Rethinking the factuality of ‘contextual’ factors in an ethnomethodological mode: towards a reflexive understanding of action-context dynamism in the theorization of coaching

Abstract

Miller, Paul K. and Cronin, Colum (2013) Rethinking the factuality of "contextual" factors in an ethnomethodological mode: Towards a reflexive understanding of action-context dynamism in the theorisation of coaching. Sports Coaching Review, 1 (2). pp. 106-123.Downloaded from: http://insight.cumbria.ac.uk/id/eprint/1525/ Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form AbstractThis paper aims to add to the body of work designed to add clarity to the theoretical understanding of coaching processes. Recognising that academic understandings of coaching have progressed from a simplistic view of the activity as mechanical and broadly bio-scientific, the paper initially explores extant literature addressing coaching as a complex process influenced by a myriad of psycho-social contextual

‘Being’ in the coaching world: new insights on youth performance coaching from an interpretative phenomenological approach

“…Indeed, for some time now, coaching literature and prescribed practice have been criticised for oversimplification, reductionism, and a failure to recognise the social and cultural influences upon coaching (Cushion, Armour, & Jones, 2006). Legislative literature is therefore mostly divorced from the grounded realities of coaching practice as lived by the coaches themselves, and the context in which they exist (Miller, et al, 2015;Miller & Cronin, 2013;Cronin & Armour, 2013).…”

Nurture, nature and some very dubious social skills: an interpretative phenomenological analysis of talent identification practices in elite English youth soccer

“…In professional soccer, the efficacy of TI programmes is a ubiquitous concern due to the self-evident on-the-field advantages of (a) recruiting appropriately talented performers in a competitive, high-Research relevant to coaching in performance sport has, until relatively recently, been largely dominated by positivistic approaches which had, to a considerable extent, stymied detailed understanding of the complex and contexted social actions endemic to coaching processes themselves (Miller and Cronin 2013). It is the case in recent years, however, that the academic study of sport coaching has begun to draw upon a much wider range of perspectives, developing an empirical corpus that has provided practitioners and researches alike with pockets of detailed, experientially-grounded knowledge in areas such as coach education and coach behaviour (Potrac and Jones 2009).…”

Confidence-Sourcing Among Amateur Soccer Players: Interpreting Time, Place and Stimulus-Relevance

“…Rather, it highlights the need for grassroots coaches and teachers to work within the lifeworlds of their charges, rather than rely too extensively on pre-ordained frameworks. This involves understanding of how individual athletes interpret their own confidencesourcing in-context, and also how they interpret contexts themselves [20]. For example, and as noted above, there is a propensity among many elite coaches to determine what constitutes "strong (or weak) performance" in a somewhat statistical manner (especially where the tools of performance analysis are available to them).…”

“…but "How, and in what ways, is the concept assembled by those that it affects?" Until this matter is addressed, we are tied to ostensive pre-definition that may actually contradict the realworld experience of participants themselves [20].…”