The professionalisation of sports coaching: relations of power, resistance and compliance

The sport coaching construct within mainstream fiction films has been described as stereotypical, reinforcing the traditional notion of the sport coach as a technician who conquers all, or a hapless individual, open to ridicule from athletes and fans (Crosson, 2013).Although this depiction is also prevalent in some independent fiction films and documentaries, film sub genres such as social realism and 'fly on the wall' style documentaries move away from the 'Hollywood sports film structure ' (Crosson, 2013) towards stories that focus on everyday coaching moments. Through a critical discourse analysis of two UK films (Bend it Like Beckham and Twenty Four Seven), both featuring sport coaches in central roles, we reflect critically on these mass media multi-dimensional representations in terms of the sport coaching professionalisation agenda in the UK and the social identification process of sport coaches within their sporting environments.

Section: The Professionalisation Agenda Professional Knowledge and Tmentioning

confidence: 99%

The traditional, the ideal and the unexplored: sport coaches’ social identity constructs in film

Jolly

Lyle

2016

“…This paper is a response to the calls for there to be more focused empirical sports coaching research that has a value laden practical applicability (Taylor & Garratt, 2010;North, 2013). Going further than this, we are mindful of the evidence-based epistemological orthodoxy threatening to neuter the political and critical potentialities of the sport [coaching] academic (Silk, Bush & Andrews, 2010).…”

Section: A Hypothetical Coaching Conversationmentioning

confidence: 99%

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

Williams

Alder

Bush

2015

This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The 'constraints led approach' (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to 'poor' coaching and the merits of a more innovative pedagogy through a discussion between 'manager' and 'coach' are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning. Whereby such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. Through presenting Mark (coach) as 'theoretical negotiator', this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.Keywords: constraints led approach (CLA); sport coaching; coach education; coach learning; theory-practice. IntroductionThe impact of coach education has received significant attention from the academic community in recent years (for example see: Cushion & Hull, 2013;Nelson, Cushion & Potrac, 2012; Piggott, 2015; Cushion, Armour & Jones, 2003;Mallett, Trudel, Lyle & Rynne, 2009; Bush, Silk, Andrews & Lauder, 2013). Multiple criticisms have come to the fore, but in the main, it has been noted that attempts to provide sufficient learning opportunities in large scale coaching programmes through accumulating hours in practice, is at best considered dated (Piggott, 2012; Morgan, Jones, Gilbourne & Llewellyn, 2013). Despite these approaches being sanctioned by National Governing Bodies (NGB's), this linear process of 'brick by brick' development is responsible for producing a specific type of coach, one considered a kind of 'robotic practitioner' (Cassidy, 2004). It is still unclear as to how the current content of coach education actually leads to increased coach learning. Furthermore how we best educate coaches' remains an ongoing cause for concern (Cassidy, Potrac & McKenzie, 2006; Townsend & Cushion, 2015). Certainly in terms of how this learning transfers and remains robust in the 'real world' where very little impact has been reported (Piggott, 2012; Cushion & Hull, 2013). Moreover, when the critical indices of delivery, learning and impact, a "bleak situation" is acknowledged (Nelson, Cushion, and Potrac, 2013, p.205) and a gr...

“…Moreover, this would not appear to be a static legal test, since as the principles of coaching are constantly assessed and revised (Trudel, Gilbert & Werthner, 2010;Cassidy et al, 2009;Taylor & Garratt, 2010), so too is the likely legal standard of care required of coaches (Powell & Stewart, 2012). Further, as performers progress to elite and excellence levels the required emphasis on more specialised training programmes creates new risks requiring coaches to ensure that they possess the necessary competence and expertise to operate safely in these amended circumstances (Labuschagne & Skea, 1999).…”

Section: Elr 51; Davenport V Farrowmentioning

confidence: 99%

“…Since the assumption seems to be that ethical considerations regarding coaching practice will be understood and grasped intuitively by coaches (Telfer, 2010), the extent to which codes of conduct impact and shape coaching behaviour appears open to conjecture and debate (Taylor & Garratt, 2010;Cassidy, 2013). With specific regard to the emerging interface between the law of negligence and sports coaching, this represents a significant missed opportunity given the qualified overlap between legal and ethical obligations (Mitten, 2013).…”

Section: Codes Of Conductmentioning

confidence: 99%

Sports coaching and the law of negligence: implications for coaching practice

Partington

2016

The ordinary principles of the law of negligence are applicable in the context of sport, including claims brought against volunteer and professional coaches. Adopting the perspective of the coach, this article intends to raise awareness of the emerging intersection between the law of negligence and sports coaching, by utilising an interdisciplinary analysis designed to better safeguard and reassure coaches mindful of legal liability. Detailed scrutiny of two cases concerning alleged negligent coaching, with complementary discussion of some of the ethical dilemmas facing modern coaches, reinforces the legal duty and obligation of all coaches to adopt objectively reasonable and justifiable coaching practices when interacting with athletes.Problematically, since research suggests that some coaching practice may be underpinned by 'entrenched legitimacy' and 'uncritical inertia', it is argued that coach education and training should place a greater emphasis on developing a coach's awareness and understanding of the evolving legal context in which they discharge the duty of care incumbent upon them.