Workplace learning of high performance sports coaches

Rynne, Steven; Mallett, Clifford J.; Tinning, Richard

doi:10.1080/13573322.2010.493312

Cited by 57 publications

(52 citation statements)

References 27 publications

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“…Research in coach development has shown that along with other sources (such as learning on the job), coaches develop their knowledge through social networks (Culver and Trudel 2006;Rynne, Mallett, and Tinning 2010). The football coaches in this study were found to be similarly engaged in regular interactions with other coaches who were seen as valuable sources in developing their coaching knowledge.…”

Section: Resultsmentioning

confidence: 57%

“…Of prime interest to some coaching researchers and coach educators has been how coaches learn in this turbulent and chaotic environment (Mallett 2010). The recent literature has been useful in highlighting how coaches learn (Gilbert and Trudel 2001;Cushion et al 2003;Jones, Armour, and Potrac 2003;Trudel and Gilbert 2004;Gilbert and Trudel 2005;Nelson, Cushion, and Potrac 2006).…”

Section: Introductionmentioning

confidence: 99%

“…The key purpose of this research was to understand how high performance football coaches (HPFC) learn through their interactions with other coaches with respect to the notion of social learning networks. The work of HPFC often operates in a highly contested environment; thus, the interactions with others (or lack thereof) can both facilitate and thwart coaches' learning (Mallett 2010).…”

Section: Introductionmentioning

confidence: 99%

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Dynamic social networks in high performance football coaching

Occhino

Mallett

Rynne

2013

Physical Education and Sport Pedagogy

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Background: Sports coaching is largely a social activity where engagement with athletes and support staff can enhance the experiences for all involved. This paper examines how high performance football coaches develop knowledge through their interactions with others within a social learning theory framework.Purpose: The key purpose of this study was to explore how coaches interact with others in developing their coaching knowledge within the Australian Football (soccer) context. Moreover, this project examined how to best conceptualise these interactions using social learning concepts such as communities of practice (Wenger 1998) Method: Six high performance football coaches were interviewed using a semistructured schedule. The interview data, which was transcribed verbatim, was content analysed using the procedure outlined by Côté et al. (1993).Results: From the interviews three themes emerged: influence of others on learning; learning through work and play; and elite football identity. These themes were examined under the lens of social learning theory.Conclusions: The coaches in this study reported that they considered 'coaches of influence' as their most important source of information. In particular, it was the interactions with experienced football coaches who were most valued. In these interactions ideas and views about football coaching were exchanged and are best represented as a dynamic social network.

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Section: Resultsmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dynamic social networks in high performance football coaching

Occhino

Mallett

Rynne

2013

Physical Education and Sport Pedagogy

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“…Jones (2007) was the first to exploit this territory of expression in sport coaching, and subsequently Bush and Silk (2012) have represented their data through a reflexive conversation, and, Nelson and Groom (2012) and Roberts and Potrac (2014) have both utilised hypothetical conversations. This paper also speaks to the call from Rynne, Mallett and Tinning (2010) of the need for the coaching workplace to be examined, as to date it has been a site that has been largely overlooked. Fictional writing allows us-the researcher and reader-to enter the coaching workplace and articulate it in a manner that deepens our understanding of this context and, according to Jones (2007, p.161), "allow the teasing-out of previous assumptions that trigger new ways of reasoning and doing".…”

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

Sports Coaching Review

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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...

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“…The CPD model espoused by the aforementioned researchers aligns well with Mallett, Rynne and Tinning's (2010) model of non-formal education. Mallett, et al (2010) suggest that coaches learn best through coaching and consequently are more likely to construct meaning from personal experiences rather than through participating isolated formalised learning opportunities.Using a participatory action research methodology, a coaching education intervention embracing the organising principles of a CPD and the skill acquisition principles of non-linear pedagogy was designed and implemented to determine if the behaviours and coaching practices of coaches could be enhanced. Two volunteer coaches within a volleyball school of excellence academy who demonstrated a traditional reductionist approach to coaching participated in two reflective research cycles.…”

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confidence: 99%

Non-formal Coach Education in a Secondary School High Performance Volleyball Academy

Sweeper¹

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2This masters has been a four year challenge. Balancing study with full time work as a physical education teacher and sports master, tutoring at university, getting married, being married, playing sport, coaching school and representative teams, gaining a level three coaching accreditation in volleyball, raising a puppy as a new addition to the family and maintaining somewhat of a social life has been difficult and at times very trying. Motivation levels varied however there was a core group of people who provided me with the guidance, support and resilience to see this process through.To my husband Rob, you have been my rock. Despite knowing how well I can procrastinate, your support never wavered even if it meant (at one stage) being the sole income earner with a mortgage, turning into a domestic Goddess, helping me edit long winded academic speak and on occasion assisting me in the mountains of marking that always seems to be left to the last minute. Your support and encouragement is invaluable in this process.To my Principal Supervisor, Dr Lee Wharton, thank you for offering this opportunity through QUT to complete a masters, thank you for your guidance, ideas and consistently being able to lower my stress levels. Most of all, thank you for your belief in my ability to do this and your unbelievable commitment even when you brake and dislocate both legs at once, have multiple surgeries and suffer from a severe staph infection, you still manage to find the time to supervise this process and maintain a positive and inspiration mindset. I would have never started, nor finished this thesis without you.Thank you to my Associate Supervisor, Associate Professor Tony Rossi you have been a fountain of knowledge, particularly in the field of action research and providing much needed guidance during this masters journey.To the lecturers within the Faculty of Health, thank you for your ongoing support and guidance. In particular, Dr Ian Renshaw, having an expert in the field of which I am researching is a luxury most researchers would not have access to. I am very appreciative of your advice and feedback regarding non-linear pedagogy, constraints-led approach and ecological dynamics theory.Thank you to my school Principal, Mark Farwell, for your support, approving my leave of absence and signing off and writing letters to satisfy the ethical approval process. My Head of Department Bruce Mann, and my HPE colleagues for supporting me and playing an active role in this adventure, for allowing this study to take place in our volleyball program and provided an insight and inspiration for change. As well as this you have all been a sound board for ideas, guidance, questions and at times an avenue to vent frustrations. I value and appreciate your support, opinion and your time. ACKNOWLEDGMENTS 3The most challenging aspect of sports coaching is not the process of teaching players the rules, the technical elements or even the underpinning strategies of the game, but rather developing an understanding of when, where and how to eng...

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Workplace learning of high performance sports coaches

Cited by 57 publications

References 27 publications

Dynamic social networks in high performance football coaching

Dynamic social networks in high performance football coaching

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

Non-formal Coach Education in a Secondary School High Performance Volleyball Academy

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