchanged and are best represented as a dynamic social network.

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Section: Introductionmentioning

confidence: 95%

Dynamic social networks in high performance football coaching

Occhino

Mallett

Rynne

2013

Physical Education and Sport Pedagogy

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“…However, the limited academic literature available has been highly critical of such courses and suggests that coaches' needs are not being met with the current system. In fact, formal coach education is said to have a relatively low impact on coach learning (Gould et al, 1990;Saury & Durand, 1998;Jones et al, 2003;Sáiz et al, 2009;Cushion et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Instead, coaches resist formal educational opportunities and certifications, with pursuance of training reflecting a preference for informal and non-formal learning experiences including: a) self-directed learning experiences (Irwin et al, 2004;Nelson 4 et al, 2006;Wright et al, 2007;Reade et al, 2008); b) past athletic experiences (Stewart & Sweet, 1992;Cushion et al, 2003;; and c) coaching experiences, observations, and interactions with other coaches (Gould et al, 1990;Jones et al, 2003;Abraham et al, 2006;Cassidy & Rossi, 2006). Furthermore, a variety of coaches' self-perceived limitations of, and resistance to, current formal provision have been outlined in existing research.…”

Section: Introductionmentioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

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Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social 'milieu'. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.

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“…Nesta perspectiva, portanto, tornar-se um ginasta implicou em aprendizagens nas dimensões do agir (praticar), pensar e sentir, balizadas por um contexto social e cultural ligado à GA, atribuindo um significado ao processo (cognitivo e social) e ao conteúdo de aprendizagem (conhecimentos específicos, habilidades, competências e valores). Essa participação possibilita a incorporação de valores socioculturais típicos de uma determinada cultura esportiva, passando a integrar a trajetória dos atletas ou praticantes e criando crenças que podem refletir em suas escolhas e atitudes na vida adulta 37 . A transição de atleta para as primeiras atuações como treinador foi marcada pela intensificação da participação desses indivíduos na prática da GA e, consequentemente, pela admissão de novas responsabilidades, tais como alcançar níveis mais elevados de prática (aprendizagem de novos e diversificados elementos ginásticos), obter bons resultados em competições, representar o clube e/ou a cidade, auxiliar na aprendizagem dos companheiros de clube e o treinador nas tarefas de treino, e também, manter-se financeiramente por meio da GA. Contudo, ainda na função de atleta, ao assumirem o papel de treinadores, a prática compartilhada passou a ser também o ensino da GA, indicando uma fase inicial de engajamento desses indivíduos em uma CdP de treinadores 22,30 .…”

Section: Discussionunclassified

The Life Trajectory of Artistic Gymnastics Coaches

et al. 2018

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RESUMOInvestigou-se a trajetória de vida de treinadores de Ginástica Artística (GA), mediante pesquisa qualitativa, com estudos de caso múltiplos, com oito treinadores na formação de jovens ginastas brasileiros. A coleta foi realizada através do Rappaport Time Line (RTL) e de entrevistas semiestruturadas, e a análise dos dados, por meio da técnica de Análise de Conteúdo. Os resultados evidenciaram que os primeiros contatos com a GA ocorreram na infância, estendendo-se ao longo da vida desses sujeitos, impulsionados pelas relações familiares, pela escola e clube esportivo. Conclui-se que tornar-se treinador de GA decorre da participação direta, contínua e, por vezes, induzida, dos sujeitos na GA ao longo de suas trajetórias. Esse processo fundamenta-se nas relações sociais, envolvendo uma inter-relação entre as práticas, os significados e o senso de pertencimento a diferentes comunidades de prática ligadas à GA. Palavras-chave: Educação Física e Esporte. Treinador. Ginástica Artística. ABSTRACTThe purpouse of this study was to investigate the life trajectory of Gymnastics coaches (GA). A multiple case studiy took place with eight coaches with recognized competence in the youth gymnastics coaching in Santa Catarina state. Data were obtained by combining two techniques of data collection: the Rappaport Time Line (RTL) and semi-structured interviews. Data were analyzed using the Content Analysis technique. The first gymnastics practice experiences occurred in childhood extending to the life, and sustained by social relations in the family, school and the sport club. Become a gymnastic coach in this study corresponded to a mutual socialization process across a lifetime trough a continuous and compulsive participation these coaches in gymnastics contexts. This process was funded by the social relationships involving an interrelation between practices, meanings and belonging sense, to different communities of pratice linked to gymnastics. Keywords: Physical Education and Sport. Coach. Artistic Gymnastics. IntroduçãoA execução de movimentos altamente técnicos em aparelhos específicos e as exigências regidas pelo Código de Pontuação são alguns dos aspectos típicos da Ginástica Artística (GA) que contribuem para a complexidade da intervenção do treinador dessa modalidade 1,2 . De modo geral, o caráter dinâmico e holístico da intervenção do treinador esportivo 3,4 tem levado à ampliação da concepção de aprendizagem e de desenvolvimento profissional nessa área. A literatura atual sugere que se tornar treinador corresponde a um processo de socialização esportiva que ocorre ao longo da vida, balizado pelas relações sociais em diferentes contextos 5,6 . Estudos recentes, de abordagem biográfica 7-11 , mostram que as crenças, os valores e os comportamentos, incorporados por meio das experiências ao longo da trajetória de vida, exercem forte influência no ingresso à carreira e na prática como treinador. Conceitualmente, esse processo tem sido entendido como uma trajetória de participação [12][13][14] , em que a aprendizagem está...

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Constructing Expert Knowledge: A Case Study of a Top-level Professional Soccer Coach

Cited by 248 publications

References 21 publications

Dynamic social networks in high performance football coaching

Dynamic social networks in high performance football coaching

Communities of practice, social learning and networks: exploiting the social side of coach development

The Life Trajectory of Artistic Gymnastics Coaches

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