Reflections on a Novel Coach Education Program: A Narrative Analysis

Hussain, Aman; Trudel, Pierre; Tom, Patrick; Rossi, Anthony

doi:10.1260/1747-9541.7.2.227

Cited by 23 publications

(13 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hence, the coach educator is often taken-for-granted, or positioned as a by-product of coach education (e.g. Hussain et al, 2012;. The limited research considering coach educators has taken an instrumental approach addressing issues such as training and support, skills and personal development, or recruitment of coach educators (e.g.…”

Section: Introductionmentioning

confidence: 99%

Professional coach educators in-situ: a social analysis of practice

Cushion

Griffiths

Armour

2017

Sport, Education and Society

View full text Add to dashboard Cite

Professional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the sociocultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators' social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators' social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educator's practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied.

show abstract

Section: Introductionmentioning

confidence: 99%

Professional coach educators in-situ: a social analysis of practice

Cushion

Griffiths

Armour

2017

Sport, Education and Society

View full text Add to dashboard Cite

show abstract

“…( (2) Il faudrait que les entraineurs prennent un rôle plus actif pendant les formations (Nelson, Cushion, & Potrac, 2013). Cependant, le passage de l'approche traditionnelle dite 'd'enseignement centré sur l'instructeur/contenu' à une approche 'd'enseignement centré sur l'apprenant' est souvent une étape difficile (Cullen, Harris, & Hill, 2012;Hussain, Trudel, Patrick, & Rossi, 2012). Les réticences peuvent venir autant des instructeurs que des administrateurs et des apprenants (Weimer, 2013 (Roy et al, 2018;Trudel & Trottier, 2019).…”

Section: Les Programmes De Formation Menant à La Certificationunclassified

Les sources de connaissance privilégiées par les entraineurs belges francophones

Trudel¹,

Cloes²

2020

ejrieps

Self Cite

View full text Add to dashboard Cite

“…We acknowledge that our methodological approach is not without intellectual risk but would also argue it is not without precedent, intellectually, morally and collaboratively (see e.g., Hussain et al, 2012;Purdy & Jones, 2013).…”

Section: Introductionmentioning

confidence: 99%

Moving forwards with the aim of going backwards fast: high-performance rowing as a learning environment

Rossi

Rynne

Rabjohns³

2015

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

Background and Purpose: This paper focuses on the learning culture within the high performance levels of rowing. In doing so, we explore the case of an individual's learning as he moves across athletic, coaching and administrative functions. This exploration draws on a cultural learning framework and complementary theorisings related to reflexivity.Method: This study makes use of an intellectually, morally and collaboratively challenging approach whereby one member of the research team was also the sole participant of this study. The participant's careers as a high performance athlete, coach and administrator, coupled with his experience in conducting empirical research presented a rare opportunity to engage in collaborative research (involving degrees of insider and outsider status for each of the research team). We acknowledge that others have looked to combine roles of coach / athlete / administrator with that of researcher however few (if any) have attempted to combine them all in one project. Moreover, coupled with the approach to reflexivity adopted in this study and the authorship contributions we consider this scholarly direction uncommon. Data were comprised of recorded research conversations, a subsequently constructed learning narrative, reflections on the narrative, a stimulated reflective piece from the participant, and a final (re)construction of the participant's story. Accordingly, data were integrated through an iterative process of thematic analysis.Results: The cultural (i.e., the ways things get done) and structural (e.g., the rules and regulations) properties of high performance rowing were found to shape both the opportunities to be present (e.g., secure a place in the crew) and to learn (e.g., learn the skills required to perform at an Olympic level). However, the individual's personal properties were brought to bear on re-shaping the constraints such that many limitations could be overcome. In keeping with the theory of learning cultures, the culture of rowing was found to position individuals (a coxswain in this case) differentially. In a similar manner, a range of structural features was found to be important in shaping the cultural and personal elements in performance contexts. For example, the 'field of play' was found to be important as a structural feature (i.e., inability of coach to communicate with athletes) in shaping the cultural and personal elements of learning in competition (e.g., positioning the coxswain as an in-boat coach and trusted crewmate). Finally, the cultural and structural elements in rowing appeared to be activated by the participant's personal elements, most notably his orientation towards quality performance.Conclusion: The participant in this study was found to be driven by the project that he cares about most and at each turn he has bent his understanding of his sport back on itself to see if he can find opportunities to learn and subsequently explore ways to improve performance. The story here emphasises the importance of learner agency, and this is an aspe...

show abstract

Reflections on a Novel Coach Education Program: A Narrative Analysis

Cited by 23 publications

References 29 publications

Professional coach educators in-situ: a social analysis of practice

Professional coach educators in-situ: a social analysis of practice

Les sources de connaissance privilégiées par les entraineurs belges francophones

Moving forwards with the aim of going backwards fast: high-performance rowing as a learning environment

Contact Info

Product

Resources

About