Continuing professional development for sports coaches: a road less travelled

Nash, Christine; Sproule, John; Horton, Peter

doi:10.1080/17430437.2017.1232414

Cited by 20 publications

(26 citation statements)

References 18 publications

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“…That's a problem… from a coaching point of view, you should get those blinkers off and look across other sports (Jesse, hockey). These findings echo recent literature which has established coaches are open to embracing experiences from individuals outside of their sport's milieu, potentially overcoming issues with their primary sport's educational provision (Nash et al 2016). All sports have their own entrenched cultures which subsequently mediate learning and knowledge, endorsing certain practices and behaviours within SGB coach education and CPD provision (Barker-Ruchti et al 2016;Townsend and Cushion 2015).…”

Section: Social Interaction and Cross-sport Learningsupporting

confidence: 77%

“…I think coaching generally is something that needs to Learning cultures offer different opportunities to learn for those within them. Accordingly, the learning culture of the CTP provided cross-sport coaches with learning prospects their primary sports' culture might not be able to provide (Hodkinson et al 2008;Nash, Sproule, and Horton 2016). This aspect was expressed in greater depth by Claire and Jesse.…”

Section: Social Interaction and Cross-sport Learningmentioning

confidence: 99%

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

2019

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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.

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Section: Social Interaction and Cross-sport Learningsupporting

confidence: 77%

Section: Social Interaction and Cross-sport Learningmentioning

confidence: 99%

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

2019

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“…Significantly, the voluntary coaches felt that coach education and support from the NGB via development programmes had helped them in their development. The educational coaches and professional coaches cohort felt that formal coach education had played only a small role in their development (see also Cushion, Armour, and Jones, 2012;Nash, Sproule, and Horton, 2017).…”

Section: Discussionmentioning

confidence: 99%

A comparative analysis of the coaching skills required by coaches operating in different non-competitive paddlesport settings

Sinfield¹,

Allen

Collins

2019

Journal of Adventure Education and Outdoor Learning

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“…However, coach education programmes have been subject to several critiques, presenting a somewhat sobering picture within the literature (Nelson et al, 2013). Principally, coach education provision is often delivered in a decontextualised manner, failing to recognise learners' unique coaching environment, whilst adopting a one-size-fits-all approach (Cope et al, 2021;Nash et al, 2017;Stodter & Cushion, 2019;Watts & Cushion, 2017). Furthermore, it is argued that coach education merely reproduces the agendas of Governing Bodies (GBs), with the assumption that delivered content will be seamlessly implemented in practice (Chapman et al, 2020;Cushion et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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

Webb

Leeder

2021

Sport, Education and Society

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Whilst coach education has been the subject of much critique, it is often the first opportunity for novice coaches to be formally taught how to coach. Nevertheless, novice coaches arrive at coach education courses with an array of pre-existing dispositions and coaching theories, referring to naturalised and self-referenced approaches towards coaching practice, which can be resistant to change. Consequently, the aim of this research was to explore the construction and development of four novice coaches' dispositions and coaching theories, and whether they were either confirmed, developed, challenged, or changed by a Level 1 sport-specific coaching course. Following an instrumental case study design, four novice coaches were each interviewed before, during, and after their engagement with a Level 1 sport-specific course. Data were analysed thematically, informed by Phil Hodkinson and colleagues' theory of 'learning cultures' and the metaphor of learning as becoming, which draws upon Pierre Bourdieu's concepts of habitus, field, and capital. Three themes were developed which are representative of the three interview phases: (1) Pre-course: The development of coaches' dispositions towards practice; (2) During course: Challenging coaches' dispositions and coaching theories; and (3) Post-course: Future learning and critical reflections. The findings demonstrated that the four novice coaches' dispositions and coaching theories were largely underpinned by behaviourist assumptions, which were developed experientially. These dispositions and coaching theories were challenged and subsequently showed signs of transformation both during and after the Level 1 course, which promoted a constructionist games-based approach to coaching. Recognising the significance of novice coaches' dispositions and coaching theories may help governing bodies to support learners with understanding and engaging with constructionist informed coaching approaches, whilst appreciating coach learning as a social, embodied, and on-going process of dispositional re-construction.

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Continuing professional development for sports coaches: a road less travelled

Cited by 20 publications

References 18 publications

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

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

A comparative analysis of the coaching skills required by coaches operating in different non-competitive paddlesport settings

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

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