Presentation on theme: "Exploring the Everyday Realities of Coach Education: A Case Study of a FA Level 2 Coach Education Course Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac."— Presentation transcript:
Exploring the Everyday Realities of Coach Education: A Case Study of a FA Level 2 Coach Education Course Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac University of Hull Department of Sport, Health & Exercise Science
Coaches play an important role in maximising athletic learning, development and experience. (Cassidy et al., 2004) Increasing importance attached to coach education. (Cassidy et al., 2006; Cushion et al., 2003) Significant investment into and re-development of the FA coach education programme. (Football Development Department Discussion Document for Coaching 2008-2012) Paucity of published research into FA coach education programmes. (Chesterfield et al., 2010) Introduction
Empirical coaching studies have provided a ‘snapshot’ of football coaches’ perceptions of coach education programmes. Chesterfield et al. (2010) Hope Powell in Jones et al. (2004) Coach Perceptions Steve Harrison in Jones et al. (2004)
Gold standard: One size ‘fits all’. (Abraham & Collins, 1998) “Straightforward, bio-scientific, unproblematic process”. (Cushion & Jones, 2006; Potrac et al., 2002, p. 188) HUMAN COMPLEXITY ‘Clean’ and ‘rationalistic’ programmes that fail to consider the HUMAN COMPLEXITY involved within coaching. (Cassidy et al., 2004; Jones et al., 2004) Academic Critique
Coaching scholars have offered a range of theoretically informed alternative pedagogical approaches. ‘Knowledge-for-Action’ (Jones & Wallace, 2005) ‘Solutions’ Problem-based (Jones & Turner, 2006) Issue-based (Trudel & Gilbert, 2006) Mentoring (Cushion, 2006) Reflection (Knowles et al., 2006) Communities of Practice (Culver & Trudel, 2006)
“ Offer a more secure foundation on which knowledge-for action projects could build to yield more realistic practical guidance and, ultimately, greater sporting success ” (Jones & Wallace, 2005, p. 123) ‘Knowledge-for-Understanding’ (Jones & Wallace, 2005)
The Coach Educators’ Perspective (?) IMPACT What do they do? How do they do it? Why do they do the things in the way that they do? How do they experience their role?
The Coach Learners’ Perspective (?) Academy Coach Community Coach IMPACT How do they experience the content, delivery and assessment? Why do they respond in the ways that they do? How does it impact upon their understanding practice?
Summary Increased recognition towards the importance of coach education. Criticisms of coach education have driven ‘knowledge-for-action’. Need for ‘knowledge-for-understanding’ of coach education: -Describe the contextual realities of coach education courses. -Consider how ‘life histories’ shape coach educators’ and coach learners’ experiences, perceptions, engagement and practices.
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