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

Piggott, David

doi:10.1080/17408989.2013.837435

Cited by 49 publications

(45 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, when the participants in the present study received different perspectives and/or personalized questions from other group members (and on occasion the tutors) about their explanations, they had to justify their positions, which may have helped them to move beyond mere information exchange (Gray, 2005) and identify differences in understandings, as well as weaknesses in their initial explanations (Choi, Land, & Turgeon, 2005). This was especially apparent when two or more participants holding opposing views would engage in critical discussion (Piggott, 2013). Goos, Galbraith, and Renshaw (2002) Of course, the mixed nature must be acknowledged, since the levels of experience and qualification of coaches within the group varied from 0-6 years and L1 to L3.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, participants at least seemed to be more aware of the social norms and assumptions that might drive their behaviour (Abraham & Collins, 2011), and, it could be argued, were therefore less likely to engage in the mere transmission of dogma, a potential danger of knowledge sharing in CoPs (Piggott, 2013).…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…These collaborative online tools are relatively simple to use, often free to access, and are said to foster social interaction, sharing and the co-construction of knowledge (Byington, 2011; Gunawardena et al, 2009; Hew & Cheung, 2013). As such, they are said to be ripe for exploitation in coach education (Piggott, 2013).Web-logs (known as blogs) are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice in a range of learning environments (Boulton & Hramiak, 2012;Robertson, 2011). With little technical know-how, individuals can express ideas and share opinions in the form of authored 'posts' on a simple website and receive multiple responses from 4 others in the form of asynchronous 'comments' (Silva, Goel, & Mousavidin, 2008), both of which are generally written in conversational language, and archived chronologically for future reference (Gunawardena et al, 2009).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Stoszkowski

Collins

2015

Sport, Education and Society

View full text Add to dashboard Cite

Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional skills they need to deal with the complex nature of their work.Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part one of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of twenty-four undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries, and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups.Keywords: coach learning; coach education; coach development; reflective practice; communities of practice; online IntroductionIn recent years, a growing body of research has sought to better understand how coaches develop their craft and learn how to coach . Typically, in light of coaches' self-perceived limitations of, and resistance to, formal coach education activities (Hughes, 2005;Trudel & Gilbert, 2006; VargasTonsing, 2007), this research has suggested that the majority of coach learning occurs experientially through a broad and diverse range of informal and self-directed 3 learning activities (cf. Cushion et al., 2010;, especially those involving social interaction with other coaches during day-to-day coaching experiences (Erickson, Bruner, MacDonald, & Côté, 2008;Lemyre, Trudel, & Durand-Bush, 2007; Wright, Trudel, & Culver, 2007). As a consequence, it has been argued that there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional competencies they need to deal with the complex, problematic and dynamic nature of their work (Gilbert, Gallimore, & Trudel, 2009;Morgan, Jones, Gilbourne, & Llewellyn, 2013). For example, a reflective approach to practice is frequently advocated as a key skill for understanding and enhancing coach learning and raising the vocational standards of coaches (e.g. Cropley, Miles, & Peel, 2012;Gilbert & Trudel, 2006; Irwin, Hanton, & Kerwin, 2004; Knowles, Gilbourne, Borrie, & Neville, 2001).Alongside this, the continued evolution of a wave of Web 2.0 technologies (e.g. blogs, wikis, social networking sites) has led to a fundamental change in the way that knowledge is produced and disseminated (Dixon, Lee, & Ghaye, 2013). ...

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Stoszkowski

Collins

2015

Sport, Education and Society

View full text Add to dashboard Cite

show abstract

“…Nevertheless, we believe enough promise exists 608 recent four-year coach tracking study found that the cost, timing, and travel involved in 613 accessing coach education are major barriers to uptake (Sports Coach UK, 2012b), it seems 614 Web 2.0 platforms such as blogs could allow coach educators to provide ongoing support to 615 those coaches undertaking certification courses at relatively little monetary and "time" 616 expense to both parties when compared to face-to-face solutions (Piggott, 2013). 617…”

Section: Conclusion 605mentioning

confidence: 99%

Blogs: A Tool to Facilitate Reflection and Community of Practice in Sports Coaching?

Stoszkowski

Collins

2014

International Sport Coaching Journal

View full text Add to dashboard Cite

24A reflective approach to practice is consistently espoused as a key tool for understanding and 25 enhancing coach learning and raising the vocational standards of coaches. As such, there is a 26 clear need for practical tools and processes that might facilitate the development and 27 measurement of "appropriate" reflective skills. The aim of this preliminary study was to 28 explore the use of online blogs as a tool to support reflection and community of practice in a 29 cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) 30 reflected on their coaching practice via blogs created specifically for reflection. Blogs were 31 subjected to category and content analysis in order to identify the focus of entries and to 32 determine both the emergent reflective quality of posts and the extent to which an online 33 community of practice emerged. Findings revealed that descriptive reflection exceeded that 34 of a critical nature, however, bloggers exhibited a positive trajectory toward higher order 35 thinking and blogs were an effective platform for supporting tutor-student interaction. 36Despite the peer discourse features of blogs, collaborative reflection was conspicuous by its 37 absence and an online community of practice did not emerge. An increasing body of research is focused on gaining a better understanding of how 50 coaches develop their craft and learn how to coach (Nelson, Cushion, & Potrac, 2006). 51Typically, this research has questioned the value, impact, and effectiveness of formal coach 52 education programmes (cf. Cushion et al., 2010). Instead, the majority of coach learning has 53 been shown to occur experientially through a wide and varied range of informal and self-54 directed learning activities (Cushion, Armour, & Jones, 2003; Lemyre, Trudel, & Durand-55 Bush, 2007;Wright, Trudel, & Culver, 2007). As a result, it has been argued that there is a 56 need for innovative coach education approaches that can better equip coaches with the 57 professional competencies needed to deal with the problematic and dynamic nature of their 58 work (Morgan, Jones, Gilbourne, & Llewellyn, 2013). For example, the language and value 59 of reflection have become increasingly prominent in academic (and professional) coach 60 education programmes. Indeed, a reflective approach to practice is now espoused as a key 61 tool for understanding and enhancing coach learning and raising the vocational standards of 62 coaches (e.g., Irwin, Hanton, & Kerwin, 2004;Knowles, Gilbourne, Borrie, & Neville, 2001; 63 Lyle & Cushion, 2010). 64Nevertheless, due to a perceived lack of criticality and an over reliance on superficial 65 and descriptive activities which are, in actual fact, inherently non-reflective as well as 66 susceptible to a range of social influences, numerous authors have drawn attention to the 67 inadequacy of the strategies often labeled as reflective practice in the sports coaching domain 68 (e.g., Cropley & Hanton, 2011). Although a number of authors offer struc...

show abstract

Coaching Educational Programs: (Re)Conceptualising how Coaches Learn

Corsby

Thomas

Santos

2020

Coaching for Human Development and Performance in Sports

View full text Add to dashboard Cite

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

Abstract: Background: The realisation of the strategic importance of high quality coaching

Cited by 49 publications

References 42 publications

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Blogs: A Tool to Facilitate Reflection and Community of Practice in Sports Coaching?

Coaching Educational Programs: (Re)Conceptualising how Coaches Learn

Contact Info

Product

Resources

About