‘Studentship’ and ‘impression management’ in an advanced soccer coach education award

Abstract

This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Chesterfield, G., Potrac, P., Jones, R. (2010) AbstractThe purpose of this study was to investigate how coaches perceived and responded to the content knowledge and assessment processes that they were exposed to during an advanced level soccer coaching award programme. In-depth interviews were conducted with six coaches who had successfully completed the UEFA 'A' Licence in the UK. Using the concepts of the 'dialectic of socialisation', 'studentship', andGoffman's (1959) work on 'the presentation of the self' as analytical pegs, the discussion highlights how the coaches were far from 'empty vessels' waiting to be filled. Rather, the findings reveal the active role that the respondent coaches played in terms of accepting, rejecting, and resisting the knowledge, beliefs and methods espoused by the coach educators. Finally, perceiving of coach learning as a negotiated and contested activity is discussed in terms of its implications for existing and future coach education provision.

Cultivating a Community of Practice to Enable Coach Development in Alpine Ski Coaches

“…Despite such conceptual advances in our understanding of interpersonal and intrapersonal knowledge and the recognition of their importance, traditional coach education programs continue to hold an almost exclusive focus on the development of professional knowledge, with limited attention to interpersonal and intrapersonal knowledge (Chesterfield, Potrac & Jones, 2010;Côté & Gilbert, 2009;Morgan et al, 2013). Moreover, this focus is more often than not, dictated by coach educators as opposed to the coaches themselves (Jones, Morgan & Harris, 2012;Piggott, 2015).…”

The Open Society and coach education: a philosophical agenda for policy reform and future sociological research

“…Such findings are echoed with amateur coaches in Canada (Lemyre et al 2007) and Portugal (Mesquita et al 2010) and are further supported by a common posture in the literature that dismisses formal learning as rigid, out-dated and largely irrelevant to coach development (cf. Cassidy et al 2006;Roberts 2010;Chesterfield et al 2010;Nash and Sproule 2011;Nelson et al 2012). …”

“…First, it is suggested that coach education programmes need to account for the inherent social-pedagogical complexity of coaching and recognise the variety of experiences and baggage that different coaches bring to educational settings (Vargas-Tonsing 2007;Côtė 2006;Chesterfield et al 2010;Nelson et al 2012;Werthner et al 2012). Second, it is often suggested that national governing bodies (NGBs) increase the opportunities for coaches to engage in informal learning through the creation of mentoring programmes and (virtual) coaching networks (Stephenson and Jowett 2009;Nash and Sproule 2011;Trudel et al 2013).…”

Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty

“…Studies into coach education have routinely criticized the fare on offer in terms of not affecting practice (e.g., Chesterfield, Potrac, and Jones 2010;Piggott 2012). Much of this critique has focussed on an inability to appreciate the situatedness of coaching, alternatively offering varying forms of de-contextualised, techno-rational 'indoctrination'.…”